1. AQF, TEQSA, Learning Outcomes…. what’s the connection? Theresa Winchester-Seeto, Learning and Teaching Centre

2. The Environment Increasing regulated and more accountable –Tertiary Education Quality Standards Agency and Australian Qualifications Framework –Office of Learning and Teaching (standards) –Industry requirements –University processes and requirements (FSQC/ASQC)  alternative: –ither comply grudgingly; OR –take the opportunity to review programs holistically to better define what we do and why

3. Players AQF “defines relative complexity and depth of achievement and autonomy required of graduates to demonstrate the achievement” TEQSA will systematically: compare the stated learning outcomes for a given course with the specified learning outcomes for the relevant AQF level and qualification type descriptor, and; assess whether the design of all the components of the course will support achievement of the learning outcomes

4. Definitions Aim/Goal – Broad, guiding statements “Develop the capacity to think creatively and independently about design problems” Objectives – specific statements about what the instructor intends to happen (Students should) “comprehend fundamental concepts in the historical study of the French Revolution”

5. More definitions Learning outcomes are the expression of the set of knowledge, skills and the application of the knowledge and skills a person has acquired and is able to demonstrate as a result of learning (AQF 2013) Threshold learning outcomes are the expression of the minimum set of knowledge, skills and the application of the knowledge and skills a person has acquired and is able to demonstrate in order to pass the qualification

6. Other factors that influence LOs Industry/Professional requirements e.g. accreditation Community expectations University requirements –Graduate capabilities –Academic Plan

7. Learning Outcomes can apply to: Institution (now GC) Program Unit Module Learning activity Additional factors that affect unit LOs: Program LOs Overall program structure What has come before (pre-reqs etc) What comes after

8. The good, the bad and the ugly…. In groups of 3-4 use your own unit LOs and/or those from Examples of Learning Outcomes and Graduate Capabilities –  pick out 3 that you think are useful or work well as unit outcomes;  pick out 3 that you do not think are useful or work well;  think about why they work well or why they are useful? OR why not? (10 mins)

9. Review of UNITS around LOs Issues identified: using aims as outcomes (understand, appreciate, knowledge, competence, develop, acquire) e.g. “students will have acquired a body of theoretical and practical knowledge relevant to the topics set for this unit” just a description of the teaching and learning (3- 4 sentences) conflations of assessment or learning task e.g. conduct a literature search

10. Review of UNITS (cont) have no discernible or measurable actions/ verbs e.g. “project management” have not content or focus e.g. “work collaboratively” have no real context e.g. “apply research skills” or “critical analysis” are non-specific e.g. “read and write critically” heavy reliance on terms such as “understand”, “know”, “be familiar with”, and “appreciate”

11. The problem with verbs

12. AQF Levels Criteria and Qualifications Type Descriptors Dimensions: Knowledge – depth, breadth, kinds of knowledge and complexity Skills – kinds and complexities of skills Application of skills and knowledge – context in which skills and knowledge are applied

13. Generic Learning Outcomes Fundamental skills – literacy, numeracy People skills – working with others, communication Thinking skills – learning to learn, decision making, problem solving Personal skills – self direction, acting with integrity

14. Activity – Unit Learning Outcomes (level) In groups of 4 (or program groups) – select up to 8-10 unit LOs from your program; assess the appropriateness of existing unit LOs in the light of AQF standards; consider the need for threshold LOs; for UG also take into consideration whether they are at 100, 200, 300 level etc; adjust if needed (consider the Bloom’s verbs or SOLO approaches); keep notes on rationale to share with other unit convenors from the program. (45 mins)

15. Activity – Program Learning Outcomes Start with overview of unit LOs and develop into a small number of program LOs (6) that will meet AQF and Grad Caps requirements Look for common threads/themes in unit LOs Look for anything that is missing in unit LOs (you may need to adjust these) Map to PG or UG Grad Caps – have you missed something? Check for alignment of Program LOs, unit LOs and Grad Caps.