Aligning Learning Outcomes

/ Curriculum Map
Course Code: / Name of Course: / Course Co-ordinator:
Major Code: / Name of Major: / Major Co-ordinator:
AQF: / Field of Education: / Credit Value:
Availabilities:
Location
Internal ☐
Curtin Online ☐
Curtin OUA ☐
Curtin Sarawak ☐
Other offshore locations ☐
Articulation Partners:
Course Completion Requirements:
Accreditation Status:
Course Entry Requirements:

ALIGNING LEARNING OUTCOMES

Curtin University Graduate Attributes / Brief description / Course/Major Learning Outcomes
A graduate of this course can: / Professional Competencies/Standards

Apply discipline knowledge, principles and concepts

/ Apply discipline knowledge, understand its theoretical underpinnings, and ways of thinking; Extend the boundaries of knowledge through research. / Enter Course Learning Outcomes. Each outcome is to begin with a lower-case letter; if a single outcome consists of more than one sentence, use a semi-colon followed by lower case. / Enter Professional Accreditation Competencies (if applicable)

Think critically, creatively and reflectively

/ Apply logical and rational processes to analyse the components of an issue; Think creatively to generate innovative solutions.

Access, evaluate and synthesise information

/ Decide what information is needed and where it might be found using appropriate technologies; Make valid judgements and synthesise information from a range of sources.

Communicate effectively

/ Communicate in ways appropriate to the discipline, audience and purpose.

Use technologies appropriately

/ Use appropriate technologies recognising their advantages and limitations. / .

Utilise lifelong learning skills

/ Use a range of learning strategies; Take responsibility for one’s own learning and development; Sustain intellectual curiosity; know how to continue to learn as a graduate.

International perspective

/ Think globally and consider issues from a variety of perspectives; Apply international standards and practices within a discipline or professional area.

Cultural understanding

/ Respect individual human rights; Recognise the importance of cultural diversity particularly the perspective of Indigenous Australians; Value diversity of language.

Apply professional skills

/ Work independently and in teams; Demonstrate leadership, professional behaviour and ethical practices.

Course Structure Form

Insert Course Structure Form here provided by Courses Management.

AQF Specifications Learning Designer and/or Course Coordinator

Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type.

Please insert appropriate AQF Specifications table. CRO

First Year Curriculum Design to support retention (Kift 2009)

(To be considered when issues around retention have been identified).

Dimensions / Comments
Transition /

Orientation and transition needs coherently and relevantly mapped to crucial time periods
Management of Unit Coordinators or other teachers in the Y1 who are new to first year teaching
Students provided with opportunity to self-assess their entry knowledge, skills and attitudes against discipline expectations
Clear and consistent communication to commencing students regarding expectations and responsibilities
Information provision about programs, processes and procedures pre-enrolment clear, accurate, consistent, and sufficiently detailed for informed choice and effective action

Diversity /

Characteristics of Y1 cohort (diversity and their needs are determined)
Access to academic, technical and other support assistance; communication just in time
Self-assessment learning and support needs
Flexibility in curriculum design to support diversity
Exposed to a variety of learning engagement and assessment tasks

Design /

Y1 curriculum objectives and coherence
Intentional sequencing and integration of knowledge, skills and application of knowledge/skills
Transition mapped out and curriculum scaffolds tertiary learning
Co-curricular activities designed to support formal learning
Exposed to a variety of learning engagement and assessment tasks

Engagement /

Variety of engaging pedagogies
Includes collaborative learning to facilitate social interaction
Supplementary support eg PASS, JumpStart, peer mentoring
Student – staff interactions
Space and opportunity for intentional social interaction (importance of building friendships)

Assessment /

Coherent and integrated strategy; manageable for students and staff; variety of types
Consistency in course expectations between units
Increase in complexity over time
Early low stakes assessment where students receive feedback (at least one by Wk 4-5)
How do students interpret and act on feedback provided?

