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Each unit in the DBT consists of weekly interactive lectures (intro video, reading materialintroductory video plus text), set readings, and short quizzes that are automatically graded.   

3.2. Assessment

In terms of assessment, all units have a set of quizzes (either weekly quizzes of about 8 questions each, or five quizzes across the semester of 20 questions each), and a major final assessment (essay or reflection). If the final assessment is an essay, then there are also two graded development workshop activities during the semester: 

• An essay reading workshop, and 

• An essay structure workshop 

Workshops 

In each of these workshops, students submit a piece of work and then grade their peers’ submissions. leading up to their final essay. They then give feedback on work by a peer or peers. Giving feedback is primarily to assist students to focus on the assessment criteria and produce a better essay themselves.  

As a tutor, you will also mark each submission , giving a reference score for each submission’s quality. Based on your mark, students get a second score, based on how accurately they marked their peers’ assessment. The aim of these workshops is to ‘build’ and give feedback to help them write a better final assessment. These workshops build towards the final essay. Thus in addition to the grade, your feedback on each submission is instrumental in helping helps your students write better essays. assessments. (Students must pass their Final Assessment to pass the unit.).  

Some units will have additional workshops, unrelated to the major assessment, that focus on the exposition of material. 

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Marking Weeks – The two weeks after Final Assessment Week, when you will need to grade and give feedback on all final assessments. During this period, you will have to submit grades to the Registrars. Registrars will email you a spreadsheet to enter your grades on. 

3.4. Our students

Our students range in age and life stage from fresh out of high school to retired. They are located across Australia and around the world. In terms of academic background, they range from having completed only secondary education to education in different cultures to higher research degrees. Some are highly skilled in reading, writing, and thinking in the ways of Western academia, while others are strangers to such discourses and ways of thought. And some will be highly confident (for better or worse), while others will doubt their abilities and skills, or be overwhelmed by the work. 

But all are brothers and sisters in the image of God and have been admitted to the DBT because we believe they have the ability to learn and to pass the course. 

Enrolments

Until the end of Orientation Week, we may open a new class if we have too many students for one cohort. Until the end of Week 1, students may enrol in a class if there is room. After that, we will open no new classes and enrol no new students. 

3.5. Our tutors (you!)

Please read the following alongside your Position Description from Moore People and Culture. 

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• Students who are in their first semester will need extra encouragement, and some will need help with technology and assessments. This includes all students in the Biblical Theology unit, and in any electives they choose that semester. 

• The DBT Tutor Coordinator will send through details each semester of students to keep an eye on because they may need extra support. Please monitor these students and their work throughout the semester.  

Monitoring Monitor your students:   

• Keep an eye on all your students. Most will do fine, but a couple might fall behind on quizzes or suddenly disappear from any online engagement. Please follow up quickly with a personal message. Encourage your students to stay consistent in   

• Encourage them to stay up to date on their quizzes from Week 1 onwards, and their participation to participate in workshops and forums. Getting behind makes it harder for them to complete the course.   

• Low quiz scores may indicate a struggling studentstruggles. A gentle query may reveal important struggles.  can be helpful.   

• If a student stops completing quizzes or otherwise ‘goes silent’ for more than a week, please make contact to ensure they are all right. follow up with a personal message.  

• If a student does not participate, submit work, or respond to your messages, please notify the Registrars and copy the DBT Tutor Coordinator.   

Supporting your students: 

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• Assisting students with their assessments, as needed. Some students will need support, and others will work quite well independently. 

• Please be proactive and check in with strugglers. Contact the DBT Tutor Coordinator if you want to discuss

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• how to assist a student.

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• Attending our DBT tutor meetings. These are twice a semester and often occur during the DBT Research Weeks. 

• Responding to all communications from college personnel, especially the Academic Dean, the DBT Tutor Coordinator, and the Registrars. 

Academic misconduct, plagiarism, and inadequate referencing

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• Please also keep an eye on work that may be ghost-written or contract cheating, and work that may have been written by using an artificial intelligence bot. A guide to detecting machine-generated texts is here. 

• If you believe a student has breached academic integrity guidelines, please contact the Registrars ASAP with details of the student and any evidence you have noted. They will investigate and deal with the matter from there. It is you your responsibility only to detect and report such instances . 

