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AE4002 Curriculum design and student assessment

AE4002 Curriculum design and student assessment

AE4002 Curriculum design and student assessment

A proposal to develop a conceptual curriculum framework using block design principles to mitigate the lack of relevance and currency in Enterprise Resource planning system curriculum


Table of Contents

Introduction. 3

1.0 Learning outcomes. 3

2.0 Learning activities. 4

3.0 Assessment Strategy. 6

3.1 Assessment task enhances student learning. 6

Conclusion. 7

Reference list 9

Appendix 1. 10

Appendix 2. 16

Appendix 3. 20

















The course named Masters of Business (Enterprise Resource Planning Systems) aims to produce professionals who can work in the industry within Enterprise Resource Planning Systems (ERP). Within this course, a unit named Enterprise Planning Systems, BCO6603 has been addressed in the earlier discussion paper (Gani 2020) about a teaching challenge in the curriculum.  The teaching challenge identified by Gani (2020) was the lack of growing the students’ knowledge in ERP systems rather than this unit was very much an SAP (Systems Applications and Products) software-oriented unit. The increase in approach and creating learning effectiveness in students would create learning for questions whether ERP means SAP. Experiential model designed to build acumen for critical thinking in the real life scenario. These questions showed the lack of knowledge the curriculum is providing to students in regards to ERP. The design of the curriculum should inform, in the early part of the unit, that SAP is one of many software that can used to achieve an ERP business environment. This assessment constitutes the use of a report to aid ERP development in system sync at corporate practice (Barkley 2016). The evaluative criteria discuss BCO 6603 for graduate capabilities for the development of an ERP system for structural feedback for blueprint development in the VU agenda and conformity. This report analysis meets the course outline to develop student adaptability in the corporate work culture. The key objective is to increase research and critical analysis of the topic.

1.0 Learning outcomes

The importance of having students  understand more on ERP systems rather than SAP software means students are capable of working with various ERP vendor solutions rather than only with the SAP software. This in turn means preparing our students to be working in the industry with any ERP applications supporting business processes in diverse industries, where ERP is commonly used, such as Manufacturing, Supply Chain Management, Wholesale distribution, and many more.  To address this challenge in the curriculum, Gani (2020) redesigned the learning activities with assessment tasks based on block design principles, to align with the course learning outcome (CLO), the unit learning outcome (ULO) and graduate capabilities 

The purpose of this report is to deliver a portfolio for a fully developed suite of aligned (1) learning outcomes, (2) learning activities, (3) authentic assessment task, and (4) rubric for this assessment task.

2.0 Learning activities


This BOC6603 is coursework in the postgraduate program to develop skills for research and development. Based on the challenge identified in the earlier discussion paper (Gani 2020) the unit of BCO 6603 aims to increase students’ knowledge about ERP in its curriculum, to reflect real-life work practices within Enterprise Resource Planning Systems, rather than just focusing on SAP software. At a curriculum design level, to target the learning objectives, learning activities were modified taking into consideration the block design principles. These learning activities are carried out from session 1 to session 11 which will be conducted for 3 hours for 3 days per week. The fundamental issue of assessment is inclusive of designing learning activities and direct assessment tasks to simulate critical thinking for solving real-life problems and experiment at the experiential model, on the other hand, directs in each session and a real-life experience and to apply on, to solve complex (real-life) problems. In turn, by teaching students to be self-directed learners, the outcomes are can create confident and creative lifelong learners (Carriveau 2016). The experiential model will assist in developing a constructive experience for students through backward design for running ERP in business.  The purpose of these learning activities is also to act as scaffolding towards completing a summative assessment at the end of session 9. This is done by adopting these outlined steps: -

1)     In each session, the relevant case study will be de-briefed. Associated ERP simulation games and group role-play exercises will be undertaken, about different business processes that will be utilized in the summative assessment due to session 9 (see Appendix 3).

2)     In each of this session, students are strongly encouraged to take notes of these simulation games/ groups to role-play exercises based on a list of questions provided, in turn, answers will be articulated to the class by the group leader. Healthy discussions are expected and to receive peer feedback from classmates and constructive feedback from the teacher.