Evaluation /

Review of success of program with good outcomes
Evidence based curriculum design
First year staff included in evaluation and outcomes
PD for Y1 teaching staff
Strategy for managing student disengagement eg non-attendance, non-participation, fail, non-submission of assessment

SPK, v. Version,
Title / Curtin-OUA: SPK, v.Version,
Title / Credit Value:
Unit Coordinator: / Ext.
FOE: / OUA Unit Coordinator: / Ext. / Is this offered at Miri Sarawak? ☐Yes ☐No
Requisite(s): Enter Requisite SPK Title and Type of Requisition
Equivalent(s): Enter SPK, Version and Title of any active or planned equivalents / Result Type: / Year / Study Period: ,
Syllabus:
The syllabus must be less than 1275 characters in length, presented in a paragraph statement not list format. It provides a concise description of broad knowledge, skills and activities.
Learning Design / Unit Learning Outcomes (ULOs)
Enter Unit Learning Outcome. Each outcome is to begin with a lower case letter, if a single outcome consists of more than one sentence, use a semi-colon followed by lower case. / Level of thinking / Course Learning Outcomes / Professional Competencies/Standards
1.
2.
3.
4.
5.
6.
Unit Assessment
(See Appendix 3) / Assessment Task / Assessment Description / % / Week Due / ULOs
Max 3 / Type / Medium / Role / Supervision
1. / Enter Assessment Task (e.g. Marketing Environment and Conditions Report). / Enter Assessment Description (e.g. a meaningful description of the essay and the word count.
2.
3.
4.
WIL Descriptor: / Principal Assessor / Feedback / Moderation Arrangements / Strategies (See Appendix 4)
Authenticity Profile / Pre-Marking / Intra-Marking / Post-Marking
1.
2.
3.
4.
English Language Proficiency Descriptor / Indigenous Perspectives Descriptor
1.
2.
3.
4.
5.
Additional
Curriculum Elements / eg. Additional comments/remarks relevant to the course. / Courses
Management
& CTL Use only / UNIT CONTENT / CHANGED? / RECOMMENDATIONS
Unit Details / ☐Yes
Syllabus / ☐Yes
ULOs / ☐Yes
Assessments / ☐Yes
Tuition Pattern / ☐Yes

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COURSE ANALYSIS CHARTS: LEARNING OUTCOMES CRO

COURSE ANALYSIS CHARTS - LEARNING OUTCOMES

COURSE ANALYSIS CHARTS - ASSESSMENT TASKS

COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE

COURSE ANALYSIS CHARTS - LEARNING EXPERIENCES

Appendix 1: Unit learning outcomes and levels of thinking

Unit learning outcomes are what students are expected to be able to do upon successful completion of the unit. They begin with a strong action verb and describe specific tasks, preferably requiring students to develop higher order thinking skills (levels 4 to 6 in this table). For more information on creating quality unit learning outcomes, and specific information on the table below relating to Bloom’s Taxonomy, see

Level of Thinking (LOT) / Skills Demonstrated and Assessment Verbs
1. Remembering
 / Observation and recall of information; knowledge of dates, events, places, materials, objects; knowledge of major processes or procedures; mastery of subject matter.
Unit learning outcome and assessment verbs: arrange, cite, collect, define, describe, duplicate, enumerate, examine, find, identify, indicate, label, list, locate, match, memorise, name, order, outline, quote, recall, recite, recognise, record, relate repeat, reproduce, retrieve, select, show, state, tabulate
2. Comprehending
 / Understand information, grasp meaning; translate knowledge into new contexts; interpret facts; compare and contrast; order, group, infer causes, predict consequence.
Unit learning outcome and assessment verbs: arrange, articulate, associate, classify, compare, contrast, describe, differentiate, discuss, distinguish, exemplify, expand, explain, express, extend, identify, illustrate, indicate, interpret, locate, match, outline, paraphrase, recognise, relate, report, restate, review, select, summarise.
3. Applying
 / Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge; use equipment, tools.
Unit learning outcome and assessment verbs: administer, apply, calculate, chart, classify, collect, compute, control, convert, demonstrate, determine, develop, dramatise, draw, employ, estimate, execute, exhibit, illustrate, implement, manipulate, model, modify, operate, practice, prepare, relate, report, select, show, sketch, transfer, use, utilise.
4. Analysing
 / Discern patterns; organise parts; recognise hidden meanings; identify components, simplify complex information; metacognition.
Unit learning outcome and assessment verbs: analyse, calculate, categorise, classify, compare, contrast, correlate, deconstruct, detect, differentiate, discriminate, distinguish, examine, explain, interpret, organise, quantify, research, scrutinise, separate, sequence, subdivide, survey, test, translate.
5. Evaluating
 / Compare and discriminate between ideas; think critically, make judgments about worth (based on stated premises); assess the value of theories, make choices based on reasoned argument; verify or question the value of evidence.
Unit learning outcome and assessment verbs: appraise, argue, assess, categorise, choose, compare, conclude, contrast, critique, debate, decide, deduce, defend, discriminate, dispute, establish, estimate, evaluate, gauge, generalise, hypothesise, infer, interpret, judge, justify, measure, monitor, negotiate, predict, prioritise, propose, prove, rank, rate, recommend, relate, select, solve, support, validate, verify.
6. Creating
 / Combining ideas to develop an original idea or product, engage in creative thinking.
Unit learning outcome and assessment verbs: adapt, anticipate, assemble, change, communicate, compare, compile, compose, construct, create, derive, design, develop, devise, formulate, generate, hypothesise, improve, incorporate, infer, initiate, integrate, interpret, invent, make, modify, originate, plan, produce, reconstruct, revise, synthesise, transform, visualise.

