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

Version 2 2024-06-03, 15:30
Version 1 2015-07-31, 10:17
journal contribution
posted on 2024-06-03, 15:30 authored by B Sridharan, S Leitch, Kim WattyKim Watty
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.

History

Journal

Quality in higher education

Volume

21

Pagination

171-188

Location

London, Eng.

ISSN

1353-8322

eISSN

1470-1081

Language

eng

Publication classification

C Journal article, C1 Refereed article in a scholarly journal

Copyright notice

2015, Taylor & Francis

Issue

2

Publisher

Taylor & Francis