3)      Using the list of questions/answers and feedback provided for each simulation /group role-play exercises from session 1 to 7, students are gradually guided towards the summative assessment tasks to be completed at the end of session 9.Sessions practical evaluation by simulation exercise.


Before this paper describes the summative assessment in question, one must understand how these modified learning activities, as discussed by Gani (2020), is designed to address the challenge identified.  The current curriculum is delimiting our students understanding of ERP concepts from a holistic point of view, these reformed learning activities using block principles ensures the basic understanding of an ERP setting is established in session 1 of the block mode and gradually builds on, extending the concept of ERP into varied case-scenario context (see Appendix 1). Unlike the current curriculum where lectures on SAP and its history and SAP market penetration are discussed.  The reformed learning activities are dedicated to students using experiential activities via game simulation, to enhance decision making by navigating through and using ERP systems, to reflect real-life work practices. This clearly shows the activities are meant to enhance knowledge of ERP systems, which addresses in turn the challenge identified in the current curriculum where students thought ERP was SAP. Learning activities through formative assessments will use block mode. Formative assessment use various method for evaluation to comprehend students need and academic progress for the unit (Duss, 2020).

In session 2, the learning activities as shown in Appendix 1, the composite groups will work for unit learnings of the previous session. To answer textbooks can be used and work in a group setting and the group leader presents the answers to the teacher. This clearly shows the teacher is trying to understand how students are learning so far during session 1 and 2 class time, that way the teacher can monitor student progress to assess students’ strengths /weaknesses and to address where the students are struggling and address problems immediately, this allows the teacher to improve teaching and students to improve their learning. The transformation design will be effective in comparison to an SAP focused training for empirical software for the life cycle for vendor reliability (McCluskey et al 2019). The overall score through written concepts and group assignments will increase competitiveness to ensure students have accumulated knowledge through lectures organized. The designed strategy use AQF level outcome (Cleary and Samarawickrema 2014). 

3.0 Assessment Strategy


For BCO 6603, summative assessments will also be used, in the form of undertaking assessment tasks. Hansen (2011) suggests more inductive learning for unit-based outcome The task are assigned for a holistic and thorough approach in the development and foster learning for unit system grading for students (Appendix 3). The assessment task 2 requires students to provide a sustainable solution through course reading by targeting AQF level 9 for summative assignments and grade evaluation for student's rubric (Table 5, Appendix 2). This values critical learning in students. The rubric is designed for the target level by the university (see Appendix 4). The alignment of the detailed project is in fairness through student tests on transparency and evaluator's expectations for the clear descriptive outcome (Nicol 2007). The student design principle is to be presented for the review part in Session 9. The task aligns with CLO 1 to CLO5, as shown in Appendix 3, this assessment task provides a holistic approach. If the opportunity to arise to reform the unit learning objectives, ULO5 will be entirely removed as it is not relevant to this unit as it tackles on ERP implementations and this unit BCO6603 is not meant to teach on ERP implementations as this is covered by another core module unit BCO 5651. Assessment Task in Appendix 3 is meant to replace Assessment 3 in Appendix 2.

The proposed adaptation is based on reflective current practice in the reformed curriculum for teaching and alignment in building constructive structure for practical output for student knowledge assessment. This assessment now covers more ULOs compared to the previous assessment which only targeted two ULOs, which is good progress. According to Block design principles, design and assessments must meet respective AQF levels, which in this case for unit BCO6603 it will be AQF level 9 and to meet graduate capabilities. This assessment tasks as shown in Appendix 3, detail words such as investigate, analyse, justify, and critically reflect, in the tasks that align well with the learning outcome verbs to be used learning outcome (Cleary & Samarawickrema 2014). These assessment task as shown in Appendix 3, covers highlights of graduate capabilities and course outcome and structural learning followed. The proposed learning on reform curriculum use block design for classification in the reengineering of ERP system portfolio in learning. The proposed learning activities adopt to reflect professional practice based on the current market needs.  Using backward design to undertake a reformed curriculum, clearly shows its close relation to constructive alignment, a design for teaching

