The purpose of the quality assurance stage is to:
- Provide adequate information for the Learning and Teaching Committee and Academic Board to accredit course and units for the provision of high quality and pedagogically sound learning experiences for students.
- Articulate clear links between assessment, learning outcomes, learning activities that students are required to undertake in order to develop the Course Outcomes, CDU’s Graduate Attributes and meet the AQF Learning Outcome Descriptor for the specific qualification level.
- Capture and approved pathways between AQF qualification that facilitate a student’s entry into and credit towards (where appropriate) a CDU award.
- Capture and approve course requirements/rules (structure) and study plan information for publication.
- New courses approved at Stage 1 R&P.
- All courses due for reaccreditation (5 year review cycle) approved at Stage 1 R&P.
- Courses that are seeking reaccreditation due to major changes approved at Stage 1 R&P.
- Transitional arrangement
- New, Redeveloped and/or Reaccredited Units (Unit QA)
- Unit discontinuations
Contact Details of Course Proposer / The contact details serves to advise the Learning and Teaching Committees of who is the most appropriate staff member to represent the submission.
The contact name should be the permanent staff member who can give information about the course and answer any questions about information written in the R&P, such as the Course Advisory Group Chair, Theme Leader or Head of School.
The alternate name is required should the permanent staff member be absent.
Course Learning Outcomes / Course learning outcomes are the expression of the set of knowledge, skills and the application of the knowledge and skills the graduate should acquire from a course of study and is able to demonstrate as a result of learning. Course learning outcomes must be consistent with the AQF level of a particular course type specification. For further information on the AQF, please refer to http://www.aqf.edu.au/resources/aqf/
Examples
Graduates will have a sound knowledge of the underlying theories, principles, concepts in…….
Graduates will have the ability to think critically within a framework of ……
Graduates will be able to relate theory and knowledge to a professional practice setting
Graduates will have an understanding of relevant complexities and issues related to …….
Graduates will have the ability to research and disseminate evidence to inform practice improvement in regards to…….
Graduates will establish a coherent and advanced understanding of the underlying principles of …..
Graduates will exercise critical thinking, initiative and judgment to develop innovative solutions for …..
Graduates will be able to work as an individual and as part of a team to develop and deliver (….) through collaboration and highly effective communication skills
Graduates will be able to acquire and critically evaluate research regarding new knowledge development within the (………..) and its social, cultural, environmental and legal context
Graduates will be able to review and critically analyse, consolidate and synthesise knowledge relevant to……….
Graduates will be able to apply cognitive and technical skills and a broad understanding of ………….
Graduates will be able to apply cognitive and creative skills to exercise critical thinking and judgment in identifying and solving problems in …….. with regards to ………..
Graduates will be able to communicate effectively to present clear, coherent and independent exposition of knowledge and ideas within the field of …………
Graduates will be able to show initiative and judgment in planning, problem solving and decision making with regard to……
Graduates will demonstrate high-level leadership in industry through independence, self-motivation and initiative in (……) project work / placement activities / research.
Course Learning Outcomes Framework
The AQF sets out broad learning outcome specifications by Award type. These specifications include:- Knowledge, i.e. what a graduate knows and understands, described in terms of depth, breadth, kinds of knowledge and complexity;
- Skills, i.e. what a graduate can do, described in terms of the kinds and complexity of skills;
- Application of Knowledge Skills, i.e. how a graduate applies knowledge and skills within a context;
- Volume of learning, i.e. the notional duration of study for the qualification, reflecting a dimension of the complexity of the qualification. Volume of Learning may be expressed as Credit Points or as Duration.
Alignment Of Course Learning Outcomes, AQF Learning Outcome Descriptors And Graduate Attributes / Schools will have to demonstrate alignment between the Course Learning Outcomes, the AQF Learning Outcome Descriptors and Charles Darwin University Graduate Attributes
Course Learning Outcomes Framework
The AQF sets out broad learning outcome specifications by Award type. These specifications include:- Knowledge, i.e. what a graduate knows and understands, described in terms of depth, breadth, kinds of knowledge and complexity;
- Skills, i.e. what a graduate can do, described in terms of the kinds and complexity of skills;
- Application of Knowledge Skills, i.e. how a graduate applies knowledge and skills within a context;
- Volume of learning, i.e. the notional duration of study for the qualification, reflecting a dimension of the complexity of the qualification. Volume of Learning may be expressed as Credit Points or as Duration.
