Top picks for May 2024: Getting friendly with policies
Knowledge is power, and it starts at home.
In May, we’re taking the dread out of dreaded policies and showing how they’re here to empower and support us. As the University updates its learning and teaching policies to better reflect the spirit of Taumata Teitei, along with the Curriculum Framework Transformation, Signature Pedagogical Practices, and the updated Graduate Profile, we want to show that policies are not just rules but tools, that help us shape a more engaging, supportive and effective learning environment.
Adhering to policy isn’t just about compliance; it’s about making the most of the frameworks that guide our teaching. So let us start by exploring some of those most relevant to teachers and see how they can positively impact our work and our students’ learning.
We will look at the Policy Hub: Education and student experience section and explore a selection of the most pertinent policies on learning and teaching practice, academic conduct and quality, and inclusive teaching and learning. We hope our brief overview of these policies will transform them into something … a little friendlier.
Policies for fair and authentic assessment for learning
Assessment of Courses Policy
Perhaps, currently the most important policy that you need to ‘befriend.’ On 1 July 2024, this will replace the current Assessment (Coursework, Test & Examinations) Policy. The new policy encourages a ‘whole of programme of study’ approach for better coherence and alignment; it highlights authentic assessment, in line with current pedagogical practices (Signature Pedagogical Practices) and Graduate Profile; it distinguishes between formative and summative assessment; it provides clearer guidelines on group assessment; and it places a greater emphasis on academic integrity.
The new policy is shorter because some items have been shifted to the accompanying Procedures, and because it focuses on principles in order to encourage flexibility. We encourage you to read it thoroughly, if you haven’t already, as it may affect how you design for assessment starting Semester Two, 2024. The Assessment of Courses Procedures contains details on examiner and assessor appointment, assessment design, student communication, evaluation of tests and coursework, final results, and more.
Grade Descriptors Policy
This new policy (approved in mid-December 2023) brings to the fore what was previously buried in appendices to other documents. It is a ‘one-stop shop’ for clear definitions for the grades used in marking all forms of assessment. Teachers can refer to this when designing assessments and marking schemes, and you can link to it from your Canvas courses—so students can understand the grading system better. The policy also explains how the Grade Point Average (GPA) is calculated and explains the administrative grades that get used in special circumstances.
Policy classifications
If you’ve ever wondered about the nuances between policies, standards, procedures and the like, take a minute to familiarise yourself with the terminology. Note also which ones are mandatory vs recommended/suggested.
| Policy type | Purpose |
|---|---|
| Statute | Statutes are formal and binding University laws which apply to staff and/or students and are made by Council under the provisions of s284 of the Education and Training act 2020. |
| Regulation | Regulations are those regulations made by Council or its delegate. |
| Policy | Policies establish key principles and values that govern decision-making at the University and rules that are mandatory and apply across the University. |
| Procedure | Procedures listed on the Policy Hub give detailed mandatory direction on how a policy is to be implemented. |
| Standard | Standards listed on the Policy Hub are mandatory and specific to a particular technology or topic area. |
| Guideline | Where guidelines appear on the Policy Hub, they offer approved and recommended approaches, but are not mandatory. They may give practical examples of how specific policies may apply in particular areas, and suggestions for effective implementation. Increasingly these support documents will not appear on the Policy Hub. |
Policies for enhancing student experience
Guidelines for the Enhancement and Evaluation of Teaching and Courses
These Guidelines were updated in 2023 and provide advice on complying with the Enhancement and Evaluation of Teaching and Courses Policy and Procedures. The policy has not been updated yet, but Guidelines are intended to renew attention to formative evaluations and course reviews – both being important tools for ensuring the quality of courses. Formative feedback can take many forms and teachers should use tools appropriate for their course. Responding to students’ feedback creates a two-way mechanism to help teachers understand student perspectives and adapt their teaching methods accordingly. Formative feedback is very different from the end-of-course Summative Evaluation Tool (SET) evaluations but enables real-time responses that may improve students’ experiences overall. Course reviews are an opportunity to reflect on a course, to confirm what went well, and to plan for further improvements. The Guidelines contain useful advice on using student feedback during courses and encourage us not to rely solely on SET.
