Private Bag 31914, Lower Hutt 5040, New Zealand

Assessment Marks: 5903 - Assessment Two Result 72.00 / 100.00

Percentage 72 %

Rounded 72 %
Jonelle Mary Neehi Ngaronga (3313732)
123 Oxford Street
Ashhurst
4810

Overall Comments

Congratulations Jonelle for completing your course design. This is a good start and with a bit more work this could be a very useful course.
One thing I would like you to reflect on is how you will ensure learners are supported in this course. You also need to make this very clear to
your learners.
I wish you every success as you continue your learning journey.
Kind regards
Marica Sevelj
Learning Delivery Adjunct

Assessment Two Part One: OTARA planning Document Section Result 4.00 / 5.00

Part One: OTARA planning

Assessment Criteria Result: 1.00 / 1.00

Completed OTARA planning captures clearly structured course that would support at least 20 hours of learning including activities, resources
and labels.

Marking Comments

An OTARA plan was provided. The course contains three modules that would support at least 20 hours of learning.

Assessment Criteria Result: 1.00 / 1.00

Language in labels between activities and resources is learner-friendly, supportive and provides connections between activities and resources.

Marking Comments

Language is appropriate.

Wednesday, February 6, 2019 Page 1 of 8

 Assessment Criteria Result: 0.50 / 1.00

Planning indicates the use of context in the course.

Marking Comments

In the OTARA plan it stated that the context of the course, "is based on the experiences that I have faced in the workplace with assessors".
The application of this context is not easily evident in the course development.

Assessment Criteria Result: 0.50 / 1.00

Suggested sequence of resources, activities and labels is logical and would provide an adequate structure to support learners' needs (for
example, including opportunities to ask questions).

Marking Comments

The structure is adequate to support learners although it could be fine-tuned. For example, you have a heading 'Announcements and General
Information' yet immediately above it is a whole lot of general information about the course such as Course Information, Assessment
Information, Study Plan etc.

Assessment Criteria Result: 1.00 / 1.00

All section headings and placeholders for all assessment/skill checks in the course are provided (whole course).

Marking Comments

All section headings an placeholders are in place.

Assessment Two Part Two: Reflection on course design and online learning Section Result 13.00 / 25.00

development

Assessment Criteria Result: 2.00 / 5.00

Demonstration of understanding of learner-centred design approaches and how to implement them.

Marking Comments

You described your implementation of your course design. You did not reflect on the learner-centred design principles that underpin your
design. You mention that your design is focused on the learner being able to drive their learning. You do not mention how the learner will be
supported in this process.

Wednesday, February 6, 2019 Page 2 of 8

 Assessment Criteria Result: 5.00 / 5.00

Demonstration of how the learning outcomes have been met through appropriate learning activities.

Marking Comments

You described how the learning outcomes will be met through the various activities in the course design.

Assessment Criteria Result: 5.00 / 5.00

Demonstration of how the learning outcomes have been appropriately assessed.

Marking Comments

You have three summative assessments in your course design focused on the learning outcomes of the course.

Assessment Criteria Result: 1.00 / 5.00

Reflection on the way that learner support has been developed within the course.

Marking Comments

You did not reflect on how learners will be supported. I noticed that you had a discussion forum in the course page headed Lecturer's details.

Assessment Criteria Result: 0.00 / 5.00

Reflection is supported by at least three quotes from the articles or web links provided in the course.

Marking Comments

No quotes or web links were included in the reflection.

Assessment Two Part Three: Course Page Development Section Result 18.00 / 25.00

Wednesday, February 6, 2019 Page 3 of 8

 3(a) Quiz Activity A quiz with 10 categories that meet the following criteria:

Assessment Criteria Result: 2.00 / 3.00

Questions are clear, interesting and pitched at the right level.

Marking Comments

The quiz I am referring to here is Assessment 1. The other quiz I looked at was Module 1 Reflection which was incomplete.
Some of the quiz questions were not very clear. I did not see anywhere that this was an open book assessment and yet in question 2 it tells the
learner that they can go back to Module 1 to help answer the question. The learners had to do a lot of written responses in this quiz.

Assessment Criteria Result: 3.00 / 3.00

Language used is appropriate to the medium.

Marking Comments

The language was appropriate.

Assessment Criteria Result: 2.00 / 3.00

Quiz is the appropriate length and complexity for the subject.

Marking Comments

This quiz was a summative assessment. It contained 16 questions divided into 4 sections although this wasn't evident as you were taking the
quiz.

Assessment Criteria Result: 1.00 / 3.00

Feedback is individually tailored to the questions.

