Stage 2 – Course Quality Assurance Guide
The purpose of the quality assurance stage is to:
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Provide adequate information for the Learning and Teaching Committee and Academic Board to accredit course and units for the provision of high quality
and pedagogically sound learning experiences for students.
Articulate clear links between assessment, learning outcomes, learning activities that students are required to undertake in order to develop the Course
Outcomes, CDU’s Graduate Attributes and meet the AQF Learning Outcome Descriptor for the specific qualification level.
Capture and approved pathways between AQF qualification that facilitate a student’s entry into and credit towards (where appropriate) a CDU award.
Capture and approve course requirements/rules (structure) and study plan information for publication.
This stage applies to:
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New courses approved at Stage 1 R&P.
All courses due for reaccreditation (5 year review cycle) approved at Stage 1 R&P.
Courses that are seeking reaccreditation due to major changes approved at Stage 1 R&P.
Other items that may also be required with a Course QA submission.
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Transitional arrangement
New, Redeveloped and/or Reaccredited Units (Unit QA)
Unit discontinuations
Contact Details of Course
Proposer
The contact details serves to advise the Learning and Teaching Committees of who is the most appropriate staff member to represent the
submission.
The contact name should be the permanent staff member who can give information about the course and answer any questions about
information written in the R&P, such as the Course Advisory Group Chair, Theme Leader or Head of School.
The alternate name is required should the permanent staff member be absent.
Course Learning
Outcomes
Course learning outcomes are the expression of the set of knowledge, skills and the application of the knowledge and skills the graduate
should acquire from a course of study and is able to demonstrate as a result of learning. Course learning outcomes must be consistent with
the AQF level of a particular course type specification. For further information on the AQF, please refer to
http://www.aqf.edu.au/resources/aqf/
Examples
Graduates will have a sound knowledge of the underlying theories, principles, concepts in…….
Graduates will have the ability to think critically within a framework of ……
Graduates will be able to relate theory and knowledge to a professional practice setting
Graduates will have an understanding of relevant complexities and issues related to …….
Graduates will have the ability to research and disseminate evidence to inform practice improvement in regards to…….
Graduates will establish a coherent and advanced understanding of the underlying principles of …..
Graduates will exercise critical thinking, initiative and judgment to develop innovative solutions for …..
Graduates will be able to work as an individual and as part of a team to develop and deliver (….) through collaboration and highly
effective communication skills
Graduates will be able to acquire and critically evaluate research regarding new knowledge development within the (………..) and its
social, cultural, environmental and legal context
Graduates will be able to review and critically analyse, consolidate and synthesise knowledge relevant to……….
Graduates will be able to apply cognitive and technical skills and a broad understanding of ………….
Graduates will be able to apply cognitive and creative skills to exercise critical thinking and judgment in identifying and solving
problems in …….. with regards to ………..
Graduates will be able to communicate effectively to present clear, coherent and independent exposition of knowledge and ideas
within the field of …………
Graduates will be able to show initiative and judgment in planning, problem solving and decision making with regard to……
Graduates will demonstrate high-level leadership in industry through independence, self-motivation and initiative in (……) project
work / placement activities / research.
Course Learning Outcomes Framework
The AQF sets out broad learning outcome specifications by Award type. These specifications include:
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Knowledge, i.e. what a graduate knows and understands, described in terms of depth, breadth, kinds of knowledge and
complexity;
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Skills, i.e. what a graduate can do, described in terms of the kinds and complexity of skills;
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Application of Knowledge Skills, i.e. how a graduate applies knowledge and skills within a context;
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Volume of learning, i.e. the notional duration of study for the qualification, reflecting a dimension of the complexity of the
qualification. Volume of Learning may be expressed as Credit Points or as Duration.
Detailed specifications and descriptors for each qualification type are provided in the AQF and set the broad parameters guiding
course development and accreditation.
Alignment Of Course
Learning Outcomes, AQF
Learning Outcome
Descriptors And
Graduate Attributes
Schools will have to demonstrate alignment between the Course Learning Outcomes, the AQF Learning Outcome Descriptors and
Charles Darwin University Graduate Attributes
Course Learning Outcomes Framework
The AQF sets out broad learning outcome specifications by Award type. These specifications include:
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Knowledge, i.e. what a graduate knows and understands, described in terms of depth, breadth, kinds of knowledge and
complexity;
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Skills, i.e. what a graduate can do, described in terms of the kinds and complexity of skills;
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Application of Knowledge Skills, i.e. how a graduate applies knowledge and skills within a context;
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Volume of learning, i.e. the notional duration of study for the qualification, reflecting a dimension of the complexity of the
qualification. Volume of Learning may be expressed as Credit Points or as Duration.
Detailed specifications and descriptors for each qualification type are provided in the AQF and set the broad parameters guiding
course development and accreditation.