 3.1 Assessment task enhances student learning


This assessment aims for in-depth engagement, it unleashes strategies to achieve anticipated benefits. It uses a specialist business plan for data warehousing, customer financial reporting for a software system. It focuses on self-assessment and learning style to work on a case study. The simulation will be designed for business practice to provide authenticity (Victoria University 2020). Self-form groups create topic discussions other than coursework and focus on gossip. It addresses independence and resource capability to quantify work. Feedback and input by illustrator will create a norm for co-development among peers. The time frame designed will assist n re-developing academic skills. The assessment participating in simulation for relevant knowledge in the real-life problem. These quantitative rating results will be used in the final examination mark for student evaluation. A structured approach is essential to measure the knowledge for common enterprise systems and challenges associate with its implementation. The assessment is designed for promoting active learning through unit alignment in the knowledge parameter for a holistic view. The rubric table will of task assessment outline in embedding knowledge through group assignments and individual projects. The grading will done based on continuous performance assessment along with the above-mentioned criteria. ERP has the use of ICT for architectural, document, and workflow management for developing student's acumen towards consultant ready outlook (Duss 2020). Applied use of ERP process unit will be implemented based on CLOs and curriculum designed by Victoria University. The knowledge constructs reorientation of learning through conceptual experience and model adaptability for graduate capabilities and adaptability for students as 21st - century citizen




Holistic based approach purpose assessment through simulation games (see Appendix 1: Learning activities) (Appendix 4 Rubrics). Assessment is essential for the development of problem-solving skills and developing feedback. The program at Victoria University through the implementation of block design will impact in examining the relationship between configurations of enterprise module through demonstration in autonomous judgment. The report has put forward an experimental strategy for summative task transition as a formative assessment. The experiential curriculum defers the pre-existing learning outcomes of the unit to re-establish reflective content for the AQF level for course mapping .The learning outcome will undertake research and contemporary enterprise system use. The implementation strategy primarily revolves around the block design principles were clearly learning activities has clear beginnings with de-brief of ILO and conclusions ( see Appendix 1), through experiential activities (simulation games)  that enhances active learning, clear peer feedback is expected and used in the development of the assessment tasks as shown in Appendix 3 building in collaboration and feedback, clear assessment tasks with rubrics, with the predictable timetable ( 3hours per day with 3 days per week) and finally curriculum /assessment design meets AQF, in this case  AQF level 9 .The development of an accurate strategy helps in developing a web -based cross -platform that can provide them a platform to engage in critical thinking and task assigned are in the management system for the overall development of reasonable use by effective learning in the assessment for cohesive learning and equal focus on ERP implantation. The learning activities focus on both group work and individual work for communicating practical and theoretical level knowledge for decision making and research on enterprise system



Reference list


Barkley, E. Major, C.2016. Learning assessment technique –A handbook for college faculty. John Wiley and sons

Barnett, T. Labhrainn, M., Fallon, H.2005. ‘Handbook of inquiry and problem -based learning ‘, CELT [Online].Available at http://www.nuigalway.ie/celt/pblbook. [Accessed on May 23, 2020]

Carriveau, R.S .2016. Connecting the dots: Developing student learning outcomes and outcome based -assessment. Stylus publishing

Cleary, K. & Samarawickrema, G. 2014. Learning outcome verbs for AQF levels 4 -10.Victoria University

Duss, K.2020.Formative assessmnet and feedback tool : Design and evaluation of a web based application to foster student performance.Springer nature

Gani, Z. 2020.A conceptual curriculum framework using block design principals to mitigate a lack of relevance and currency in the Enterprise Resource Planning Systems (BCO6603) curriculum. Australia, Unpublished discussion paper: Victoria University.

Hansen, EJ.2011.Idea based learning: A course design process to promote conceptual understanding in the backward design, (chapter 2), pp. 11-25, Stylus Publishing, LLC.  