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Appendix 2: Learning Design Capabilities Scales

Indigenous
There is evidence:
2 / Core / This is a core unit focused on Australian Indigenous knowledge systems
1 / Embedded / Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with Australian Indigenous knowledge systems
NE / Not Evident / There is no evidence in the unit
Global
There is evidence:
2 / Core / This is a core unit focused on global, international or transnational aspects of that discipline or profession
1 / Embedded / Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with global, international or transnational aspects of that discipline or profession
NE / Not Evident / There is no evidence in the unit
Ethics
There is evidence:
2 / Core / This is a core unit focused on the ethics and/or ethical behaviour relevant to the discipline or profession
1 / Embedded / Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with ethics and/or ethical behaviour relevant to the discipline or profession
NE / Not Evident / There is no evidence in the unit
Leadership
There is evidence:
2 / Core / This is a core unit focused on leadership principles to effect social change relevant to the discipline or profession
1 / Embedded / Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with leadership principles to effect social change relevant to the discipline or profession
NE / Not Evident / There is no evidence in the unit
Research
There is evidence:
2 / Core / This is a core unit focused on research strategies relevant to the discipline or profession
1 / Embedded / Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with research
NE / Not Evident / No evidence of research in the unit
PS / Note if a unit has a major focus on primary research, otherwise it will be assumed all other research is secondary research

Appendix 2: Learning Design Capabilities Scales (continued…)

English Language Proficiency
There is evidence:
2 / Elective / This is an English for Academic Purposes elective unit, available to students identified as at risk of failing due to inadequate ELP.
1 / Embedded / ELP is articulated in unit Learning Outcomes, developed through explicit instruction (bolt-on or embedded), and included as task-specific elements in rubrics or marking guides for major weighted assessment tasks.
NE / Not Evident / There is no English language development addressed in this unit.
OR / Task type that includes instruction and/or assessment of ELP elements is Oral
WR / Task type that includes instruction and/or assessment of ELP elements is Written
Communication Skills
There is evidence:
2 / Core / This is a Communication Skills core unit.
1 / Embedded / Communication Skills are articulated in at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with communication skills relevant to the discipline or profession
NE / Not Evident / There is no evidence of Communication Skills being addressed in this unit.
OR / Task type that includes instruction and/or assessment of Communication Skills elements is Oral
WR / Task type that includes instruction and/or assessment of Communication Skills elements is Written
ICT Literacy
There is evidence:
2 / Core / This is a core unit focussed on using digital technology to think critically, communicate, collaborate, create and share knowledge
1 / Embedded / Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with using digital technology to think critically, communicate, collaborate, create and share knowledge
NE / Not Evident / There is no evidence in the course of topics associated with using digital technology to think critically, communicate, collaborate, create and share knowledge
Information Literacy
There is evidence:
2 / Core / This is a core unit focussed on accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession
1 / Embedded / Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession
NE / Not Evident / There is no evidence in the course of subjects associated with accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession
Work Integrated Learning (WIL)
HD / Highly Developed / WIL Highly Developed: Work or community-based experience
D / Developing / WIL evident in all unit learning outcomes which are verified by authentic assessment
E / Emerging / WIL evident in some unit learning outcomes which are verified by authentic assessment
NE / Not Evident / WIL Not Evident: no evidence of WIL
NA / Not Applicable / WIL Not Applicable: WIL is not applicable in this unit

