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TEQSA’s Evidence-based approach to regulation | Slide 1 AHEEF 29 October 2013 | Slide 1
Standards for learning outcomes and course design Michael Wells Commissioner 2013 Australasian Higher Education Evaluation Forum – 29 October 2013
TEQSA’s Evidence-based approach to regulation | Slide 2 AHEEF 29 October 2013 | Slide 2
Outline
What are the national standards? What do they mean in practice across
a diverse sector, including for TEQSA?
The role of indicators, benchmarking and expert review
Future developments in this area Note: Self-accredited / TEQSA
accredited
TEQSA’s Evidence-based approach to regulation | Slide 3 AHEEF 29 October 2013 | Slide 3
Introduction
This is at the heart of higher education
It will have the most direct impact on students, graduates and society
We are way past content It is about effective learning Effective measurement Community of scholarship and innovation System-wide opportunity and recognition
TEQSA’s Evidence-based approach to regulation | Slide 4 AHEEF 29 October 2013 | Slide 4
The national standards
The current Threshold Standards Provider Registration Standards Provider Category Standards Course Accreditation Standards Qualifications Standards
Australian Qualifications Framework Revision of standards by HESP
TEQSA’s Evidence-based approach to regulation | Slide 5 AHEEF 29 October 2013 | Slide 5
Provider Registration Stds
3.8 Corporate and academic governance arrangements demonstrate: the maintenance of academic standards, with
… external input, in accordance with international conventions for good academic practice; and,
effective quality assurance arrangements …, encompassing systematic monitoring, review and improvement.
TEQSA’s Evidence-based approach to regulation | Slide 6 AHEEF 29 October 2013 | Slide 6
Provider Registration Stds [2]
4.1 Objectives for higher education operations include the cultivation in students of critical and independent thought and the capacity for learning throughout life.
4.2 …promotes and protects free intellectual inquiry and expression in its higher education learning, teaching, and research activities.
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Provider Registration Stds [3]
5.2 …has the necessary staff positions, filled by appropriately qualified and experienced personnel …to achieve …expected student learning outcomes.
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Provider Registration Stds [4]
5.6 …compares its performance on teaching, student learning outcomes, graduate outcomes, and research with other higher education providers, and uses regular, valid and reliable feedback from internal and external stakeholders to improve …
TEQSA’s Evidence-based approach to regulation | Slide 9 AHEEF 29 October 2013 | Slide 9
Provider Registration Stds [5]
6.5 …identifies and adequately meets the varying learning needs of all its students, including: the provision of orientation courses and
transition support; and, ongoing academic language and learning
support.
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Provider Category Standards HEPs
1.3 …delivers teaching and learning that engage with advanced knowledge and inquiry.
1.4 …academic staff are active in scholarship that informs their teaching, and are active in research when engaged in research student supervision.
TEQSA’s Evidence-based approach to regulation | Slide 11 AHEEF 29 October 2013 | Slide 11
Provider Category Standards Australian University
2.4 …demonstrates the commitment of teachers, researchers, course designers and assessors to the systematic advancement and dissemination of knowledge.
2.5 …demonstrates sustained scholarship that informs teaching and learning in all fields in which courses of study are offered.
TEQSA’s Evidence-based approach to regulation | Slide 12 AHEEF 29 October 2013 | Slide 12
Provider Category Standards Australian University
2.6 …identifies and implements good practices in student teaching and learning, including …dissemination nationally.
2.9 …has systematic, mature internal processes for quality assurance and the maintenance of academic standards and academic integrity.
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Course Accreditation Standards
CAS 1: Course design is appropriate − Takes account of external standards and requirements − Draws from substantial, coherent and current body − Emergent / specialised field to draw on more established bodies − Appropriate consideration of pathways − Coherence and engagement in intellectual inquiry at that level − Equivalent learning outcomes regardless of mode or place
CAS 2: Course resourcing and information is adequate
CAS 3: Admission criteria are appropriate
CAS 4: Teaching and learning are of high quality
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Course Accreditation Standards [2]
CAS 5: Assessment is effective and expected student learning outcomes are achieved − Tasks provide opportunities to demonstrate outcomes − Assessment by appropriate qualified academics − Moderation etc ensures consistent and appropriate
assessment − Analyses and acts on comparative performance data − External benchmarking of intended/actual standards − Appropriate attrition, progression and graduate attributes
CAS 6: Course monitoring, review, updating and termination are appropriately managed − Systematic updated through internal revision and external
reviews − Protections for teachout or course transition
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Qualifications Standards
QS 1: Higher education awards delivered meet the appropriate criteria
QS 2: Certification documentation issued is accurate and protects against fraudulent use
QS 3: Articulation, recognition of prior learning and credit arrangements meet the appropriate criteria
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Australian Qualifications Framework
Learning outcomes of each qualification level and type, non-discipline-specific
Taxonomy focusses on Complexity and depth of achievement Autonomy required of graduates What graduates are expected to know,
understand and do Volume of learning (part of complexity of
type), as notional duration (‘normally’), expressed in equivalent full-time years
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Australian Qualifications Framework [2]
AQF Issuance policy Nationally consistent and correct use of
AQF qualification titles Titles of AQF qualifications are the
representation of the qualification type, level and field of study / discipline of the qualification and provide the basis for national and international recognition.
