Hunters and Gatherers : Strategies for Curriculum Mapping and Data Collection for Assuring Learning : Final Report.
This report looks at strategies for mapping, data collection and Assured learning. Assurance of learning is a predominant feature in both quality enhancement and assurance in higher education. It involves making program expectations and standards explicit, then systematically gathering, and interpre...
| Institutions: | University of Technology, Sydney Bond University James Cook University Queensland University of Technology RMIT University University of Southern Queensland |
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| Autors principals: | , , , , , , , |
| Publicat: |
Office for Learning and Teaching
2013
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| Matèries: | |
| Accés en línia: | /resources/SP10-1862_Lawson_Report%202013.pdf |
| Sumari: | This report looks at strategies for mapping, data collection and Assured learning. Assurance of learning is a predominant feature in both quality enhancement and assurance in higher education. It involves making program expectations and standards explicit, then systematically gathering, and interpreting evidence to determine how well performance matches those expectations. This benefits the institution, ensuring program aims are evaluated and used for program development, and is important for external scrutiny (AUQA, TEQSA, professional bodies). This project aimed to investigate two elements of assurance of learning: (1) mapping graduate attributes throughout a program, and (2) collecting assurance data. It conducted an audit across disciplines subject to accreditation in Australian universities to evaluate current methods of mapping graduate attributes and their impact on the curriculum, and also the systems used to collect and store data. The information was critically analysed to develop a strategy on curriculum mapping and data collection. It drew upon the use of existing software packages (e.g., SOS - mapping, ReView, SPARKPLUS collection) to support the efficient and effective implementation strategies. |
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| ISBN: | 9781922125019 (PDF) 9781925092004 (print ed) 9781922125019 (PDF) 9781925092004 (print ed) |
