Evidencing Learning Outcomes: A Multi-Level, Multi-Dimensional Course Alignment Model

Autor/inn/en	Sridharan, Bhavani; Leitch, Shona; Watty, Kim
Titel	Evidencing Learning Outcomes: A Multi-Level, Multi-Dimensional Course Alignment Model
Quelle	In: Quality in Higher Education, 21 (2015) 2, S.171-188 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2015.1051796
Schlagwörter	Alignment (Education); Quality Control; Scoring Rubrics; Higher Education; Models; Foreign Countries; Educational Quality; Curriculum; Curriculum Development; Units of Study; Courses; Evaluation; Test Construction; Australia + Suchen Sie Ihr Suchwort? Qualitätskontrolle; Scoring formulas; Auswertungsbogen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Ausland; Quality of education; Bildungsqualität; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Lerneinheit; Kursangebot; Evaluierung; Testaufbau; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01