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Evidencing learning outcomes: a multi-level, multi-dimensional course alignment model
journal contribution
posted on 2015-01-01, 00:00 authored by Bhavani Sridharan, S Leitch, Kim WattyKim WattyThis 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.
History
Journal
Quality in higher educationVolume
21Issue
2Pagination
171 - 188Publisher
Taylor & FrancisLocation
London, Eng.Publisher DOI
ISSN
1353-8322eISSN
1470-1081Language
engPublication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2015, Taylor & FrancisUsage metrics
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