Policies for inclusivity in teaching, learning, and assessment
Special Conditions for Tests and Examinations Policy
This policy, despite being one of the briefest, is a crucial and impactful framework that ensures inclusivity in assessment. In 2022, 3,420 students (18% of our student population) disclosed a disability, with the majority involving ‘invisible’ impairments, which may be temporary or permanent. You should be aware that students can apply for these conditions online, and applications are reviewed by a specialist from Ratonga Hauātanga Tauira, Student Disability Services. The policy aligns with several key documents, including the Human Rights Act 1993, and is designed to foster equity in education. It’s a significant step towards creating an inclusive learning environment where all students, regardless of their impairments, are given the necessary accommodations to succeed. The Policy charts the way forward, and in 2024 some faculties are trialling a new process. Look out for a new Procedures document for this in 2025.
Inclusive Learning and Teaching of Students with Impairments Guidelines
The guidelines emphasise the importance of diversity, accessibility, and adaptability in teaching methods and provide a comprehensive framework for both teaching and service division staff, with specific practical expectations and recommendations. For example, before class, teachers are encouraged to include a statement in their course outline discussing impairment-related requirements and also provide accessible course materials and lecture outlines online. During class, ensure effective classroom dynamics, deliver material at a pace suitable for sign language translation, provide rest breaks for students and their aides, and use diverse media for information presentation. In terms of curriculum and assessment design, the guidelines recommend the development of interactive environments using appropriate technologies and offering diverse assessment options. By adhering to these guidelines, teachers can better support and accommodate the diverse needs of their students, particularly those with impairments, thereby enhancing the overall teaching and learning experience.
Policies for diverse and accessible TEL
Recording of Taught Content Policy and Procedures
Updated in December 2023, this policy now aligns with the concept of teaching as envisaged by Taumata Teitei and Signature Pedagogical Practices. In switching the focus from lectures to taught content it recognises that teaching involves more than traditional lectures, embracing a variety of activities and spaces. It recognises also that students’ learning takes different forms, but the acquisition of taught content is central to most courses, and that this is where recordings are valuable learning resources. The updated policy allows you, the teaching staff, to utilise diverse methods and technologies. The policy encourages the recording and fast distribution of taught content, promoting equitable access to educational resources. This is particularly beneficial for students who may not be able to attend in-person classes. However, these recordings—encompassing audio, visual feed, and captions—are supplementary resources, not replacements for in-person attendance. The policy also provides guidelines for editing videos and captions and delineates the responsibilities of staff, students, and the University to use the content appropriately and to safeguard intellectual rights.
Photo credit: Tim Gouw on Unsplash
Policies for troubleshooting
Resolution of Student Academic Complaints and Disputes Statute
As presented also in the information given to students on academic disputes and complaints, the University encourages the resolution of all student academic disputes promptly and informally. This Statute is designed to address academic disputes and complaints, providing a structured pathway for both students and teachers. The process should not be adversarial but focused on open dialogue and understanding, and about giving an opportunity for a student express their concerns. Consider a situation where a student feels their assignments aren’t being graded fairly. The Statute encourages teaching staff to engage in an initial conversation with the student, promoting understanding and resolution. If this doesn’t resolve the issue, there’s a process for formal proceedings, which includes an independent investigation and multiple opportunities for resolution. By following this Statute, teachers can better support all students, enhancing the overall teaching and learning experience. It’s about creating a positive and inclusive learning environment where everyone’s voice is heard, and disputes are resolved through communication and understanding, leaving formal disputes as the last resort.
Student Academic Conduct Statute
The Statute is the University’s commitment to upholding academic integrity. It categorises breaches into three levels: poor academic practice, minor academic misconduct, and major academic misconduct. The Statute provides a comprehensive list of actions that are considered breaches, such as plagiarism, copying, unauthorised collaboration, and misrepresentation of information. The Statute also details how to handle these breaches, with a process that includes various roles within the University. As a teacher, understanding the Statute is crucial for guiding students effectively and handling any breaches appropriately. The rise of Generative AI adds another layer to this, potentially leading to new types of breaches. To understand more about the University’s stance on the use of Gen-AI, make sure you also read “Guidelines on permitted use of software in assessment activities” and “Advice for students on using Generative Artificial Intelligence in coursework”. For a distilled version of how academic integrity breaches are handled at the university, read “Academic misconduct guidelines” for students. Overall, watch this space for upcoming updates in the space of academic integrity as the regulative frameworks and guidelines are being revised to match the current context.
Page updated 25/06/2024 (updated policy links)