CDU Graduate Attributes
The Charles Darwin University Graduate Attributes are those skills, qualities and understandings that should be acquired by students during their time at the University regardless of their field of study and complement generic learning outcomes. The attributes align with the University’s strategic directions and values, focusing on student-centred learning and supporting the effective construction and application of their knowledge, and are also mapped against ASQA’s Employability Skills. They are designed to provide a distinctive advantage for CDU graduates.Specific Units may embed one or more Graduate Attribute in a demonstrable and assessable form. All Graduate Attributes must be addressed within the collection of Core Units and Specialist Electives of a CDU Accredited course.
The Graduate Attributes may also be embedded within extracurricular activities facilitated by the University.
All CDU degree graduates are expected to have acquired all the Graduate Attributes.
Further information about CDU Graduate Attributes can be found at: http://www.cdu.edu.au/graduateattributes/graduateattributes.html
Approaches to Teaching and Learning / Pedagogical Approach
Identify the educational theory/pedagogical approaches that the curriculum in the course will be designed around. E.g. Which learning theory, which instructional design model and/or which pedagogical theories have been used as the foundation for curriculum design?
The pedagogical underpinnings, including relevant literature and/or theoretical foundation on which the learning, teaching and assessment strategies are based will have to be articulated. This could include reference to the six principles for online teaching, particularly for those courses that will include delivery to external students.
Course Level Benchmarking
Benchmarking should be used to identify good practice, establish service standards, inform planning and drive continuous improvement. It should be both internal and external and at institution, course and unit level. TEQSA requires that equivalency of student outcomes for internal/external/multi-modal students is demonstrated as well as equivalency of student outcomes for units/courses being held on more than one campus.
The course proposer should supply information on the benchmarking practices that have or will take place to ensure quality teaching and learning and student outcomes.
Benchmarking consideration may include
- Course outcomes
- evaluation of learning outcomes similar courses at like providers
- professional body review and accreditation practices that support quality across the sector
- outcomes from external review that help to improve quality of student outcomes
- Discipline
- trends in discipline knowledge and research
- current activity in discipline area
- Curriculum material and teaching methods
- evaluation of teaching practices, modes and materials with other institutions relative to this course
- developing learning material, activities and assessment tasks which accommodate the needs of internal/external students and/or those with disabilities
- Assessment moderation
- using different assessors and detailed marking rubrics to ensure consistency
- blind marking of papers
- using external assessors and examiners periodically
Use of Learning Technologies
How is Learnline being used to enhance/support student learning?
Are there other technologies required for this course and is its use consistent with CDU policy?
How are course pedagogies and learning technologies integrated to enable students to meet the course learning outcomes?
Student Satisfaction with Learning and Teaching
How will this course be reviewed or evaluated? This information should include the process to be used and a timeframe for the evaluation/review process.
What issues have been identified from previous SELTs and other forms of feedback – emails, discussions and phone calls? What has been/is being done to address the issues? (N/A if a new course)
Non CDU IT infrastructure of software.
Identify if any non-standard CDU software or infrastructure is required for this course.
How is it being developed/distributed?
If students require additional IT software how will this be supplied, are students informed of any additional cost for supporting this software?
If this software is being supported by CDU IT, with whom has consultation occurred?
Course Structure Overview / Course structure should align with the University Common Course Rules and AQF Qualification Specifications for specific course types. Justification for any variations must be clearly documented below.
Proposed exemption to Common Course Rules / All course rules must comply with the requirements set in the Common Course Rules.
If for any reason the course does not meet the Common Course Rules clear justification must be given.
Approved Streams (if relevant) / Streams relate to specialist areas of the course that have a defined set of specialist elective units.
Bachelor Degrees may have Majors. A Major is an approved series of Units which develops a coherent academic theme culminating in advanced level Units within a course leading to the qualification of Bachelor degree. A major area of study constitutes a substantive quantum of learning within the qualification.
Award courses other than Bachelors may have Specialisations. A Specialisation arises where there are different academic foci within a course that warrant separate recognition, but where the differences are still within the cognate Field of Study on which the Course Learning Outcomes are based.
Streams may be provided to guide students through the course only and therefore are not required to be represented in a student’s academic transcript or may be a defined outcome that is required on a student’s academic transcript such as a Bachelor of Arts with a major in History.
