What to do

Check if the learning package provides the information on the course aims, learning outcomes, attendance expectations, assessment tasks, and perhaps AI use.

Where to focus

These pieces of information are usually found in the (electronic) course profile, Introduction section, or in the first contact session.

What to look out for, specifically

Examples may be slides of the first lecture/tutorial, screenshots of assessment summary or content areas in the course profile, e.g. Assessment section.

Tips

If not all of the information is provided, or there is possible improvement to the content provided, a Yes But and an accompanied comment would be great.

Show kotahitanga by clearly aligning learning outcomes, assessments, and participation expectations. Learners should be able to see what they are working towards and why it matters in their context.

Example

The course home page introduces the module with a short statement linking outcomes to practice: “In this module, you will apply digital tools to your own professional setting.” Outcomes and assessments are written in plain language with relevant Māori terms retained where appropriate.

Further Info

• Ako Explored (Ako Aotearoa)
• ePosts: Enhancing tertiary learning and teaching through technology

What to do

Skim the learning package to see whether the learning schedule and description of assessment tasks are given.

Where to focus

The information may be part of the course profile or stand-alone sections of the learning package.

What to look out for, specifically

Examples may include a table of the weekly learning plan or a written description of each required assignment.

Tips

These pieces of information are usually placed in prominent areas of the course due to their importance, so they should not take long to locate.

Demonstrate manaakitanga by providing a clear and accessible schedule that supports planning. Transparent timelines help learners balance study alongside work and whānau commitments.

Example

A course schedule is embedded in Canvas and available as a downloadable PDF, showing key dates, assessment deadlines, and reflection points.

Further Info

• Ako Explored (Ako Aotearoa)
• A comprehensive guide to Universal Design for Learning (UDL) – Ako Aotearoa

What to do

Skim the learning package to see if there is information regarding each of the assessment items, e.g. the assessment type, weighting, required length/word count, format of submissions, etc. Check whether there is any section that explains how or when AI may be used for assessment tasks.

Where to focus

You may need to look only in the Assessment section, or in a separate tab or page. AI usage may be located with a link to the university guidance such as the policy or procedure.

What to look out for, specifically

Such information is usually provided in written form rather than in audio-visual formats.

Tips

It is not only the quantity that matters, but the quality of information, i.e. the clarity and coherence of the assessment task description is also crucial.

Support mana motuhake by ensuring assessment expectations are clear and transparent. Learners should easily understand what is required, how it will be assessed, and what success looks like.

Example

An ‘Assessment Overview’ page outlines task type, weighting, word count, submission method, and purpose in plain language.

Further Info

• Enhancing the effectiveness of tertiary teaching and learning through assessment
• Rethinking assessment (Auckland University)

What to do

Check if the learning package provides the description of assessment processes including submission, marking, and feedback. These can include response times and or information on the use of AI.

Where to focus

The Assessment section in the learning package, and probably class slides where appropriate.

What to look out for, specifically

Information may be provided in written texts or tutorial videos for technical guidelines.

Tips

You may want to check the instructions or task description for all assessment tasks to see if they provide all the necessary information since there may be inconsistencies or missing details in some of them.

Show manaakitanga by clearly explaining how assessment processes work from submission through to feedback. Transparency reduces uncertainty and supports learner confidence.

Example

An assessment page includes step-by-step submission instructions, confirmation of receipt, and a statement: “You will receive written and video feedback within two weeks.”

Further Info

• Enhancing the effectiveness of tertiary teaching and learning through assessment
• Rethinking assessment (Auckland University)
• A comprehensive guide to Universal Design for Learning (UDL) – Ako Aotearoa

Admin Reviewer – This is an admin reviewer’s task so the first and second reviewers do not have to engage with it as you will see the evaluation result and comment by the admin review when you log in to the system.

What to do

Skim the Assessment section to check if the assessment criteria or marking rubrics are provided for all assignments.

Where to focus

The marking criteria or rubric may be provided in the task descriptions or in the submission links for the assignments.

What to look out for, specifically

You may want to look for a soft copy of the marking criteria e.g. a Word or PDF document in the form of a matrix or an online rating scale e.g. within Turnitin.

Tips

You may want to check if there are marking criteria for all assignments, and if there is missing information in each of the rubric, e.g. numeric / letter grades or the weighting of each criterion.

Some example assessment criteria may be viewed here: Designing the assessment – NSW Dept of Education

Admin Reviewer – This is an admin reviewer’s task so the first and second reviewers do not have to engage with it as you will see the evaluation result and comment by the admin review when you log in to the system.

What to do

Skim the learning package to see if it contains instructions on the use of similarity checking tools e.g. Turnitin for assessment tasks, or AI checking for assessment.

Where to focus

The Assessment section in the course profile, especially the task description or requirements of each assignment.

What to look out for, specifically

You may want to look out for a brief sentence or phrase pointing out that originality checking software will be used for the assessment tasks.