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Appendix 3 – Assessment Data Source

Details about Assessments are shown in the categories below:
Type / Task (examples) / Medium (examples) / Role / Supervision / Authenticity / Principal Assessors / Feedback (examples)
Choose from: /

Performance
Submission
Examination

Test
Presentation
Reflection Investigation
Exercise
Work placement
Laboratory
Exam
Take home Exam
Essay
Report
Case study
Dissertation
Portfolio

Written
Oral
Practical
Performance
Visual
Calculations
Combination
Other

Individual
Pair
Group

Invigilated
non-invigilated

Highly developed (e.g. work placement, fieldwork)
Developing (e.g. simulation, role-play or case study)
Emerging (e.g. theoretical information based on workplace)
Not evident
Not applicable

Teaching staff only
Industry only
Peer only
Self only
Teaching staff/industry
Teaching staff/peers
Teaching staff/self
External

Grade
Mark
Rubric
Verbal
Annotated script
Group report
Individual email
Peer feedback
Specific feedback sessions
Other electronic means
Audio feedback
Audio/video
Self-feedback

Appendix 4 – Assessment Moderation Arrangement / Strategies

Submission / Performance / Examination
Pre-Marking / Assessment task was reviewed (based on previous student performance) and updated prior to publication of Unit Outline / Unit coordinator and co-assessor design/review assessment task(s) and rubric/marking key(s) prior to publication of unit outline / Unit coordinator and co-examiner design/review assessment task(s) and marking key(s)
Assessment task was reviewed (based on previous student / staff feedback) and updated prior to publication of Unit Outline / Marking team to discuss & reach consensus on applying marking key/rubric / Students provided with details of exam structure
Assessment task is distinguished from, but comparable to, task used in previous study periods / Students provided with rubric/marking key / Marking team to discuss & reach consensus on applying marking key
Students provided with rubric/marking key / Explicit induction of external supervisors for placement / fieldwork assessment
Students provided with exemplars or marked exemplars / Students provided with placement manual (includes details of assessment)
Student conduct self or peer review using rubric/marking key
Intra-Marking / Second marking of sample of assessments / Second marking of fails where presentations are recorded / Second marking of all fails
Blind double marking (of clean copy) of sample of assessments by two independent assessors / Unit Coordinator to check sufficient information and justification provided to support fail grades
Anonymous marking (student identity hidden from marker)
Post-Marking / Check or second marking of borderline / All marks entered in grade centre; Review of distribution of marks / Spot check of outliers (high or low scoring assessments)
Spot check of outliers (high or low scoring assessments) / Check marking of all threshold (around grade boundaries eg 59/69/79/89) assessments
Check marking or second marking of all threshold (around grade boundaries eg 59/69/79/89) assessments / All marks entered in grade centre; Review of distribution of marks

Type of Assessment:

Submission - an assessment task for which the student submits an artefact for evaluation. The artefact may be electronic (text-based, non-text-based or media based) or physical. Assessments in this category are recognised to have low to medium academic integrity depending on the strategies implemented to address assurance of individual student learning and originality of student work.

Performance – an assessment task that involves the evaluation of a student performance or demonstration of a skill or competency. The performance may be live or recorded. Assessments in this category are recognised to have medium to high academic integrity depending on the strategies implemented to assure fair and transparent assessment practices through moderation

Examination – an assessment conducted under controlled and invigilated conditions. Assessments in this category are recognised to have medium to high academic integrity depending on the nature of invigilation and strategies implemented to assure fair and transparent assessment practices through moderation.

N/E = Unable to ascertain from the unit outline

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