Course Learning Outcomes and Unit Assessment Task Matrix / This section relates to the structure of the course and maps each unit to the course learning outcomes.
It is not feasible that all course learning outcome will be addressed by all units however all course learning outcomes are to be addressed at the completion of the course. Attention is required for courses that have specialist electives and streams to ensure that any combination permitted in the course still achieves all outcomes.
Learning outcomes and assessments are now published to the web; this will assist in the process for mapping current unit outcomes to course outcomes. You can also download unit learning outcomes and assessments into an excel spread sheet from the Area 52 Learning Outcomes and Assessment Entry application. New/redeveloped/reaccredited units are to be accredited at the same time as the course therefore the new/revised unit QA should be used as the source.
Transitional Arrangements for Continuing Students / This section relates to courses that already have students. Where there are any changes to core or specialist elective units or other changes that effect current students a transitional arrangement form must be supplied with the Course QA. The Transitional Arrangements form will be used to publish necessary information to continuing students and provides a guide for completion rules when completing the Graduation Selection Report.
In this section an overview of the changes effecting current students is required.
Things to consider when changing to core and specialist elective units;
Is a unit being replaced?
- Will the old unit be taught out until continuing students have completed the award? How long for?
- If the old unit is not being replaced, will continuing students who have not completed the unit be required to complete the new unit? What if there is no new unit?
- Is the new unit equivalent to the old unit?
- Are there any streams being removed?
- Are there any changes to placement days / intensive days?
Examples of published transitional arrangements
Pathways, Advanced Standing and Articulation / Pathway arrangements allow students to move through qualification levels with full or partial recognition for the qualification and/or learning outcomes they have already received.
Pathway considerations
- mapping, comparing and evaluating the extent to which there is comparability and equivalence of learning outcomes, volume of learning, program of study including content and learning and assessment approaches
- making a judgment of the credit outcomes to be assigned between the matched components of the two courses
- ensuring that students will meet course learning outcomes, graduate attributes, and if relevant meet professional requirements
- ensuring equity and accessibility of arrangements across student cohorts
Approved pathways with credit will be published to the web and used to grant credit by Student Administration and Equity Services.
To see National VET course packaging rules and outcomes and to ensure that you are mapping the most current qualification please refer to TGA http://training.gov.au/Home/Tga.
Example
Alternative Exit Awards / Alternative exits can be established within the award accredited.
- Students must be able to meet the requirements of the alternative exit within the award, and
- Alternative exits must be accredited in the own right.
Example
Australian Higher Education Graduation Statement (AHEGS) / The Australian Higher Education Graduation Statement (AHEGS) was introduced to make Australian qualifications recognised and renowned throughout the world. The AHEGS describes a higher education qualification in an easily understandable way, relating it to the system in which it was issued and describing qualifications in a clear and consistent way to potential employers and other higher education institutions.
There are four sections of the AHEGS
The Award and Pathway statements are standard statements that will be prepopulated.
The Feature and Accreditation statements need to be submitted as part of the accreditation.
Feature statements should include a brief description of distinguishing features of the course, such as professional placements, industry-based learning or overseas study. If work integrated learning is a key part of the award, it is advisable that details are provided in this section.
Accreditation statements may include a statement regarding relevant accreditation of the course by external organisations, for example, professional accreditation associations, detailing the agency and the date of most recent accreditation. If the qualification confers on the graduate rights to practice within particular jurisdiction, relevant information should be provided.
For more information regarding the usage of AHEGS please visit
http://www.industry.gov.au/highereducation/Quality/AustraliaHigherEducationGraduationStatement/Pages/default.aspx
Proposed Course Structure / The course structure is first proposed at Stage 1 R&P and is finalised at stage 2 QA.
If there have been any amendments between the first two stages the following need to be reconsidered to ensure that there is a correlation between the requirements of the course and;
- New units and redeveloped units
- Discontinued units
- Course offerings
- Admission periods
- Volume of learning, Credit Points and standard loads
- Reaccreditation v Superseding
Study Plans / The study plan has two purposes
- Shows the progression through the learning objectives of the course, ensuring that learning is structured in a coherent manner; pre-requisite learning is achievable; and that capstone assessment is undertaken at the appropriate stage.
- Provides guidance to students at enrolment.