AQF qualifications will have titles that unambiguously identify the qualification type, level and field of study/discipline
TEQSA’s Evidence-based approach to regulation | Slide 18 AHEEF 29 October 2013 | Slide 18
Australian Qualifications Framework [3]
AQF Pathways policy supports students’ lifelong learning explicitly about maximising credit builds pathways in to qualifications design Pathways are:
− clear and systematic − Flexible, including horizontal and vertical − credit for entry into as well as credit towards
Providers must have policies and processes to provide qualifications pathways and credit arrangements for students
TEQSA’s Evidence-based approach to regulation | Slide 19 AHEEF 29 October 2013 | Slide 19
Review of the Threshold Standards by HESP
Organising framework – a map of characteristics of higher education provision
Reference points (including learning outcomes for particular disciplines, professional accreditation)
HES should not operate at the level of specificity of individual disciplines / fields (discipline-free as AQF says)
Participation and attainment standards a critical focus
TEQSA’s Evidence-based approach to regulation | Slide 20 AHEEF 29 October 2013 | Slide 20
Review of the Threshold Standards by HESP [2]
Course design (cw) standards Defined process for design and QA Approval and oversight of peak academic
body Course design encompasses … Course and expected student learning is
consistent with qualification Content drawn from …, includes … Outcomes regardless of place / mode 5 yearly reviews auspiced by peak
academic body
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Review of the Threshold Standards by HESP [2]
Learning outcomes (cw) standards LO specified and consistent with qualification Nationally comparable, internationally informed Taxonomy of LO
− Disciplinary knowledge and skills of field/s − Generic skills and attributes − Application of generic skills & attributes in field/s − Employment requirements related to field/s
Relationship between − unit LOs and overall LOs − types of LOs and assessment methods
5y reviews of LO, assessment, benchmarked grades
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Other sources of standards
Professional accreditation ALTC / OLT projects Standards for Online Education
(draft)(Prof Mitch Parsell et al, OLT funded project)
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In practice – course design
External input: academic experts; professional bodies; industry, market research
Coherence, body of knowledge, advanced inquiry
Appropriate learning outcomes mapped to appropriate assessment frameworks and tasks
Pathways – the student located in a system
Academic governance and quality assurance
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In practice – learning outcomes
Direct Indirect Preconditions Assessment Employment Diversity - mapped Higher study Progression - opportunities Pathways Completion - QA techniques Recall Equivalence across
mode/place/segment Testing eg AHELO
QA Review
Tailoring for students at risk
Self evaluation – quant and qual
Learning analytics
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Benchmarking
Similar course at same level In variety of institutions Comparing, analysing and
understanding Structure Cohorts Assessment tasks and grading Outcomes (direct, indirect, preconditions)
Taking action as a result
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Roles of Expert Review
Design Structural design Learning outcomes design Assessment design Innovation
Resourcing Recruitment Learning resources
Review Moderation and post-hoc grading analyses Overall quality review Benchmarking
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How TEQSA approaches a course accreditation
Case management
Application form, guide, RFI
Typically two experts in discipline
Site visit if necessary
New courses focus on plans, capabilities
Renewals focus on effectiveness of implementation and outcomes
Findings put to applicant if adverse
Commission decision
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Future developments
Streamlining Greater reliance on track record More reliance on external reviews Evidence scoped with case manager Single commissioner delegate
HESP Revised standards Transition
Indicator development Direct / indirect / preconditions
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Closing remarks
Standards debate is improving the quality of design and outcomes
Revealing and spreading good practices Rapid developments in some areas (some
disciplines, online, assessment, analytics) But some challenging issues: Market-ready products and lifecycles Diversity and innovation – ‘normally’ Measuring the ‘actual’ outcomes for graduates National and global recognition
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Workshop themes
1. What are the best current measures of learning outcomes?
2. What would the best measures be in an ideal world, allowing for development?
3. How can course design be optimised to balance established knowledge, innovation, market need and qualifications recognition?
4. What processes are most critical in ensuring high quality learning outcomes?
TEQSA’s Evidence-based approach to regulation | Slide 31 AHEEF 29 October 2013 | Slide 31
Questions and Answers