Academics Integrity is breached by students if they behave dishonestly when completing assessment tasks. Deakin upholds academic integrity by teaching students about academic integrity, designing strong assessment tasks, detecting breaches, and imposing penalties for dishonest conduct.

Two top tips:

  • Ask students to perform realistic assessment tasks that require applied knowledge and Skills
  • Show students the difference between plagiarism and effective paraphrasing

See these Deakin academic integrity support sites for students and for staff.

Cloud learning at Deakin is delivered by a number of technologies in the CloudDeakin ecosystem. Learning in the Cloud at Deakin emphasises the power of social learning as well as self-regulated learning and there a number of resources to help you design and facilitate your teaching.

Top two tips:

  • When facilitating an online class, keep the ‘story’ of your lesson in mind
  • Get to know the features of Bb Collaborate so you can present slides, share discussion, and form groups

Links for teaching and learning support in the CloudDeakin


Whether teaching a large class or a seminar, there are many strategies for engaging your students with your learning goals for the session. If you are teaching in a team, there are great benefits from designing the teaching collaboratively.

Top two tips:  

  • Consider a teaching plan
  • Think about how you ask students to know your key concept for the session

Self register in CloudDeakin in  the Curriculum Development for Unit Chairs module and find the topic Located Learning.

How do students learn in your seminars? One way to reflect on this is to think about what students are doing in your learning activities. An active learning approach to teaching immerses students in their own learning. In effect, students can’t be passive participants because of the design of your activities.

Two top tips:

  • What introductory activity will ‘hook’ your students into your seminar?
  • What challenge or problem do students need to solve together in your seminar?

This link has some very useful ideas for engaging students
Resource initiated by Alex Gentle for the School of Medicine, and created by Julia Savage and the Health Learning Design POD.

Importantly, great assessment involves formative feedback. This can be led by the teacher but carried out by students as part of a learning activity prior to an assessment deadline. Teachers can also use a number of ways to give constructive feedback to students after an assessment has been marked.

Two top tips:

  • Do your learning activities prepare students explicitly for the task?
  • Consider audio or video feedback sometimes

See Leading Courses, Chapter 5, Assessment and Feedback, for detailed discussion about how assessment and feedback are at the centre of teaching and learning at Deakin.

Peer assessment and self assessment play an increasing role in students’ learning. Peer and self assessment might sometimes involve summative tasks. More commonly, students’ participation will be formative. There are a number of ways students can provide feedback to each other prior to submission of an assessment task.

Two top tips:

  1. Ask your students to apply the assessment rubric to other students’ work (group work)
  2. Ask your students to reflect on how they improved their assessment task after receiving peer feedback

Links Peer and Self Assessment

Great assessment tasks are authentic and realistic. They tend to be motivating as students can identify the relevance of the knowledge and skills required for successful completion. Many authentic assessments are simulations of real-world scenarios.

Two top tips:

  • How does your assessment task link to a professional practice?
  • Which graduate learning outcome is embedded in your assessment task?

See this link about Deakin’s work-integrated learning (WIL) focus and how assessment can be linked to authentic learning opportunities 

At Deakin, we anticipate learner variability and these are related to nationality, language, culture, gender, sexuality, religion, and socio-economic status and more. Diverse student backgrounds are a strength in courses and units as they offer first-hand experiences of the authentically-diverse world in which we work and live.

Top three tips:

  • Sometimes students need help to work inclusively within groups. Find ways to form groups that are inclusive.
  • Be mindful of using inclusive language.
  • Consider indigenous knowledges, perspectives and pedagogies.

Links:  Deakin’s Inclusive Education Principles, Indigenous Pedagogies and Inclusive Curriculum and Capacity Building

Your assessment rubrics make explicit the criteria against which students’ work will be assessed, and, describe the expected performance at each grade level. This is critical especially if more than one person is responsible for marking students’ work. It is important that the assessment rubrics directly reflect the learning outcomes developed in your unit.

Two top tips:

  • Does your assessment rubric support students to complete the task?
  • Share your draft rubrics with a teaching colleague for feedback

Self-register for the Curriculum Development for Unit Chairs module on your CloudDeakin site and find the topic Writing rubrics for effective feedback. There are a number of practical resources to help you write great rubrics.

Suitable for Unit Chairs:
  •  The benefits of using Talis Aspire for building and checking your reading lists:
Suitable for All staff:
  • Centre for Research and Assessment in Digital Learning (CRADLE) Resources:
  • Teaching Cloud Campus students – Tips for class recordings:
  • Teaching Cloud Campus students – Tips for teaching online:
  • Teaching large classes online: