CEE Education Strategy Curriculum Design
Curriculum Design
- Future Students
- 番茄社区 Global Experience
- International Students
- Open Day
- How to apply
- Pathways to university
- Virtual Open Day
- Living on Campus
- Courses
- Publications
- Scholarships
- Parents and Partners
- 番茄社区 Heroes Programs
- Aboriginal and Torres Strait Islander in Marine Science
- Elite Athletes
- Defence
- AI@番茄社区
- 番茄社区
- New students
- 番茄社区 Orientation
- Learn番茄社区
- Placements
-
CEE
- Search
- About CEE
- Education Strategy
- Teaching@番茄社区 Support
- Assessment@番茄社区
-
TEL Design
- About Learn番茄社区
-
Assessment & Feedback
- Artificial Intelligence
- Assessment Tools
- Assessing Group Work
- Assessment Case Studies
- Assessment Methods
- Enable or Disable Submission View
- Inline Marking
- Grade Centre Setup
- Group Assessment Tools
- Marking and Feedback
- Multiple Choice Questions
- One Question at a Time
- Peer Review
- Release Conditions
- Respondus Secure Online Exams
- Respondus FAQs
- Safe Assign
- Save Grade Centre Filtering
- Submission Receipts
- Test Response Download
- Test Settings
- Timezones
- Video Assessment
- Collaboration
- Communication
-
Content & Learning Resources
- Accessibility in Learn番茄社区
- Banners for Subjects
- Computations
- Content Management
- Create Studio
- Emojis in Ultra Docs
- Exemplars in Learn番茄社区
- H5P in Learn番茄社区
- Hypothesis
- Intro Videos
- Learning Sequence (PDF)
- Learn番茄社区 Layouts (PDF)
- Digital Media Support
- LinkedIn Learning
- Mayer's 12 Principles of Multimedia (PDF)
- Media Resources
- Open and Licensed Resources
- Padlet in Learn番茄社区
- Panopto Video Capture
- PebblePad ePortfolios
- Progress Tracking
- Release Conditions
- Subject Site Setup
- Organisation & Structure
- Participation & Engagement
- The Learn Lowdown
- Endorsed technologies
- Data & Evaluation
- Student Success
-
Development & Recognition
- 番茄社区 L&T Conference
-
Professional Development
-
Grants & Awards
- 番茄社区 Learning & Teaching Innovation Grants
- 番茄社区 Sessional Teaching Awards
- 番茄社区 Inclusive Practice Awards
- 番茄社区 Inclusive and Accessible Learn番茄社区 Site Awards
- 番茄社区 Citations for Sustained Commitment to Enhancing Diversity, Equity and Inclusion
- 番茄社区 Citations for Outstanding Contributions to Student Learning
- National Citations for Outstanding Contributions to Student Learning
- 番茄社区 DVC Education's Student Experience Award
- Showcasing Excellence
- Communities of Practice
- Unicare Centre and Unicampus Kids
- Graduation
- Off-Campus Students
- 番茄社区 Job Ready
- Safety and Wellbeing
- 番茄社区 Prizes
- Professional Experience Placement
- Employability Edge
- Art of Academic Writing
- Art of Academic Editing
- Careers and Employability
- Student Equity and Wellbeing
- Career Ready Plan
- Careers at 番茄社区
- Partners and Community
- 番茄社区-CSIRO Partnership
- Alumni
- About 番茄社区
- Reputation and Experience
- Chancellery
- Governance
- Celebrating 50 Years
- Academy
- Indigenous Engagement
- Education Division
- Graduate Research School
- Research and Teaching
- Research Division
- Research and Innovation Services
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- Anthropological Laboratory for Tropical Audiovisual Research (ALTAR)
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre (AgTAC)
- Advanced Analytical Centre
- AMHHEC
- Aquaculture Solutions
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Lions Marine Research Trust
- Australian Tropical Herbarium
- Australian Quantum & Classical Transport Physics Group
- Boating and Diving
- Clinical Psychedelic Research Lab
- Centre for Tropical Biosecurity
- Centre for Tropical Bioinformatics and Molecular Biology
- CITBA
- CMT
- Centre for Disaster Solutions
- CSTFA
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- 番茄社区 Eduquarium
- 番茄社区 Turtle Health Research
- Language and Culture Research Centre
- MARF
- Orpheus
- TESS
- 番茄社区 Ideas Lab
- TARL
- eResearch
- Indigenous Education and Research Centre
- Estate
- Work Health and Safety
- Staff
- Discover Nature at 番茄社区
- Cyber Security Hub
- Association of Australian University Secretaries
- Services and Resources Division
- Environmental Research Complex [ERC]
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- Give to 番茄社区
- Indigenous Legal Needs Project
- Inherent Requirements
- IsoTropics Geochemistry Lab
- IT Services
- 番茄社区 Webinars
- 番茄社区 Events
- 番茄社区 Motorsports
- 番茄社区 Sport
- Library
- Mabo Decision: 30 years on
- Marine Geophysics Laboratory
- Office of the Vice Chancellor and President
- Outstanding Alumni
- Pharmacy Full Scope
- Planning for your future
- Policy
- PAHL
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- RDIM
- Researcher Development Portal
- Roderick Centre for Australian Literature and Creative Writing
- Contextual Science for Tropical Coastal Ecosystems
- State of the Tropics
- Strategic Procurement
- Student profiles
- SWIRLnet
- TREAD
- TropEco for Staff and Students
- TQ Maths Hub
- TUDLab
- VAVS Home
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
- Pay review
Resources to contextualise the work of curriculum design, enhancement and innovation within the current higher education legislative and 番茄社区 strategic and policy context.
