Unitec Tertiary Teaching Badge

Design Group Assessment – Evidence Rubric


Learning Outcome: The earner of this badge is able to design group assessment processes that ensure fairness and transparency.


Badge Level

(drawn from Pohatu’s Mauri Model)
1. Artefacts

Documents that provide evidence of effective use of Group Assessment
2. Narrative (written (can use the provided template) OR a brief conversation with the Badge facilitator).

A clear explanation of the thinking behind key artefacts submitted, including which badge level you are aiming for.
The evidence template provided will support your explanations
Mauri Oho / Emerging
“You have begun to explore opportunities to practise and develop this aspect of teaching competency but are not yet consistently demonstrating it.”		 Submit evidence of one group assessment task you have designed or improved.
 Give rationale for use of group rather than individual assessment. Also include  rationale for the design or improvement of group task to ensure fairness for individuals and for groups of students.
Mauri Tū / Demonstrating

“You consistently demonstrate this aspect of teaching competency and actively look for opportunities for further growth.”		 Submit evidence of a group assessment that has been used in a previous semester and then improved using literature as well as student evaluation, moderation reports, peer feedback and your own reflections etc. Give the rationale for use of group rather than individual assessment. Also include the rationale for the design or improvement of group task to ensure fairness for individuals and for groups of students. Refer to assessment principles, teaching and learning literature and/or theories that have informed your review and improvement, as well as a range of feedback data.
Mauri Ora / Modelling

“You are considered a role model for this aspect of teaching competency and support others to develop in this area.”		 In addition to the evidence required for the Demonstrating level,  submit evidence of how you have supported others in your teaching team in the development, improvement and evaluation of Group Assessment.
 Give the rationale for use of group rather than individual assessment. Also include the rationale for the design or improvement of group task to ensure fairness for individuals and for groups of students. Refer to assessment principles, teaching and learning literature and/or theories that have informed your review and improvement, as well as a range of feedback data.
Describe how you have supported the improvement of group assessment in your team.

Last modified: Wednesday, 25 November 2020, 12:36 PM