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Five Years On: What has changed in assurance of learning? Margarietha Scheepers (USC) Romy Lawson (UOW) Tracy Taylor (UTS) Hunters & Gatherers: Strategies for Curriculum Mapping and Data Collection for Assurance of Learning

  1. Five Years On: What has changed in assurance of learning? Margarietha Scheepers (USC) Romy Lawson (UOW) Tracy Taylor (UTS)

  2. Hunters & Gatherers: Strategies for Curriculum Mapping and Data Collection for Assurance of Learning assuringlearning.com

  4. Gathering valid data for quality enhancement: assessing, reviewing, benchmarking & closing the loop for assurance of learning in regional universities. 2014-15 OLT Extension Grant http://utsbusiness.az1.qualtrics.com/SE/?SID=SV_08nPuWf 0cBH78P3

  5. Assurance of Learning Cycle (2010) Write LOs Map/ Benchmark Develop LOs Use Collect Evidence Evidence

  6. Assurance of Learning Cycle (2010) Embedded Progressive Write LOs Inclusive Sustainable Map/ Benchmark Develop LOs Use Collect Evidence Evidence

  7. Higher Education Standards Framework – 2011 Write LOs Map/ Benchmark Develop LOs 5.1 Assessment tasks for the course of study and its units provide opportunities for students to demonstrate achievement of the expected student learning outcomes for the course of study (2011). Use Collect Evidence Evidence NB COURSE OF STUDY = DEGREE/PROGRAM

  8. Higher Education Standards Framework – 2011 /Revised 2015 Standards The expected learning outcomes for each course of Review and study are specified, consistent with the level and improvement activities field of education of the qualification awarded and include regular external informed by national and/or international referencing Write LOs comparators Teaching and learning activities are Map/ arranged to foster progressive and The results of regular Benchmark Develop coherent achievement of expected monitoring, LOs learning outcomes throughout each comprehensive reviews/ course of study. external referencing are acted on All courses of study are subject to comprehensive reviews Use Collect Evidence Evidence Methods of assessment are consistent with the learning outcomes being assessed, are capable of confirming that all specified learning outcomes are achieved and grades awarded NB COURSE OF STUDY = DEGREE/PROGRAM reflect the level of student attainment.

  9. How? 2010 2015 • • Sector Wide Audit (25 universities) Sector Wide Audit (10 universities) – Pilot in business disciplines – Business disciplines – Then widen to other disciplines with professional requirements (engineering, nursing, education, etc) • Follow up workshops to support • Follow up Focus groups with implementation managers and academics • Forums to support benchmarking • Critical Evaluation of Data good practice (including a desktop audit of International practice) • • Development of resources/tools Development of resources/tools • • Dissemination – Review paper, Dissemination – Review paper, strategic paper, workshops (each strategic paper, workshops (each state), website with resources, state), website with resources, conferences, academic papers conferences, academic papers

  10. Primary motivators for AoL? 2010 AACSB PROF EQUIS TEQSA/AQF/ BODIES AUQA 64% 20% 8% 24% 2015 AACSB PROF EQUIS TEQSA BODIES 56% 78% 33% 100%

  11. Ranking (2015) AQF 2 2 1 1 0 Discipline Standards (Threshold 0 1 3 2 0 Learning Outcomes) Professional Body 1 1 1 1 2 Requirements University Graduate Attributes 0 3 0 0 4 Business School/Faculty 3 0 3 3 0 Graduate Attributes

  12. . Curriculum Mapping Responsibility for mapping the CLOs into the curriculum : 2015% 2010% Associate Deans 78% 36% Degree Level Coordinators 89% Individual Subject 89% 64% Coordinators

  13. Curriculum Mapping Level of mapping : 2015% 2010% 40% 0% Individual Subjects 60% 22% Assessment tasks 0% 56% Criteria in assessment tasks All 0% 22%

  14. Curriculum Mapping Progression of mapping: 2015% 11% First Year Second Year 11% Third Year 0% 22% Capstone Subject Only 78% All of the above

  15. Rubrics in Assuring Learning • 2010 - 80% used rubrics in their AoL process • 2015 – 89% use rubrics in their AoL process 2015% 2010% 16% 25% Educational Expert 48% 25% Individual Subject Coordinators 16% 0% Degree Coordinators 0% 50% All of the above

  16. Collaborative Rubric Development 2015% Yes 25% Sometimes 50% No 25% Consistent Rubric Use 2015% 38% Yes 62% No

  17. Assessment Design 2015 % 44% Associate Deans 67% Degree Coordinators 100% Individual Subject Coordinators

  18. Collaborative Design 2015% Yes 33% Sometimes 67% No 0% Scaffolded Design 2015% 33% Yes 56% Sometimes 11% No

  19. Data Collection • 2010 only 40% of respondent institutions had collected AoL data. 2015% 2010% Samples of students work 78% 0% Whole Assessment Marks 12% 67% 78% Partial Assessment Marks (degree level 28% learning outcome criteria only) Student satisfaction/perception - CEQ/SEQ 0% 56% Graduate Exit Survey 33% 0% Learning Analytics Data (for example 0% 11% learning platform data)

  20. Benchmarking 2015% 67% Yes - Internally 67% Yes - Externally HESF 2015 The results of regular 11% No monitoring, comprehensive reviews/ external referencing are acted on

  21. Closing the Loop 2015% 89% Identification of areas for student improvement 89% Changes to design of individual subjects 89% Changes to curriculum at a degree level Changes to assessment 89% Changes to data collection 67% 56% Measuring effectiveness of change

  22. Major Changes in Practice Since 2010 2015% 100% Curriculum Design 75% Assessment Design 88% Data Collection 75% Closing the loop/ Continuous Improvement

  23. Curriculum Design Greater reliance on program directors. Introduction of academic literacy diagnostics in first year units of study with accompanying support solutions Major program reviews focussed on improving AOL outcomes. Awareness of capstone units

  24. Assessment Design Less reliance on exams as assessment instruments for AoL. Introduction of multiple assessors grading a team solving a new problem to gauge achievement around teamwork . Increased support in developing assessment Changes to individual assessment tasks have been undertaken to better inform learning outcomes. Aiming for greater consistency across all degrees Uni processes in place

  25. Data Collection Moving from individualised collection and management at a program level to a process more centrally coordinated. Moving from mountaintop to magnet capstones and multiple collection points in a degree Revised data collection and reporting With MBA saw some disconnect between what was reported as being assessed and actuality Moving across to student-population assessment results rather than sampling

  26. Closing the loop/ Continuous Improvement Moving from individual program management to have a faculty wide Quality & Accreditation committee. Moving from a centralised process to more decentralised one involving more academics in a program and more academic leaders. Moving from an ad hoc approach to continuous improvement process. Program health checks regularly undertaken The entire process is premised around continuous improvement, so we expect that the AoL information will continue to inform improved study area curricula and design and assessment design. Designed formal process for this

  27. Thank You • Margarietha Scheepers (USC) – MScheepe@usc.edu.au • Romy Lawson (UOW) – romy@uow.edu.au assuringlearning.com

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