Ensure the overarching set of course learning outcomes comprise disciplinary-specific, generic, employment-related and life-long learning outcomes (as per Higher Education Standard 1.4.2 – refer back to Graduate Outcomes) and are “consistent with the Australian Qualifications Framework level and field of education of the qualification awarded, and informed by national and international comparators” (Higher Education Standard 1.4.1)
In light of these requirements, the following frames of reference can be utilised by Course Coordinators and teams to develop and validate CLOs for 番茄社区 courses:
- learning outcomes descriptors for the relevant level and qualification type;
- professional accreditation standards or competencies, for professionally accredited courses;
- disciplinary threshold standards (generated through the ), where available and
- 番茄社区 Graduate Attributes Statement, in order to reflect 番茄社区 distinctiveness.
Refer to Resources section below – Course and subject learning outcomes
Map the relationship between learning outcomes and assessment, across the core component of the course, in order to determine breadth and depth of coverage of course learning outcomes, as well as the diversity of the assessment schedule.
Importantly, Higher Education Standard 1.4.3. highlights the need for alignment between learning outcomes and assessment:
- Methods of assessment are consistent with the learning outcomes being assessed and are capable of confirming that all specified learning outcomes are achieved.
Mapping is undertaken in order to evidence meeting this requirement. The alignment between course and subject learning outcomes and assessment tasks, for the core subjects within a course, is primarily mapped. Note that the core component is undertaken by all students enrolled in a course. A whole of course mapping activity – undertaken within a mapping tool (i.e. a customised Excel spreadsheet or other software) – generates output data that allows course teams to review:
(1) the breadth and depth of coverage of the CLOs:
- Where are the gaps?
- Possible redundancies?
(2) the methods of assessment across the whole of course:
- Is there over-reliance on particular types of assessment?
- Underutilisation of other types?
- Should there be consideration of types currently not used, with a view to maximising student engagement and learning and professional relevance/authenticity?
Ensure that “methods of assessment are consistent with the learning outcomes being assessed and are capable of confirming that all specified learning outcomes are achieved” (Higher Education Standards 1.4.3).
Given that the Standards require development and assurance of disciplinary-specific, generic, employment-related and life-long learning outcomes, robust assessment profiles are called for, involving valid, authentic, inclusive, transparent and reliable assessment tasks.
Refer to Resources section below – Assessment design and review
Teaching and learning experiences need to be aligned with learning outcomes. Adopt intentional, student-centred blended learning design, with a view to affording students rich opportunities to integrate theory with practice and apply knowledge and skills in authentic, diverse and technology-enabled settings. Higher Education Standard 3.1.3. states that:
- Teaching and learning activities are arranged to foster progressive and coherent achievement of expected learning outcomes throughout each course of study.
Develop disciplinary-specific as well as generic and employment-related skills explicitly, allowing opportunities for students to reflect on skills development (e.g. students may compile an ePortfolio comprising reflections and artefacts to evidence achievement of outcomes or professional standards/ competencies).
Evaluate teaching and learning through review of evidence (e.g. student performance, student evaluation, Peer Review of Teaching, etc.) and make enhancements accordingly; ensure that regular external referencing occurs in relation to “the success of student cohorts against comparable courses of study, including the assessment methods and grading of students’ achievement of learning outcomes” (Higher Education Standard 5.3.4).
Resources
Course and subject learning outcomes
- PPT slideshow: Writing course and subject learning outcomes (PPSX, 2021 KB)
- 3-step guide: Writing subject learning outcomes (PDF, 270 KB)
Assessment design and review
- 3-step guide: Reviewing assessment at the subject level (PDF, 254 KB)
- Review rubric: Academic staff rubric to evaluate design quality of subject assessment methods (PDF, 256 KB)
- 番茄社区 list: Assessment methods
Rubric design
- 3-step guide: Developing assessment rubrics (PDF, 415 KB)