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Evidencing learning outcomes : A multi-level, multi-dimensional course alignment model
Sridharan, Bhavani Leitch, Shona Watty, Kim
Sridharan, Bhavani
Leitch, Shona
Watty, Kim
Abstract
This conceptual framework proposes a multi-level, multi-dimensional course alignment model to implement a contextualised constructive alignment of rubric design that authentically evidences and assesses learning outcomes. By embedding quality control mechanisms at each level for each dimension, this model facilitates the development of an aligned curriculum. The use of rubrics is a crucial theme for many higher education institutions owing to the binding requirement by universities to provide evidence to quality assurance agencies. The success of evidencing learning outcomes through rubrics, however, is only one piece of the puzzle. The other is the contextualised constructive alignment of intertwined factors. Despite the significance of embedding these factors, there has been little, if any, systematic framework in this area. The two key instrumental forces underpinning the conception of this model are: seeking external accreditation and the implementation of programme enhancement thus realising the strategic agenda for an Australian university.
Keywords
constructive alignment, assurance of learning, rubric design, higher education quality
Date
2015
Type
Journal article
Journal
Quality in Higher Education
Book
Volume
21
Issue
2
Page Range
171-188
Article Number
ACU Department
Faculty of Law and Business
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled