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Towards a Framework for Aligning Learning Outcomes, Academic Literacies and Assessment Criteria
ARTICLE

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Education and Information Technologies Volume 21, Number 2, ISSN 1360-2357

Abstract

Although Australian students spend three or more years studying they can seem quite unaware of any of the expected learning outcomes of their course. They are often single unit focused, paying most attention to individual assessment items thus not developing a holistic view of their course. This paper presents a theoretical framework to support staff and students to recognise, scaffold and achieve learning outcomes and academic skills at unit level and to recognise how these contribute to course and graduate learning outcomes, within the boundaries of Australian university and professional accreditation requirements. A case study is described that demonstrates the manual implementation of the framework. The complex nature of the implementation suggests that a software solution is required to ease the process and ensure the resulting mapping will have some longevity by being maintainable.

Citation

Dew, R., Goscinski, A. & Coldwell-Neilson, J. (2016). Towards a Framework for Aligning Learning Outcomes, Academic Literacies and Assessment Criteria. Education and Information Technologies, 21(2), 401-423. Retrieved March 28, 2024 from .

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