CDU Graduate Attributes
The Charles Darwin University Graduate Attributes are those skills, qualities and understandings that should be acquired by students during
their time at the University regardless of their field of study and complement generic learning outcomes. The attributes align with the
University’s strategic directions and values, focusing on student-centred learning and supporting the effective construction and application of
their knowledge, and are also mapped against ASQA’s Employability Skills. They are designed to provide a distinctive advantage for CDU
graduates.
Specific Units may embed one or more Graduate Attribute in a demonstrable and assessable form. All Graduate Attributes must be
addressed within the collection of Core Units and Specialist Electives of a CDU Accredited course.
The Graduate Attributes may also be embedded within extracurricular activities facilitated by the University.
All CDU degree graduates are expected to have acquired all the Graduate Attributes.
Further information about CDU Graduate Attributes can be found at: http://www.cdu.edu.au/graduateattributes/graduateattributes.html
Approaches to
Teaching and Learning
Pedagogical Approach
Identify the educational theory/pedagogical approaches that the curriculum in the course will be designed around. E.g. Which learning theory,
which instructional design model and/or which pedagogical theories have been used as the foundation for curriculum design?
The pedagogical underpinnings, including relevant literature and/or theoretical foundation on which the learning, teaching and assessment
strategies are based will have to be articulated. This could include reference to the six principles for online teaching, particularly for those
courses that will include delivery to external students.
Course Level Benchmarking
Benchmarking should be used to identify good practice, establish service standards, inform planning and drive continuous improvement. It
should be both internal and external and at institution, course and unit level. TEQSA requires that equivalency of student outcomes for
internal/external/multi-modal students is demonstrated as well as equivalency of student outcomes for units/courses being held on more than
one campus.
The course proposer should supply information on the benchmarking practices that have or will take place to ensure quality teaching and
learning and student outcomes.
Benchmarking consideration may include
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Course outcomes
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evaluation of learning outcomes similar courses at like providers
professional body review and accreditation practices that support quality across the sector
outcomes from external review that help to improve quality of student outcomes
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Discipline
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trends in discipline knowledge and research
current activity in discipline area
Curriculum material and teaching methods
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evaluation of teaching practices, modes and materials with other institutions relative to this course
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developing learning material, activities and assessment tasks which accommodate the needs of internal/external students
and/or those with disabilities
Assessment moderation
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using different assessors and detailed marking rubrics to ensure consistency
blind marking of papers
using external assessors and examiners periodically
Use of Learning Technologies
How is Learnline being used to enhance/support student learning?
Are there other technologies required for this course and is its use consistent with CDU policy?
How are course pedagogies and learning technologies integrated to enable students to meet the course learning outcomes?
Student Satisfaction with Learning and Teaching
How will this course be reviewed or evaluated? This information should include the process to be used and a timeframe for the
evaluation/review process.
What issues have been identified from previous SELTs and other forms of feedback – emails, discussions and phone calls? What has been/is
being done to address the issues? (N/A if a new course)
Non CDU IT infrastructure of software.
Identify if any non-standard CDU software or infrastructure is required for this course.
How is it being developed/distributed?
If students require additional IT software how will this be supplied, are students informed of any additional cost for supporting this software?
If this software is being supported by CDU IT, with whom has consultation occurred?
Course Structure
Overview
Course structure should align with the University Common Course Rules and AQF Qualification Specifications for specific course types.
Justification for any variations must be clearly documented below.
Proposed exemption
to Common Course
Rules
All course rules must comply with the requirements set in the Common Course Rules.
Approved Streams (if
Streams relate to specialist areas of the course that have a defined set of specialist elective units.
If for any reason the course does not meet the Common Course Rules clear justification must be given.
relevant)
Bachelor Degrees may have Majors. A Major is an approved series of Units which develops a coherent academic theme culminating in
advanced level Units within a course leading to the qualification of Bachelor degree. A major area of study constitutes a substantive quantum
of learning within the qualification.
Award courses other than Bachelors may have Specialisations. A Specialisation arises where there are different academic foci within a
course that warrant separate recognition, but where the differences are still within the cognate Field of Study on which the Course Learning
Outcomes are based.
Streams may be provided to guide students through the course only and therefore are not required to be represented in a student’s academic
transcript or may be a defined outcome that is required on a student’s academic transcript such as a Bachelor of Arts with a major in History.
Course Learning
Outcomes and Unit
Assessment Task
Matrix
This section relates to the structure of the course and maps each unit to the course learning outcomes.
It is not feasible that all course learning outcome will be addressed by all units however all course learning outcomes are to be addressed at
the completion of the course. Attention is required for courses that have specialist electives and streams to ensure that any combination
permitted in the course still achieves all outcomes.
Learning outcomes and assessments are now published to the web; this will assist in the process for mapping current unit outcomes to
course outcomes. You can also download unit learning outcomes and assessments into an excel spread sheet from the Area 52 Learning
Outcomes and Assessment Entry application. New/redeveloped/reaccredited units are to be accredited at the same time as the course
therefore the new/revised unit QA should be used as the source.
