Title: Assessment and improvement of learning design
Course: Learning Design > Section: Student-centred design, learning and teaching activities, and assessment

The instructor conducts the assessment of the course designs developed by the participants, with additional involvement in the assessment carried out by peers through peer assessment. After the analysis, make the necessary revisions to the design based on the feedback received.

Assessment criteria:

- The course is clearly described (aim, level, participants, delivery model, participant workload, etc.).
- Learning outcomes are clear and measurable.
- Planned topics, units, and activities are aligned with the learning outcomes.
- Appropriate assessment activities and feedback provision are planned.
- Innovative pedagogical approaches are applied.
- Analyses demonstrate the quality of the design (e.g., constructive alignment, participant workload).
- Participation in the assessment contributes up to two points toward the assessment deliverable.

You may submit the learning design via a link to the specific design in the BDP tool or attach a Word or Excel document in which the design is elaborated in accordance with the principles and guidelines.

Assessment form: Kolegij je opisan (cilj, razina, polaznici, model izvođenja, opterećenje polaznika i sl.)

Assessment form: Ishodi učenja su jasni i mjerljivi

Assessment form: Planirane teme, cjeline i aktivnosti su povezane s ishodima učenja

Assessment form: Predviđene su prikladne aktivnosti vrednovanja i davanje povratne informacije

Assessment form: Primijenjene su inovativne pedagogije

Assessment form: Analize pokazuju kvalitetu dizajna (npr. konstruktivno poravnanje, opterećenje polaznika)

Assessment form: Sudjelovanje u vrednovanju donosi max. 2 boda na isporuku vrednovanja

Assessment form: The course is described (aim, level, participants, delivery model, participant workload, etc.).

- Description is not given.
- The course is described, and all descriptors have been correctly selected.
Assessment form: Learning outcomes are clear and measurable.

- The learning outcomes are not written or are not clear.
- The learning outcomes are not clear or are not measurable.
- The learning outcomes are clear and measurable.
Assessment form: The planned topics, units, and activities are aligned with the learning outcomes.

- The structure is not developed
- The topics are listed, but they are not elaborated into units and learning activities, or they are not aligned with the learning outcomes.
- The topics are elaborated into units and learning activities and are linked to the learning outcomes, but the units and activities are not fully aligned with the topics or are not sufficiently developed.
- The topics, units, and activities are well developed, structured, and interconnected, and they are aligned with the applied innovative pedagogical approaches.
Assessment form: Appropriate assessment activities and the provision of feedback are planned.

- Assessment is not developed.
- Assessment activities and the provision of feedback are not systematically implemented.
- Assessment activities and the provision of feedback are systematically implemented and well developed.
Assessment form: Innovative pedagogical approaches have been applied.

- Innovative pedagogical approaches are not mentioned.
- Innovative pedagogical approaches are applied.
- Innovative pedagogical approaches are systematically and meaningfully applied.
Assessment form: he analyses demonstrate the quality of the design (e.g. constructive alignment, participant workload).

- The analyses indicate that the design is not of sufficient quality.
- The analyses indicate that some elements of the design are not well developed.
- The analyses confirm the quality of the design.