McCluskey, T., Weldon, J., Smallridge, A. 2019.Rebuilding the first -year experience , one block at a time  A practice report, Student Success 10(1), DOI:10.5204/ssj.v10i1.1048

Nicol, D. (2007).E-assessment by design: using a multiple-choice test to good effect .Journal of further and higher education. Vol 31 (1), pp-53-64

Victoria University .2020.Course outline [online].Available at https://www.vu.edu.au/courses/master-of-business-enterprise-resource-planning-systems-bmes. Accessed on [May 22, 2020]



    Appendix 1


Recommended learning activities in the new principle of ERP block for BCO6603 and aligning the same with current market


Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Session 7

Session 8

Session 9

Session 10












Activities listed


Group role- play for understanding ERP settings


Conclude the  session by addressing ILO and post activities for this session 1 and pre-activities for session 2

Role play exercise  for intended learning s

Intended learning objective (ILO) of sessions 1 and 2.  Text can be used for the answer while working in a group


Conclude  the session with the clear briefing of ILO and post activities for this session and highlighting pre-activities for session 3



The ILO is to teach students through the cross- functional approach of ERP.

The ILO highlights procurement and purchase in ERP system  Participation at the group level 


The ILO highlights on sales and distribution through written assessment. 

Post activities on session listed through sessions updated on ILO. The material brief can be used at the time of assessment


Simulation game and ERP software are used in the ILO


Conclude the session with the clear briefing of ILO and post activities for this session and highlighting pre-activities for session 7


The intent through the ILO is to provide vendor settings of global and local operations and configuration. Individual /group all answers are accepted

Conclude the  session with a  clear briefing of ILO and post activities for this session and highlighting pre-activities for session 8





Assessment Tasks





Stage 1 completion marks will be allocated 10%)




All these forms part of Assessment task 1

Stage 2 completion marks will be allocated (10%)


Stage 3 end marks allocation (10%)

See Table 5 in Appendix 2, for all other Assessment tasks and its due date


Students in a group setting  delivering  their investigation into   a current ERP topic  and presenting(  its findings

Individual students will submit a list of completed practical tasks, providing solutions  for  the given ERP business case scenario


Table 1 Development of key learning outcomes and graduate learning capabilities re-enforced for assessment task





Course learning outcomes

Graduate capability




Critically evaluate a theoretical approach for enterprise system and operations 

Adaptable and collaborative  to solve complex situations in line with the  practice


Plan and execute evidence-based projects and concepts for Enterprise planning

Contemporary outlook for a forward-looking approach


Preparing enrich multidimensional growth

Understand and articulate the  use of ERP implementation  at functional level


Understanding the difficulties of a management system for performance measure for fundamental principles

Business solution through ERP principles





Table 2: Highlights of assessment not aligned with learning outcomes


Task listed

Learning outcome

Graduate Capabilities (GC’s)


Date of submission



Multiple choice questions (Weightage 10%)


Learning outcome 2&4 addressed

Instruction are provided on VU portal


In line with VU dashboard


Research Report

Learning outcome 1 ,2.4 are not aligned


In line with VU dashboard


Management Case Study Report

Not aligned with Learning outcome 2


In line with VU dashboard


Workshop Reports

Change in appropriation through Learning 4 and 5


Weekly brief as noted in VU dashboard


Table 5: Assessment (Highlights the new assessments are aligned with most ULOs and GC (as per reformed curriculum)


Task listed





Simulation Games participation  (Three simulation games at 10% each)


Session 4 to 6


ERP Game Group Report based on the simulation games played from session 4 to 6


Session 9


ERP technical skills will be assessed through practical task


Session 10


Global setting assessment through the  oral quiz


Session 11



Appendix 2


BCO 6603 Enterprise Resource Systems- Assessment Task 2: ERP-sim Game Group Report (AQF Level 9)


This assessment focuses on the distribution game and group role-play exercises played, from session 1 – session 7, on sales, procurement and material requirement planning processes for a company named HEC Montreal based in Germany. This company distributes six products namely Clear Pure water 1litre and 500ml, Spritz 1litre and 500ml and Lemon Spritz 1litre and 500ml to convenience stores in the North, South and West regions in Germany.   The objective of these games are as follows: -

  1. To show  the ERP system supports business strategies
  2. To develop hand-on understanding of the concepts underlying enterprise systems
  3. To experience the tangible benefits of enterprise integration first hand

Due date: October 19th by 18:00 hours


Submission: The report topic should be related to your functional area of interest from session 1 to session 4. The report should be submitted through Turnitin on VU dashboard under self-reflection link


Word Limit: 2000 words for the report (approximately 400 words per process namely sales, procurement , and material requirement planning).

