Abstract
Background/context. The Higher Education Standards Framework 2021 [1] requires Australian higher education institutions to
demonstrate their processes for quality assurance and alignment of learning outcomes across courses and programs. Lecturers, often unfamiliar with other courses’ outcomes, may not be able to identify gaps that evidence the need for change.
The initiative/practice. The presentation introduces a digitised curriculum management system designed to aid in identifying gaps in the evaluation of assessment and learning outcomes. It also presents a case study which demonstrates its application to evaluate the processes of constructive alignment[2] in a specific department of an Australian university.
Methods of evaluative data collection and analysis. Research Methods, employed by authors representing different contextual
perspectives, include quantitative research methods providing information about the completed constructive alignment projects and project outcomes. Qualitative methods employ case study interviews and principles of critical friends [3] for data collection and analysis.
Evidence of outcomes and effectiveness. Participants will be presented with a digitised curriculum tool for constructive alignment and the case study to demonstrate its effectiveness. They will reflect on the role of alignment in evaluating assessment and learning outcomes. Participants will identify strategies for engaging with colleagues at their own institutions about constructive alignment.
References. [1] Tudge, A. (2021, October 8). Higher Education Standards Framework (Threshold Standards) 2021. Australian Government.
Federal Register of Legislation. http://www.legislation.gov.au/Details/F2021L00488. 36 [2] Biggs, J. (1996). Enhancing teaching through
constructive alignment. Higher education, 32(3), 347-364. [3] Handal, G. (1999). Consultation using critical friends. New directions for teaching and learning, 1999(79), 59-70
demonstrate their processes for quality assurance and alignment of learning outcomes across courses and programs. Lecturers, often unfamiliar with other courses’ outcomes, may not be able to identify gaps that evidence the need for change.
The initiative/practice. The presentation introduces a digitised curriculum management system designed to aid in identifying gaps in the evaluation of assessment and learning outcomes. It also presents a case study which demonstrates its application to evaluate the processes of constructive alignment[2] in a specific department of an Australian university.
Methods of evaluative data collection and analysis. Research Methods, employed by authors representing different contextual
perspectives, include quantitative research methods providing information about the completed constructive alignment projects and project outcomes. Qualitative methods employ case study interviews and principles of critical friends [3] for data collection and analysis.
Evidence of outcomes and effectiveness. Participants will be presented with a digitised curriculum tool for constructive alignment and the case study to demonstrate its effectiveness. They will reflect on the role of alignment in evaluating assessment and learning outcomes. Participants will identify strategies for engaging with colleagues at their own institutions about constructive alignment.
References. [1] Tudge, A. (2021, October 8). Higher Education Standards Framework (Threshold Standards) 2021. Australian Government.
Federal Register of Legislation. http://www.legislation.gov.au/Details/F2021L00488. 36 [2] Biggs, J. (1996). Enhancing teaching through
constructive alignment. Higher education, 32(3), 347-364. [3] Handal, G. (1999). Consultation using critical friends. New directions for teaching and learning, 1999(79), 59-70
| Original language | English |
|---|---|
| Pages | 36 |
| Publication status | Published - Jun 2022 |
| Event | The Higher Education Research and Development Society of Australasia Annual Conference - Melbourne, Australia Duration: 27 Jun 2022 → 30 Jun 2022 https://conference.herdsa.org.au/2022/ |
Conference
| Conference | The Higher Education Research and Development Society of Australasia Annual Conference |
|---|---|
| Abbreviated title | HERDSA |
| Country/Territory | Australia |
| City | Melbourne |
| Period | 27/06/22 → 30/06/22 |
| Other | HERDSA 2022 will inspire: drawing together experience, analysis and insight in a rapidly changing environment. The disruption of the global pandemic has challenged our assumptions and prompted deep reflection and creative solutions. We are changing the way we work, learn and interact, but we are building from strength. HERDSA is a scholarly society committed to the advancement of higher education and promoting the development of policy, practice and the study of teaching and learning. Research and development in higher education, in which we are all involved, is the foundation of learning that equips students to flourish in a changing world. HERDSA 2022 is the place to meet your colleagues and debate the latest ideas in higher education. Showcasing contemporary practice, HERDSA 2022 will combine vibrant face-to-face and virtual streams to welcome participants wherever you are to friendly and collegial activities. The physical conference will be held at the Melbourne Convention and Exhibition Centre, conveniently located on the banks of the iconic Yarra River in South Wharf. Only 20 minutes from Melbourne Airport, and close to trains, trams and buses. |
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