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

Sridharan, Bhavani; Leitch, Shona; Watty, Kim

doi:10.1080/13538322.2015.1051796

Cited by 13 publications

(8 citation statements)

References 11 publications

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“…Constructive alignment and formative assessment were to be visualised and evaluated through a curriculum mapping and assessment documentation, produced by the teaching staff and evaluated by the critical friends in the development team. According to Sridharan et al (2015), there is a lack of confirmation that the qualification descriptors (programme outcomes) are incorporated in the curriculum in an efficient way. In order to minimise this risk, the curriculum mapping (Uchiyama & Radin, 2009) visualises how the learning outcomes of the courses needed for graduation, build up, combine and progress in order for the students to be able to reach the qualification descriptors in the statutes linked to the Higher Education Act.…”

Section: Pqaa Programme Visualisationmentioning

confidence: 99%

Engagement for quality development in higher education: a process for quality assurance of assessment

Lucander

Christersson

2020

Quality in Higher Education

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This paper reports on the design, development and evaluation of a novel process for quality assurance of assessments for entire educational programmes. The process was developed and tested by multidisciplinary teaching staff and consists of five phases: inventory, analyses, evaluation, planning change and realising change. The process for quality assurance was evaluated in three diverse programmes. The results show that the process forms a solid base for decisions on short-term as well as long-term quality improvements. It was also found to encourage the development of a quality culture and had an improving effect on the curriculum design, enhanced internal quality work and supported documentation for external quality assurance. The results show that the process has the capacity to engage and involve teachers and other internal stakeholders in the quality development of a range of educational programmes, promoting engaged change for improved quality in a higher education institution.

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Section: Pqaa Programme Visualisationmentioning

confidence: 99%

Engagement for quality development in higher education: a process for quality assurance of assessment

Lucander

Christersson

2020

Quality in Higher Education

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“…Hence, the curriculum and the manner in which it is delivered, could influence the perceptions students had of QL. Therefore, inserting quality control mechanisms at each level of curricular design can enhance learning experiences, outside achieving LOs (Sridharan et al , 2015).…”

Section: Discussionmentioning

confidence: 99%

Student’s perceptions of quality learning in a Malaysian university – a mixed method approach

Choy¹,

Yim

Tan

2017

QAE

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Purpose This paper aims to examine students’ perceptions of quality learning using a mixed-methods approach in a Malaysian university, with an aim to fill existing knowledge gaps in the literature on relationships among relevant quality variables. The study also assesses the extent to which detailed results from a few participants can be generalised to a larger sample from the population. Design/methodology/approach A sequential, mixed-methods approach was used to obtain a more meaningful and balanced analysis of the data. In total, 12 students were purposively selected and interviewed in Phase 1, to gain insights into their perceptions of quality learning at a selected university. The results of the qualitative analysis were used to develop hypotheses for a quantitative survey of 1,490 students in Phase 2. The samples consisted of students enrolled in full-time bachelor’s degree programmes. The survey data were analysed using structural equation modelling (SEM) to confirm a series of hypotheses about pathways of influence of key quality constructs. Findings The results of the study showed strong positive relationships between student perceptions of learning outcomes, curriculum, instructional delivery and support, learning environment and quality learning. The overall findings suggest that the influences of these quality variables on the perceived quality of learning experiences of students may be complex. Practical implications All Malaysian higher education providers are currently concerned with providing high-quality education that caters to students’ needs. The results generate useful evidence for governors, administrators and other stakeholders regarding the students’ perceptions of quality learning. The results provide insights for supporting diverse students served by these providers. Originality/value The sequential, mixed-methods research design of the study contributed a rich contextual description of students’ perceptions of quality learning. It also fills the knowledge gap mentioned.

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“…The current research on HELOs follows a number of different lines: learning outcomes as assessment and development tools in education (Belski & Belski, 2014;Musekamp & Pearce, 2015;Sridharan, Leitch, & Watty, 2015); HELOs as part of qualification frameworks and standardisation (Allais, 2014;Pilcher, Fernie, & Smith, 2015); and HELOs as an approach to quality assurance and accountability (Brady & Bates, 2015;Nguyen, 2016;Skolnik, 2015). There are also studies of how academics and teachers in higher education perceive learning outcomes along the four lines mentioned above (Dobbins, Brooks, Rawlinson, & Norman, 2014;Hadjianastasis, 2016).…”

Section: T H E T Ur N To H I G H E R E Du C At I O N L E a R N In Gmentioning

confidence: 99%

Higher education learning outcomes – Ambiguity and change in higher education

Caspersen

Frølich

Muller

2017

Euro J of Education

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The emerging interdependent world order poses new challenges for States and citizens alike. For States, interdependence has meant a new concern with integration, whilst for citizens and authorities alike, greater mobility has raised new concerns about recognition of competences, qualifications, quality and transparency. The introduction of learning outcomes is one of the principal instruments to achieve this in higher education. This article analyses how the implementation of higher education learning outcomes (HELOs) can be seen as ambiguous governance and management tools, manifested as parts of international policy development and policy trends. These ambiguous tools intertwine with different disciplinary and stakeholder networks.The desire to implement HELOs in a more or less uniform way across as diverse contexts (countries, disciplines, institutions) as possible has led to a design strategy that favours generic definitions of learning outcomes. In the implementation process, these generic HELOs are experienced as ambiguous, meaning that they are characterised by an openness to different interpretations. This opens up a space of discretionary and interpretational latitude, either because HELOs are assimilated to traditional path dependencies, or because they allow institutional agents (such as institutional leaders and others) the space to introduce change. The ambiguity of HELOs simultaneously provides the flexibility for contextually-diverse implementation, ensures less comparability than initially envisaged, and opens up the possibility for change, although change is contingent on structures and processes that are external to the policy process itself. HELOs are thus a paradigm case of the centrality of context in policy implementation studies. K E Y W O R D Sambiguity, higher education, learning outcomes, national qualifications frameworks, policy change 8 |

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

Cited by 13 publications

References 11 publications

Engagement for quality development in higher education: a process for quality assurance of assessment

Engagement for quality development in higher education: a process for quality assurance of assessment

Student’s perceptions of quality learning in a Malaysian university – a mixed method approach

Higher education learning outcomes – Ambiguity and change in higher education

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