• Please also keep an eye on work that may be ghost written or contract cheating, and work that may have been written by using an artificial intelligence bot. 

• Enrolments: We are endeavouring to set our enrolment process so that students have an incentive to register early, so that we open no new classes after the start of O-Week. We may allow students to join classes that are not full until the end of Week 1. But no classes will start in Week 1, and any new students will commence by the end of Week 1. and suspicions of such instances. 

Grading and feedback 

• Feedback on development workshops and on forums is valuable formative feedback to students. 

• If you have to make a choice, pour more effort into feedback for formative assessments than into feedback for the summative, final assessment. The formative can be implemented and make a final difference. Feedback on the final assessment shapes future semesters. Pour more energy into the formative if you must make a choice. 

• However, our students are generally keen. Please provide thoughtful feedback on their final assessments too.  

• Good feedback should include (if at all possible) a couple of comments on what they did well, but also, one to three key areas for improvement. Focus on where they can make their biggest gains. 

• See the Tutor FAQ’s on the Tutor Resource page of the MOD for more info on marking assessments and using Teams. 

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• Ask for help as you need. You are a valuable team member, and we want you to thrive.  

• Expect this to go all right – most of our students continue till the end of the semester, and most pass. 

• Expect a few adjustment bumps if this is new to you. That’s normal.  

Please read the following alongside your Position Description from Moore People and Culture.

Expectations

As a DBT tutor, your goal is to facilitate students’ completion of the course and to provide them with academic support as needed. Here are a few hints.

Pastoral and academic care

·         Keep an eye on all your students. Most will do fine, but a couple might fall behind on quizzes or suddenly disappear from any online engagement. Please follow up quickly with a personal message.

·         Encourage your students to stay consistent in their quizzes from Week 1 onwards, and their participation in workshops and forums. Getting behind can be detrimental to completing the course.

·         Keep an eye on quiz scores: Low scores may indicate a struggling student. A gentle query may reveal important struggles.

·         If you come across academic issues you are not sure how to deal with, please contact Gordon Cain, who is Moore’s Academic Support Coordinator and the DBT Tutor Coordinator, via TEAMs or email. Gordon is employed two days per week, so he might take a couple of days to reply.

·         Students who are in their first semester (note: that’s all students in the Biblical Theology unit) will need extra encouragement, and some will need help with technology and assessments.

Variable workload

·         You are contracted to work up to 2 hours per week. A recent survey (Dec 2020) suggests that most tutors average that over the semester. However, like all teaching, your workload will vary, with some weeks very light, and some heavy.

·         You are responsible to schedule time for:

o    Grading and feedback during the semester – e.g., forums and workshops.

o    Grading and feedback on your students’ reflections or 1500-word essays after the Final Assessment Week. Grading is due within two weeks of submission.

o    Answering student queries within 24 hours.

o    Checking both Teams and email daily for student correspondence.

o    Assisting students with their assessments, as needed. The College’s Academic Support Coordinator supports you, and you support the DBT students.

o    Attending our DBT tutor meetings. These are twice a semester and often occur during the DBT Research Weeks.

o    Responding to all communications from college personnel, especially the Academic Dean, the DBT Tutor Coordinator, and the Registrars.

·         Enrolments[GWC1] : We are endeavouring to set our enrolment process so that students have an incentive to register early, so that we open no new classes after the start of O-Week. We may allow students to join classes that are not full  until the end of Week 1. But no classes will start in Week 1, and any new students will commence by the end of Week 1.

Grading and feedback

·         Feedback on development workshops and on forums is valuable formative feedback to students.

·         If you have to make a choice, pour more effort into feedback for formative assessments than into feedback for the summative, final assessment. The formative can be implemented and make a final difference. Feedback on the final assessment shapes future semesters. Pour more energy into the formative if you must make a choice.

·         However, our students are generally keen. Please provide thoughtful feedback on their final assessments too.

·         Good feedback should include (if at all possible) a couple of comments on what they did well, but also, one to three key areas for improvement. Focus on where they can make their biggest gains.

·         See the Tutor FAQ’s on the Tutor Resource page of the MOD for more info on marking assessment and using Teams.

Assessment extensions

·         Medical: Students should submit documentation to registrars.

·         Compassionate: Students discuss with tutor, who can recommend to registrars. Registrars then advise student and tutor of final decision.

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