Marking Comments

You were told if your answer was correct or incorrect. If you had an incorrect answer you were given the correct answer. Feedback was not
provided for any of the open questions requiring a written response by the learner.

Wednesday, February 6, 2019 Page 4 of 8

 Assessment Criteria Result: 0.00 / 3.00

Feedback is motivational

Marking Comments

The feedback provided was minimal. It was not motivational.

Assessment Criteria Result: 3.00 / 3.00

Quiz is technically correct and free of errors

Marking Comments

The quiz worked as it should.

Assessment Criteria Result: 3.00 / 3.00

Different types of questions are used (not all multiple-choice)

Marking Comments

The question types used were: question and answer, select answer from an available list, multiple choice.

Assessment Criteria Result: 4.00 / 4.00

Finally, instructions to the learner are clear.

Marking Comments

Instructions were provided. They covered: The pass mark, how the quiz is divided up, and the general process of completing the quiz.

Wednesday, February 6, 2019 Page 5 of 8

 3(b) Group Activity Section Result 11.00 / 15.00

At least one group activity that is authentic (see Module 4 for a description of what makes an activity authentic).

Assessment Criteria Result: 4.00 / 5.00

Your group activity provides an opportunity for learners to do one or more of the following:
ABSORB (this usually consists of information and the actions that learners must take to understand/absorb that information). Examples
include case studies, stories, presentations, examples.

Marking Comments

The learners were asked to watch two videos of an assessor preparing a candidate for assessment and answer three questions. They were
asked to place their responses in a comment box that everyone could see. It would appear from the group activity instructions that everyone
taking the course was doing this group activity together. This was a bit confusing. No information was provided on how the 'groups' would be
allocated or how the learner could access this information.

Assessment Criteria Result: 3.00 / 5.00

DO (transforms information into knowledge and skills). Examples include guided analysis, drill and practise, hands-on-activities.

Marking Comments

When individuals had shared their comments on the videos, a group discussion is to take place to discuss these. This is a valid way of
processing information into knowledge and skills if the discussion is appropriately set up.

Assessment Criteria Result: 4.00 / 5.00

Connect (these activities help learners to close the gap between theory and practice). Examples include guided research, scenario-based
activities, web quests and role-playing games.

Marking Comments

The connect aspect of this activity was focused on the group deciding on a collective response about each video and one improvement point
for each situation.

Wednesday, February 6, 2019 Page 6 of 8

 3(c) Summative Assessment Section Result 10.00 / 10.00

Assessment Criteria Result: 2.00 / 2.00

Description is structured and clear

Marking Comments

There are three summative assessments described in Assessment Information.

Assessment Criteria Result: 2.00 / 2.00

Assessment instructions, if applicable, are structured and clear.

Marking Comments

Assessment instructions are provided for all three summative assessments.

Assessment Criteria Result: 3.00 / 3.00

Assessment is in line with course requirements, including formative assessment tasks and activities.

Marking Comments

Assessment follows the structure outlined in the OTARA plan and fits with the course requirements and activities.

Assessment Criteria Result: 3.00 / 3.00

Description includes assessment strategy.

Marking Comments

An assessment strategy has been provided.

Wednesday, February 6, 2019 Page 7 of 8

 3(d) Learner Support Section Result 16.00 / 20.00

Assessment Criteria Result: 5.00 / 5.00

Course page has "flow" and is clearly structured

Marking Comments

The course page has a flow.

Assessment Criteria Result: 4.00 / 5.00

Labels are inviting and supportive, yet never too long.

Marking Comments

Labels are generally clear about what they are linking to. One of the module headings is long.

Assessment Criteria Result: 4.00 / 5.00

Language used on the course page supports easy navigation.

Marking Comments

Language generally supports easy navigation.

Assessment Criteria Result: 3.00 / 5.00

Language used in resources and activities is warm, conversational and inviting.

Marking Comments

Language used is conversational. Please be clear about the information you are conveying. After reading through some of the content I was
unsure whether learners were completing unit standard 4098 or not. This needs to be made very clear to the learner. It is also important you
use consistent language throughout. An example I came across was the title group task and in the instructions of the group task it talked about
team task. Yet no process has been described for allocating groups or teams. There were also some grammatical errors in the first few
paragraphs - 'will give you opportunity to ...' and 'You will learn the ins and outs of what and assessor is'. Take the time to carefully look at
language throughout every page of your course to make sure it is clear, consistent and it doesn't confuse the learners.

Wednesday, February 6, 2019 Page 8 of 8