assuring graduate capabilities - curtin...
TRANSCRIPT
Professor Beverley Oliver
Assuring Graduate CapabilitiesSetting the scene for
employability, engagement and quality education
http://tiny.cc/boliver
This PDF includes key slides from the Forum presentation: many pages contain clickable links so
you can find further information.
What got you to the table?
Academic transcript
Jack JamesBachelor of XYZ
Psychology 100: High distinctionScience 120: CreditFrench 134: PassMathematics 156: DistinctionBlah blahBlah blahBlah blah Blah blahBlah blahBlah blahBlah blah
This is to certify that
Jack Jameshas just scraped through the
Doctor of Philosophy
ResumeA creative portrait of
Jack James
your ticket to ride
Selection CriteriaJack James
...semi-fiction...
your digital footprintyour three best friends
Your last job interview
educatedengaged
employable
University of Anywhere Graduate of Anything
educated
engaged
employable
Key to graduate employability:
How can we assure that?
at the appropriate standard
Achievement of the capabilities that count
for early professional success
Inputs/Outputs(must haves)
Outcomes(how high)
Standards
the rise of the evidence-based culture
generic capabilitiesgraduate attributes
competencies
graduate outcomesessential learning outcomes
1. generic capability frameworks
Universities K-12 VET Business Council
COMMUNICATION
THINKING
PROBLEM SOLVING
INFORMATION LITERACY
SELF-MANAGEMENT
TEAMWORK
CIVIC ENGAGEMENT
Capabilities
COMMUNICATION
THINKING
PROBLEM SOLVING INFORMATION LITERACY SELF-MANAGEMENT
TEAMWORK
CIVIC ENGAGEMENT See
ALTC Good Practice Guide:
Assuring Graduate Outcomes
VALUE
Subject benchmark statements
The Academic Infrastructure has four elements and all are interrelated:The Code of practice for the assurance of academic quality and standards in UK higher educationThe frameworks for higher education qualificationsSubject benchmark statementsProgramme specifications
Typical and threshold standards: 'Typical' = level attained by the majority of 'Threshold' = in positive terms the minimally acceptable level of attainment of an honours graduate.
Australian Qualifications Framework
Sample Performance TaskYou are the assistant to Pat Williams, the president of DynaTech, a company that makes precision electronic instruments and navigational equipment. Sally Evans, a member of DynaTech's sales force, recommended that DynaTech buy a small private plane (a SwiftAir 235) that she and other members of the sales force could use to visit customers. Pat was about to approve the purchase when there was an accident involving a SwiftAir 235. You are provided with the following documentation:1: Newspaper articles about the accident2: Federal Accident Report on in-flight breakups in single engine planes3: Pat's e-mail to you & Sally's e-mail to Pat4: Charts on SwiftAir's performance characteristics5: Amateur Pilot article comparing SwiftAir 235 to similar planes6: Pictures and description of SwiftAir Models 180 and 235
Please prepare a memo that addresses several questions, including what data support or refute the claim that the type of wing on the SwiftAir 235 leads to more in-flight breakups, what other factors might have contributed to the accident and should be taken into account, and your overall recommendation about whether or not DynaTech should purchase the plane.
just want the answers?
