Resources

 

 

    Learning and Teaching Standards Project User Guide 

    The Learning and Teaching Standards Project User Guide (opens in new window)Opens in a new window has been developed for inter-institutional peer review and moderation of final year subject and program achievement standards. Where relevant, capstone subjects have been used and program learning outcomes considered to identify approaches for assuring program achievement standards through inter-university moderation. Further resources, including guidelines for practice will be published in early 2013.

    Select the link below for the editable PDF version of the Attachment:

     

    If you are interested in using any of these resources, please contact Kate Aubin.


    Your feedback on these resources is important to us. Please email Kate Aubin to give feedback on how we can further develop the resources and website

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    Presentations

    Presentation to the UWS Assessment Committee, Oct 2012: How well are we monitoring and assuring learning standards? (PDF, 693.81 KB)
    Presenter: Kerri-Lee Krause, Pro Vice-Chancellor (Education), University of Western Sydney
    Location: University of Western Sydney

    Title: Teaching and learning standards: Implications for policy and practice
    (PDF, 12531.1 KB    )(opens in new window)Opens in a new window 
    Presenter: Kerri-Lee Krause, Pro Vice-Chancellor (Education), University of Western Sydney
    Conference: Australian Conference on Science & Mathematics Education Sydney, 26-28 Sept, 2012

    Title: Teaching and learning standards: Implications for the sector, institutions, collaboration
    (PDF, 1337.05 KB    )(opens in new window)Opens in a new window 
    Presenter: Kerri-Lee Krause, Pro Vice-Chancellor (Education), University of Western Sydney
    Conference: Institutional Performance in Higher Education Melbourne, 15-16 May, 2012

    Title: You and the TEQSA standards: What does it all mean for you on Monday?
    PDF, 287.02 KB    (opens in new window)Opens in a new window 
    Presenter: Kerri-Lee Krause, Pro Vice-Chancellor (Education), University of Western Sydney
    Conference: James Cook University 31 May, 2012

    Title: Teaching and Learning Standards - Issues, challenges, opportunities (and elephants in rooms)
    (PDF, 581.76 KB    )(opens in new window)Opens in a new window 
    Supporting Material: Summary Notes (PDF, 110.68 KB)
    Presenter: Kerri-Lee Krause, (PhD), Griffith University
    Conference: 2nd Annual National Learning and Teaching Forum, Sydney, September 28-29 2011 

     

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    Readings


     
     

     

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    Comparability of degree standards? (opens in new window)Opens in a new window

    Roger Brown

    This report discusses the issues involved in comparability of degree standards. Part 1 outlines the means by which individual universities and colleges and the academic community collectively protect the standards of UK degrees. It then describes the historical attachment to comparability and the pressures which have led to questions being raised about it. Part 2 considers whether genuine comparability is still feasible, and what options may be open to UK higher education if it were found to be impracticable. 

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    Dimensions of quality(opens in new window)Opens in a new window

    Graham Gibbs

    This report contributes to the current debates about educational quality in undergraduate education in the UK and about the need to justify increases in resources on the basis of indicators of educational quality. The report identifies a range of dimensions of quality and examines the extent to which each could be considered a valid indicator, with reference to the available research evidence. It attempts to identify which kinds of data we should take seriously and which we should be cautious of placing weight on. The report also identifies priorities for research and for data collection and analysis.

     

    Academic freedom, achievement standards and professional identity (opens in new window)Opens in a new window

    D. Royce Sadler

    This article discusses approaches to resolving the tension between the freedom of academics to grade the achievements of their students without interference and the prerogative of higher education institutions to control grading standards. Attempts to resolve the issue can take an abstract theoretical line, with individual academic rights put up against institutional (or in some countries state) rights. The alternative introduced in this article is goal-oriented, involving the identification of the nature of the assessment and grading problem to be solved and conceptualisation and designing a system that could produce a credible solution to the problem.  

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    Assuring academic achievement standards: from moderation to calibration(opens in new window)Opens in a new window

    D. Royce Sadler

    This article discusses the conceptual foundations relevant to the concept of ‘calibration’ of academics. Calibrated academics are able to make grading judgements consistent with those which similarly calibrated colleagues would make, but without constant engagement in moderation. The overall aims are to achieve comparability of standards across institutions and stability of standards over time.

    Grade integrity and the representation of academic achievement(opens in new window)Opens in a new window

    D. Royce Sadler

    This article provides an account of a particular approach to improving the quality of grading practice. It outlines why integrity in grading is important, both inherently and in how grades are used. Four particular threats to grade integrity are identified and discussed. Also discussed is how improving grade integrity would help address some grade inflation issues that have so far proved intractable. 

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