4 TEACHING AND ASSESSMENT
4.1 Curriculum Map
Programs are encouraged to use a curriculum map to demonstrate how individual courses align with specified program learning outcomes and also how the program learning outcomes are aligning more broadly with the degree level expectations. Two undergraduate curriculum map templates are provided in Appendix C and a graduate program curriculum map template is provided in Appendix D. Alternatively, programs may choose to create their own version of a curriculum map that is a better representation for their program. Please contact the IQAP office if you require assistance with completing your program-specific curriculum map.
4.2 Modes of Delivery
This section asks for a description of what the main mode(s) of delivery in the program currently are (e.g. active learning, tutorial, lab, online, blended, community service learning, etc.). A curriculum map is useful in determining the main modes of delivery in the program.
- Explain how these mode(s) of delivery are appropriate and effective in helping students achieve the proposed learning outcomes, including infrastructure and technologies for accessible education.
- Highlight any experiential learning opportunities that exist within the program. This may include high impact practices such as seminars, learning communities, work-study opportunities, undergraduate research, community engagement, internships, capstone projects, etc.
- Describe how courses in the program design and deliver content in accessible formats with consideration of Universal Design for Learning and AODA. Some examples of accessible formats include (but are not limited to): selecting resources (i.e. textbooks) that are already available in alternative formats; using closed captioning for audio-visual components; including an accessibility and accommodation statement in course syllabi.
- Ways in which the program addresses current institutional, faculty, or departmental priorities (e.g. experiential learning, equity, diversity and inclusion, accessibility, community engagement, entrepreneurship) and the current Strategic Mandate Agreement as well as improve the overall student learning experience.
- Those who wish to consider online or blended learning for courses or other elements of the program can visit Learning Technologies, Digital Pedagogies and Anti-Racism or Teaching Remotely Guide
Additional information on accessibility can be found on McMaster’s Accessibility Hub, McMaster’s Library Instructor supports page, and McMaster’s Inclusive Teaching and Learning page.
Resources are available for those who wish to consider community engagement and experiential learning: community engagement, Guide to Experiential and Community Engaged Education at McMaster, and Experiential Learning Toolkit.
4.3 Methods of Assessment
In this section, programs are to provide a broad stroke representation of assessment practices while addressing the following criteria:
- Methods for assessing the overall effectiveness of the program quality are appropriate and effective, ensuring evaluation methods are accessible and inclusive, and audiences are diverse.
- Explain methods for assessing student achievement of the defined Program Learning Outcomes and Degree Level Expectations are appropriate and effective.
- Discuss the appropriateness and effectiveness of the means of assessment, especially in the students’ final year of the program, in clearly demonstrating achievement of the Program Learning Outcomes and the Degree Level Expectations and the program’s goals and how assessments have been scaffolded throughout the curriculum to prepare students for success.
- Programs are encouraged to elaborate on how assessments are designed with EDIA in mind. How do assessments reduce (or eliminate) barriers to student learning? Are options provided such as multiple/diverse/alternative ways of assessment, grace periods, specialized academic accommodations, or exam retakes?
- Description of how information on assessment effectiveness is documented and used to inform continuous program improvement
Resources are available for those who wish to consider inclusive, alternative and authentic assessment practices or alternative grading practices.