The following initiatives are currently underway in Australian higher education. Most are cross-sectoral, or multi-institution:• A sector-wide model for assuring final year subject and program achievement standards through inter-university
moderation; Professor Kerri-Lee Krause (Project Leader) [email protected]; Professor Geoff Scott [email protected]
• Quality Verification System, Group of Eight; Professor Pip Patterson, [email protected]• Achievement Matters: External Peer Review of Learning and Teaching Academic Standards for Accounting; Phil Hancock
(UWA) and Mark Freeman (Sydney) [email protected]• Teaching standards framework; Professor Judyth Sachs; [email protected]• Hunters and gatherers: strategies for curriculum mapping and data collection for assuring learning; Dr Romy
Lawson [email protected]• Harmonising higher education and professional quality assurance processes for the assessment of learning outcomes in
health; Professor Maree O'Keefe (Project Leader), [email protected]• Assessing and assuring Australian graduate learning outcomes: principles and practices within and across the
disciplines; Associate Professor Simon Barrie (Project Leader), [email protected]• Curriculum renewal and interprofessional health education: establishing capabilities, outcomes and
standards; Professor Alison Lee (Project Leader), [email protected]; Marie Manidis• Navigating a pathway between the academic standards and a framework for authentic, collaborative, outcomes-
focused thinking in Engineering Education Professor Wageeh Boles 2011 ALTC National Teaching Fellow, [email protected]
• Developing the foundation for a national assessment of medical student learning outcomes; Professor David Wilkinson (Project Leader), [email protected]
• After standards: engaging and embedding history, Associate Professor Sean Brawley (Project Leader),[email protected]
• Curriculum renewal in public health nutrition, Associate Professor Heather Yeatman (Project Leader),[email protected]
• Strengthening Australian legal education by integrating clinical experiences: identifying and supporting effective practices; Associate Professor Adrian Evans (Project Leader), [email protected]
• National standards for psychological literacy and global citizenship, Associate Professor Jacquelyn Cranney 2010 ALTC National Teaching Fellow [email protected]
• Quantitative skills in science: curriculum models for the future, www.qsinscience.com.au Contact: [email protected]
Map inputsEvaluate outcomes
Plan enhancementsBenchmarking portfolios: Benchmark, plan enhancements--and start again
Student portfolios: Evaluate achievement of capabilities in
portfolio approaches to teacher, self and peer
assessment
Map intended development and assessment of capabilities throughout the curriculum
Support student achievement of the capabilities through work-integrated learning
Determine the capabilities and standards for early professional success
Assurance of learning for graduate employability
Determine capabilities
Course review portfolios: Analyse indicators of
course quality including perceptions of graduate
achievement of capabilities
6.
5.
4.
1.
2.
3.
Expectations
Evidence
Assuring Graduate CapabilitiesAn Approach to Determining and Evidencing Standards
Graduate Employability
IndicatorsGRADUATES
EMPLOYERS
TEACHING TEAMS
14 capabilities (NSSE)
how important?
to what extent?
G
Oliver, B., Whelan, B., Hunt, L., & Hammer, S. (2011). Accounting graduates and the capabilities that count: Perceptions of graduates, employers and Accounting academics in four Australian Universities. Journal of Teaching and Learning for Graduate Employability, 2(1), 2 - 27.
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Triangulated: what’s expected?
!developed
Triangulated: what’s evidenced?
But how well?
Learning standards
and provide examplars
1. Expectations
minimum standard
This is a description. This is not a marking rubric.
COMMUNICATION
THINKING
PROBLEM SOLVING INFORMATION LITERACY SELF-MANAGEMENT
TEAMWORK
CIVIC ENGAGEMENT
Written and oral communication Critical and analytical and creative and reflective thinking Problem-solving, generating ideas and innovative solutions Use technology to find, evaluate and create information Learning and working independently Learning and working collaboratively Ethical and inclusive engagement with communities, cultures and nations
Written Communication/ Oral Communication
Critical Thinking/Inquiry and Analysis
Problem Solving/ Creative Thinking/ Quantitative Literacy
Information Literacy/ Reading
Lifelong Learning/Integrative Learning
Teamwork
Civic Engagement/Ethical Reasoning/Intercultural
Fifteen templates available...
Work underway:143 rubrics51 coursesonline soon
The key question to students:
How have you satisfied, through your work, the aims [and standards] stated for your particular program of study?
Mantz Yorke
the student makes a case using evidence:
•marks or grades•qualitative assessments of performance (work placements)
•claims not formally assessable but supported by evidence
This requires a portfolio of achievements
Yorke, M. (2008). Grading Student Achievement in Higher Education: Signals and Shortcomings. Abingdon: Routledge. Available as Kindle edition @ Amazon
50%
50%
50% 50%
measurement
bottom up
marksgrades credits
Yr 1 Yr 2 Yr 3 Capstone Portfolio
Assessment
Capability 1: synthesis of evidence
Capability 2: synthesis of evidence
For marks or credit or notFormative or summative or bothTeacher or self or peer assessed or all
• Valid• Reliable• Robust• Efficient and
affordableAuthentic Auditable
Pathway portfolio
evidence of prior learning
evidence for entry
evidence for employment
eg AQF level 7
AQF level 9
AQF level 5
evidencing expectations in the
capabilities that count
at entry and exit
• marks or grades, artefacts• qualitative assessments of
performance (work placements)• claims not formally assessable but
supported by evidence • service learning• volunteering...