Tips

Some learning packages may not explicitly mention the use of originality checking tools as it has become the norm. In this case, a Yes But would be appropriate if you can find the link, e.g. a Turnitin submission page, however a comment would also be needed to explain the reviewer’s opinion.

Besides well-known originality checking tools like Turnitin, there may be other software used for the same purpose. Some examples are presented in the following link: Best Plagiarism Checker Software 2026

What to do

Skim to see if the teaching team has provided assignment samples or work submitted by previous students.

Where to focus

The samples may be provided in the corresponding folder to each assessment task.

What to look out for, specifically

Examples may be anonymised PDF/Word documents containing assignment samples, which may be annotated, with highlighted strengths and weaknesses of the submission or feedback provided.

Tips

Not all teaching staff like to provide assessment samples to students and/or if they do, there may not be a sample for all assessment tasks. If there are no samples, then a hard No should be given and a note made for the review.

Reflect ako by using exemplars to make expectations visible. Seeing examples helps learners understand standards and reduces ambiguity, particularly for those new to academic study.

Example

Annotated examples of previous high-quality submissions are shared, with commentary explaining how criteria have been met.

Further Info

• Enhancing the effectiveness of tertiary teaching and learning through assessment
• Rethinking assessment (Auckland University)

What to do

Skim the learning package to see if there are guidelines on how students should engage with learning and assessment tasks. This might also include expectations for use or no use of AI when completing learning and assessment tasks.

Where to focus

Check any slide decks, Introduction section, learning resources and/or assessment task descriptions to see what engagement requirements there are for students.

What to look out for, specifically

Students may be asked to engage with a range of activities, e.g. group tasks, discussion, quizzes, reflection journal, etc.

Tips

The learning and assessment tasks may not be described in only one place so a quick look throughout the learning package would be needed.

A range of learning and assessment tasks are available on these university websites:

• Choosing and Designing Assessment Tasks (UTas)
• UQ Assessment Ideas Factory
• GenAi and assessment (Uni Newcastle)

Support whakawhanaungatanga by making the purpose of participation explicit. Learners are more likely to engage when they understand how activities contribute to shared learning.

Example

A module introduction states: “Participation in this discussion supports your final assessment by helping you test and refine your ideas.”

Further Info

• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector
• Ako Explored (Ako Aotearoa)
• Rethinking assessment (Auckland University)

What to do

Skim the description of learning and assessment tasks to see if they state what students are supposed to do clearly.

Where to focus

The information should be in the Assessment section but can also be provided in the learning resources e.g. a comprehension quiz for reading materials. You may also need to check the slides of the first synchronous session.

What to look out for, specifically

The description of learner engagement may focus on time, word count, submission format, submission frequency, etc.

Tips

Students may be asked to engage in one-off tasks regarding the weekly content, or regular assessment tasks like weekly journal or presentations.

Demonstrate manaakitanga by clearly outlining expected workload and participation. This helps learners plan their time and engage consistently.

Example

The course overview states: “Expect to spend 8–10 hours per week, including two discussion posts and one peer response.”

Further Info

• Ako Explored (Ako Aotearoa)
• Rethinking assessment (Auckland University)

What to do

Check if the learning package describes the connection between learning and assessment tasks.

Where to focus

The information may be found in the task descriptions in the Assessment folder, or alternatively in the course profile.

What to look out for, specifically

You may want to find a few phrases or sentences on how the learning align with tasks provided, or a brief video explaining the relationship between learning and assessment.

Tips

The information may not be explicitly stated, so you may want to read the assessment task descriptions and the learning outcomes or course goals carefully to form an opinion on the success indicator.

Promote ako by clearly linking learning activities to assessment tasks. Learners should understand how what they do each week prepares them for success in assessment.

Example

Weekly pages include a short “Why this matters” section explaining how activities connect to upcoming assessments.

Further Info

• Ako Explored (Ako Aotearoa)
• Rethinking assessment (Auckland University)

What to do

Skim the learning package to see if students are asked to engage in a wide range of tasks during and outside the contact sessions.

Where to focus

These learning tasks may be delivered in contact sessions or associated with learning materials, so you may want to check slide decks and content areas.

What to look out for, specifically

Examples of tasks may vary from written instructions, or embedded links e.g. online quizzes to even video commenting like in VoiceThread.

Tips

You may want to focus more on the variety of tasks rather than the number of tasks in the same type. For example, if there are many tasks of the same type, e.g. all written submissions, then it should not be a Yes.

Support mana motuhake by offering a range of task types that reflect different ways of learning and expressing knowledge. Variety should enhance inclusion rather than add unnecessary complexity.

Example

Modules include quizzes, discussion forums, and scenario-based activities that allow learners to engage with content in multiple ways.

Further Info

• Ako Explored (Ako Aotearoa)
• A comprehensive guide to Universal Design for Learning (UDL) – Ako Aotearoa

What to do

Skim the learning package to see if both independent and collaborative tasks are provided for students.

Where to focus

The tasks may be conducted during contact sessions, so slide decks should be the first place to look. You may also want to check the assessment tasks and weekly plans as they may also be independent or collaborative.