A cover page and purpose of statemnet should be included in it 

Weight: 40% of the overall unit mark.

Assessment Criteria: Originality and research through references (as per requiremnt ). A copy of the rubric is available for students on VU Collaborate.

Assignment Instructions:

Part 1

The task outlined to evaluate course understanding. Form a group to analyse the round 1,2 and 3 of the distribution game for sales, procurement, and material requirement through detailed analysis


  • Analyse  the sales, procurement and material processes of this distribution company for bottled water and how the relevant reports related to your business strategies to allocate marketing expenses, change product pricing and sales forecasting
  • Advise on the analysis tools utilized in this sales process of this distribution company that assisted in the undertaking of your business strategies. Justify the overall strategies that you employed to avoid supplies running out and your pricing and sales forecasting to work
  • Identifying change in sales forecast and marketing through pricing




You will be working in a group of four. The details will be assigned through unit coordinator

The overall word limit should not be more than 1500 words. Key finding and self-reflection should be in one –length page

  • Weightage

15 percent of the overall unit

  • Format and referencing

The assignment should include a cover page and written assignment should be in Times Roman font, font size 12 with 1.5 line spacing. The word limit is strictly enforceable.

Please use the Harvard referencing style



Part 2


You will be required to write a reflection report on the topics discussed in the session for a constructive outcome

The assignmnt aim  is to provide a self-reflection  on process and orientation relating to  the appaoch learned in the  session


  • The report should be in Times New Roman , font size 12 .
  • A cover and purpose of the report highlighting learning outcomes



Target Graduate Capabilities:

• Confidently adapt practice for the 21st- century wokplace , managemnt and decision making by assessing ERP system

Course Learning Outcomes Assessed:


  • CLO1: Leadership and autonomy for work assigned in decision -making process. Focus on evidence -based research and integration for the development of overall flexibility
  • CLO2: Critically analyse and provide recommendation for ERP sytem improvement
  • CLO3: Analysis of ERP system for process implantation and knowledge for data across modules
  • CLO4: Creation of control on the overall operation as the prime connection for order processing
  • CLO5: Understand and articulate use of ERP implementation at the  functional level
  • CLO8: Plan and execute evidence based projects and concepts for Enterprise planning


  • Learning Outcomes Assessed:


  • ULO1: Analysis of ERP system and implementation
  • ULO2: Assessing client requirements for assessing system requirement
  • ULO3: Navigating and decision -making ability to monitor progress
  • ULO4: Functionality of present-day problem through the workshop and intensive study based material
  • ULO7: Professional judgment and evidence-based evaluation


Appendix 3








Very good












Marks awarded

Analysis and development of concept knowledge


Completely accurate, understanding and application of concept with the  insightful conclusion 

An accurate understanding of the concept. Minor inaccuracies in overall results

Partial and incomplete conclusion drawn. Minor inaccuracies

Lack of clarity of concept and incomplete analysis. Major inaccuracies in result 

No understanding of concept is reflected. Significant error across the result


Overall format and referencing style

Complete requirements are met with logical flow of report. Referencing to a professional standard

Referencing are substantially met.   Minor error in referencing and format

Partial requirement met. Significant error

Major inaccuracies in the overall format, referencing style not matched.

Inaccuracies in overall format and format requirements not met .Word count and referencing style is substandard.


Presentation and structure

Professional and logical structure with the supportive idea

Well-structured and supportive idea and logical structure

Effective  presentation style and logical structure with minor inaccuracy

Acceptable presentation and style with error

Inaccurate presentation style and poor structure with no supportive idea to follow




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