Evidencing learning outcomes: a multi-level, multi-dimensional course alignment model

Sridharan, Bhavani, Leitch, Shona and Watty, Kim 2015, Evidencing learning outcomes: a multi-level, multi-dimensional course alignment model, Quality in higher education, vol. 21, no. 2, pp. 171-188, doi: 10.1080/13538322.2015.1051796.

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Title Evidencing learning outcomes: a multi-level, multi-dimensional course alignment model
Author(s) Sridharan, BhavaniORCID iD for Sridharan, Bhavani orcid.org/0000-0002-2217-949X
Leitch, Shona
Watty, KimORCID iD for Watty, Kim orcid.org/0000-0002-8138-2754
Journal name Quality in higher education
Volume number 21
Issue number 2
Start page 171
End page 188
Total pages 18
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 1353-8322
1470-1081
Keyword(s) assurance of learning
constructive alignment
higher education quality
rubric design
Summary 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.
Language eng
DOI 10.1080/13538322.2015.1051796
Field of Research 130103 Higher Education
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074798

Document type: Journal Article
Collection: Faculty of Business and Law
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