OPAIC assessment focuses on dilemma based assessment to build learner capability
Goal: Develop assessment that focuses on learner capability
Assessment savvy learners
1. Learners understand the importance of both formative and summative assessment techniques and the function they play in building learner capability.
2. Learners contribute to assessment decisions, technique, timing and criteria for marking.
3. Learners understand the importance of the assessment process, feedback and the data this provides to help them assess their own performance.
4. Learners are comfortable with both self and peer assessment techniques and can use these to assess their own and others progress.

OPAIC is determined to produce both work ready and sustainable practitioners.
GOAL: Create work ready graduates who are also sustainable practitioners
Nurturing Sustainable Practitioners
a. Sustainable practice will be embedded into all AIC qualifications with a strong focus on the interconnectedness, complexity and competing demands of environmental, social, compliance and economic factors in business, organisational and community decision making.
b. Strong focus on understanding the needs of future generations and maintaining their access to resources.
c. The principles of behaviour change, identifying key problems, problem solving and implementing actions that make a difference will be a stronger feature of learner capability (evidence and assessment).
Sustainable Practitioners

UNIQUE Learner Experience
Strategic intent:
1. Creating unique learning experiences for graduates.
2. Creating flexible learning spaces to support a problem based and experiential learning driven curriculum.

OPAIC Destination
Compelling reasons to study at OPAIC
• Outstanding programmes: unique points of difference in the curriculum.
• Outstanding and caring academic and support staff: diverse, experts in their field, international and industry experience.
• Outstanding campus: facilities, campus culture, campus life.
• Experience the essence of multi-cultural Auckland and New Zealand.
• A programme that is connected with industry and offers work placements for outstanding learners.

Contemporary Qualifications
Strategic Intent:
a. Capturing learner progress on a world class capability performance framework profile.
Learners are:
1. Able to regularly update and submit evidence of their capability for review, and present their summary to staff at regular intervals to ensure they are building their learner capability profile.
2. Able to electronically produce a learner capability profile at the conclusion of their qualification that highlights what they can do with appropriate evidence.

How We Do It
Strategic intent:
Learner-centred teaching methods shift the focus of activity from the teacher to the learner. At OPAIC, these methods include experiential learning, in which students are engaged in activities and tasks that emotionally engage them and involve self-reflection focussing less on knowledge acquisition and more on building potential and increasing capacity of learners to perform effectively in the workplace; cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; and inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, and project-based learning.
Experiential learning underpins our learning and teaching process and functionality in all courses, qualifications and learning activity at OPIAC which would lead to developing our learners to be Reflective practitioners (graduates) who are creative and can problem solve.
Embedding Experiential Learning & Behaviour Change
1. Experiential learning underpins our learning and teaching process and functionality in all courses, qualifications and learning activity.
2. Reflective practitioners (graduates) who are creative and can problem solve.
3. Reflective staff who use inquiry based learning to improve their own practice.
4. Learning experience focus on both graduate knowledge and capability (know-how).
5. We track experiential learning activity and how that builds learner capability (mapping).

How We Do It
Strategic Intent:
a. Capturing learner progress on a world class capability performance framework profile.
Learners are:
1. Able to regularly update and submit evidence of their capability for review, and present their summary to staff at regular intervals to ensure they are building their learner capability profile.
2. Able to electronically produce a learner capability profile at the conclusion of their qualification that highlights what they can do with appropriate evidence.

Capability
Vision: New Zealand’s most employable international graduates.
Strategic Intent:
a. Developing capable work-ready plus graduates.
b. Developing work-ready sustainable practitioners.

Learner Lifecycle Experience
Guiding our students through a formative time in their lifelong learning journeys is a special privilege. At Otago Polytechnic Auckland International Campus, they engage in an experiential learning process and emerge as capable, work-ready practitioners.
The lifecycle process follows the learner’s journey from:
1. Learning journey begins: to,
2. Exciting experiential discoveries,
3. Learning together,
4. Breaking new ground,
5. Skilful and reflective communicators,
6. Creatively capable and work ready, and
7. Future readiness

Reflective Practitioners
Strategic intent:
1. Creating reflective practitioners who are lifelong learners.
Learners as reflective practitioners
1. Learners understand that reflection is evidence based.
2. Learners and staff co-create opportunity for in-depth and regular reflective practice, aligned to the capability framework.
3. Learners are able to reflect individually, with peers and in a wider group to evaluate their progress.
4. Reflective practice addresses both individual learning needs, the changing learning environment, learning as a fun and enjoyable experience, the role of the learner, staff and peers and the issues the affect learning and development.

Co-creating Learner and Staff Capability
Learners who co-create the learning environment with staff
1. Learners will be active and entrusted participants in co-creating the OPAIC learning environment with staff to meet their own learning needs. Both students and teachers will hold each other to account in developing an active and collaborative learning environment.
2. Learners will be active contributors to learning activity to allow them to meet their capability profile objectives.
3. Learners and staff will have input into course content, assessment methods and choice of experiences as co-creators.
4. As independent learners OPAIC students should make regular contributions to course content and learning experiences in collaboration with staff.
5. Learners know how to use the assessment feedback to reposition their learning to achieve their own learning outcomes.