Transitional
Arrangements for
Continuing Students
This section relates to courses that already have students. Where there are any changes to core or specialist elective units or other changes
that effect current students a transitional arrangement form must be supplied with the Course QA. The Transitional Arrangements form will
be used to publish necessary information to continuing students and provides a guide for completion rules when completing the Graduation
Selection Report.
In this section an overview of the changes effecting current students is required.
Things to consider when changing to core and specialist elective units;
Is a unit being replaced?
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Will the old unit be taught out until continuing students have completed the award? How long for?
If the old unit is not being replaced, will continuing students who have not completed the unit be required to complete the new unit?
What if there is no new unit?
Is the new unit equivalent to the old unit?
Are there any streams being removed?
Are there any changes to placement days / intensive days?
Continuing students should not be disadvantaged by changes to course rules implemented after they commenced the course. This is one of
the hardest things to get right and takes a considerable amount of time during curriculum development.
Examples of published transitional arrangements
Pathways, Advanced
Standing and
Articulation
Pathway arrangements allow students to move through qualification levels with full or partial recognition for the qualification and/or learning
outcomes they have already received.
Pathway considerations
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mapping, comparing and evaluating the extent to which there is comparability and equivalence of learning outcomes, volume of
learning, program of study including content and learning and assessment approaches
making a judgment of the credit outcomes to be assigned between the matched components of the two courses
ensuring that students will meet course learning outcomes, graduate attributes, and if relevant meet professional requirements
ensuring equity and accessibility of arrangements across student cohorts
Before defining pathways through accreditation schools need to ensure that there is an evidence based approach to granting advance
standing and that written evidence of the above considerations is available if/when required.
Approved pathways with credit will be published to the web and used to grant credit by Student Administration and Equity Services.
To see National VET course packaging rules and outcomes and to ensure that you are mapping the most current qualification please refer to
TGA http://training.gov.au/Home/Tga.
Example
Alternative Exit
Awards
Alternative exits can be established within the award accredited.
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Students must be able to meet the requirements of the alternative exit within the award, and
Alternative exits must be accredited in the own right.
Alternative Exit Awards are made available to students who do not wish to continue studies in their current course but are seeking to graduate
with an award at a lower level.
Example
Australian Higher
Education Graduation
Statement (AHEGS)
The Australian Higher Education Graduation Statement (AHEGS) was introduced to make Australian qualifications recognised and renowned
throughout the world. The AHEGS describes a higher education qualification in an easily understandable way, relating it to the system in
which it was issued and describing qualifications in a clear and consistent way to potential employers and other higher education institutions.
There are four sections of the AHEGS
The Award and Pathway statements are standard statements that will be prepopulated.
The Feature and Accreditation statements need to be submitted as part of the accreditation.
Feature statements should include a brief description of distinguishing features of the course, such as professional placements, industrybased learning or overseas study. If work integrated learning is a key part of the award, it is advisable that details are provided in this section.
Accreditation statements may include a statement regarding relevant accreditation of the course by external organisations, for example,
professional accreditation associations, detailing the agency and the date of most recent accreditation. If the qualification confers on the
graduate rights to practice within particular jurisdiction, relevant information should be provided.
For more information regarding the usage of AHEGS please visit
http://www.industry.gov.au/highereducation/Quality/AustraliaHigherEducationGraduationStatement/Pages/default.aspx
Proposed Course
Structure
The course structure is first proposed at Stage 1 R&P and is finalised at stage 2 QA.
If there have been any amendments between the first two stages the following need to be reconsidered to ensure that there is a correlation
between the requirements of the course and;
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New units and redeveloped units
Discontinued units
Course offerings
Admission periods
Volume of learning, Credit Points and standard loads
Reaccreditation v Superseding
This section should be complete with reference to the Common Course Rules. http://www.cdu.edu.au/governance/lt.html
Study Plans
The study plan has two purposes
1. Shows the progression through the learning objectives of the course, ensuring that learning is structured in a coherent manner; prerequisite learning is achievable; and that capstone assessment is undertaken at the appropriate stage.
2. Provides guidance to students at enrolment.
Complete a study plan for each period where the course is available for admission. This is to ensure that a student can complete the course
in a fulltime mode for each period or to clearly identify when part-time mode is only available.
Special consideration
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Current units – the study plans should match the current unit offerings, unless there is an intention to amend the units offerings
(Schools can amend unit offerings each July for the following years via eQUIP)
Specialist elective (SE) units should be shown in the nominated study plan slot, however when there are multiple SE choices
‘Specialist elective 1,2, 3’ and so on may be nominated in the study plan and the SE units specified in a table under the study plan
(see example below). SE units must be arranged to allow a student to complete 100, 200, 300…. level units in sequence.
Grouping Elective units can be problematic for students as it limits their ability to complete a series of units in a desired coherent
theme. Where possible elective units should be arranged to allow a student to complete 100, 200, 300…. level units in sequence.
Check the Study Plan units match the unit codes in unit matrix and the course structure
Check, if pre-requisites apply to specific units, that study plan/s allows students to undertake and be graded prior to enrolment in the
unit is required.
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Example