What to look out for, specifically

Examples may be group work, projects, presentations, task-based learning, etc.

Tips

Information on which tasks are independent or collaborative may not always be explicitly available; if so, you may want to leave a comment about what should be made clearer. If the student is given the opportunity to collaborate, then the response should be a Yes. Do not pass judgment on whether the task is a good collaborative task or not, and whether the student is likely to actually collaborate.

There are some examples of collaborative learning tasks available here: Ideas for group and collaborative assignments (Cornell University)

Balance rangatiratanga and whakawhanaungatanga by designing opportunities for both independent reflection and collaborative learning.

Example

Each module includes an individual reflective journal alongside a small-group case study activity.

Further Info

• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector
• Tataiako

What to do

Skim the learning package for instructions on the format of students’ submissions and see if they are of different types.

Where to focus

The Assessment section, learning task descriptions and slide decks should be the place to check.

What to look out for, specifically

Different submission formats should be found, including oral/recorded presentations, written essays, audio recordings, videos or images.

Tips

Students may be required to submit in a certain format e.g. written more often than others, but as long as they are expected to use a variety of formats for submission then it can be a Yes or Yes But.

Show manaakitanga by recognising diverse ways of expressing knowledge. Flexible submission formats support accessibility and learner preference.

Example

Learners may submit a written report, recorded presentation, or narrated slideshow, with consistent marking criteria across formats.

Further Info

• A comprehensive guide to Universal Design for Learning (UDL) – Ako Aotearoa
• Tataiako

What to do

Skim the learning package for information on opportunities for students to see how tasks are performed by others inside and outside the classroom, e.g. in industry.

Where to focus

These tasks may be described in the overall profile or learning schedule or weekly plan. Slide decks usually provide such information in more detail.

What to look out for, specifically

Examples may be activities/tasks/projects provided through class sessions, placements or apprenticeships with external industry partners.

Tips

Not all learning environments may provide opportunities for students to observe work performed in an industry environment, and it may not be explicitly stated that students will be able to observe teachers’ and peers’ work in contact sessions. In this case, make a professional judgement about whether this does occur and make a note in the review regarding the information required for these experiences to be clearly seen in the learning package.

Encourage ako by providing opportunities for learners to view and learn from others’ work. Observing different approaches supports deeper understanding and reflection.

Example

A ‘Showcase’ discussion invites learners to share their work and provide brief, constructive feedback to peers.

Further Info

• Ako Explored (Ako Aotearoa)

What to do

Skim the learning package to see if it includes information on all the different channels students can use to receive feedback from the teacher, classmates, and themselves, in both digital and manual forms.

Where to focus

The information may be provided in the Assessment folder and slide decks as students may receive feedback during synchronous sessions too.

What to look out for, specifically

Examples may include a marking rubric or written comments, or oral feedback or voting on a digital platform like Padlet or Turnitin.

Tips

Look not only for the channels and types of feedback but also for information on how feedback will be given to students.

There are information and examples of different formative and summative feedback in the following link: Types of Feedback (Uni of Florida)

Reflect manaakitanga and ako by clearly outlining when and how feedback will occur. Learners should understand how feedback supports their ongoing development.

Example

The course explains: “You will receive automated quiz feedback, peer feedback on drafts, and tutor feedback after submission.”

Further Info

• ePosts: Enhancing tertiary learning and teaching through technology
• Ako Explored (Ako Aotearoa)

Admin Reviewer – This is an admin reviewer’s task so the first and second reviewers do not have to engage with it as you will see the evaluation result and comment by the admin review when you log in to the system.

What to do

Skim the learning package to see if there is all relevant information regarding how feedback will be provided and used.

Where to focus

The Assessment folder should be the first place to check, but sometimes you may also want to have a look at the slide decks or recordings where oral feedback may be given or general feedback for an assignment is summarised.

What to look out for, specifically

Examples may include the waiting period for feedback, whether it will be recorded comments in a video, in-text annotations, or written general feedback for a particular assignment.

Tips

If not all of the above information is given, a Yes But accompanied by a comment on what is missing would be helpful for the learning package developers to know where to improve.

What to do

Record the reason or evidence why a Yes / Yes But / No But / No was given for each success indicator. Start with the number, e.g. 5.1.1. and put the comment for each indicator in a new paragraph.

Where to keep these comments

There is no separate box to provide comments for each success indicator, so all comments go in the same section under all the success indicators in a standard.

Why it is necessary to have these comments

Reviewers need to meet to discuss the Combined Review, and by that time they may have forgotten why they made that decision or where specific information was found for specific success indicators as some time may have passed. Having such explanations and evidence handy also helps reviewers reach a decision where there are differences in opinion.

Tips

When a Yes was given, you may want to note where you found that piece of information as the other reviewer may have not seen it. For a Yes But, No But, or a No, it is important to note what is missing and how the issue can be addressed. These comments will be made available to the developers and staff later and your comments will be helpful for them in improving their learning package.