Curriculum Renewal Project – Health Sciences
Resource Package and Guide1
Overview - the stages of Curriculum Renewal
Stage 1: Review the current curriculum - Curriculum mapping is the beginning of a broader and
comprehensive process of curriculum renewal that involves 4 stages
 Step 1 - map and analyse the relevant components of the specified program(s)
 Step 2 - collate the material and collectively analyse the results in view of the
purpose of the review
Stage 2: Agree on the preferred curriculum
 collectively determine the preferred characteristics of the new curriculum
Stage 3: Renew the curriculum
 reshape the curriculum overall and within components (learning outcomes,
assessment, and teaching and learning arrangements) to fit the agreed expectations
Stage 4: Document the changes
 complete necessary documentation and submit through the appropriate channels.
Stage 5 – Implementation.
This set of resources partially covers Stage 1, Steps 1 and 2 (in bold) of a whole curriculum renewal
process as set out above.
Together the diagrams on the following two pages provide an overarching framework for curriculum
renewal:
1. An overview of the relationships and interdependence of aspects of curriculum, course and
program design elements within a quality assurance framework, and an
2. Overview of the processes of curriculum renewal.
For further information and resources on curriculum renewal please refer to the Curriculum Renewal
Road Map 2013.
1
This document was originally developed as a stand-alone guide to curriculum renewal. It is reproduced here
with some minor amendments. Some parts of the document are also included in other parts of the website to
facilitate access to specific information.
Resource package and guide – Health Science
Page 1
Curriculum Renewal Framework - an overview of the relationships and interdependence
of aspects of curriculum within a quality assurance framework – health sciences
GENERAL
University of Adelaide outcomes
University of Adelaide Graduate Attributes and strategic initiatives for
learning and teaching are embedded in the qualification – the
University’s unique proposition to students
Program outcomes
PROGRAM
COURSE/
STREAM
 Align with the TEQSA Threshold Standards (AQF)
 Align with Threshold Learning Outcomes – Health (TLOH – D, M ,N,
OH) In this case, TLOH are a proxy for Program outcomes.
 Program design meets University policy for an undergraduate
degree
 Are structured to enable development of skills and knowledge over
the life of the Program
Course/Stream learning outcomes
 State what the student should be able to know and do on successful
completion of the Course/Stream
 Collectively enable Program Outcomes to be met over the period of
the Program
Course learning and teaching design
LEARNING
ACTIVITIES
ASSESSMENT
SPECIFIC
 Creates opportunities for Course Learning Outcomes to be achieved
 Contributes to, scaffolds and enables Program Learning Outcomes to
be developed
 University Learning and Teaching priorities are embedded, including
academic literacies, eLearning, work integrated learning/career
readiness, research skills development, Small Group Discovery
Experience
Assessment criteria and approach
Confirm that the student has achieved, or is on the way to achieving,
the Course/stream and Program Learning Outcomes
The Graduate has achieved the Program Learning
Outcomes and University requirements and has
had the unique University of Adelaide experience.
Resource package and guide – Health Science
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Overview of the processes of curriculum renewal
Note: In this project the desired state is still being defined. The set of templates/tools (mechanics) supports development of a clearly defined viable new state and decision
making about contingent changes through the next stages. Validation and Consultation within and external to the working party are critical to both the Review and Renew
stages of the process. This is not a purely linear process and must be seen as cyclical and iterative to maintain the quality and relevance of curriculum.
Resource package and guide – Health Science
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Resources developed July 2013 to October 3013
Tools for mapping assessment tasks against the Threshold Learning Outcomes (TLO) for the
Dentistry, Medicine, Nursing and Oral Health Programs
The premises behind the design of the tool(s) to support Steps 1 & 2 of Stage 1 of the Stages of
Curriculum Renewal for Health Sciences are:








The Threshold Leaning Outcomes for the discipline (i.e. medicine, dentistry, nursing or oral
health) are the proxy learning outcomes for the Programs (Bachelor of Medicine and Bachelor
of Surgery (MBBS – 6 year program, 144 units), Bachelor of Dental Surgery (BDS – 5 year
program, 120 units), Bachelor of Nursing (BN – 3 year program, 72 units); and, Bachelor of Oral
Health (BOH, 3 year program, 72 units)
A framework of common assessment principles is in place – see Appendix 1 for an example
By configuring the information in x and y axes in certain ways the relationships and the
strengths of relationships between aspects on the axes can be established and interrogated. A
matrix of relationships displayed graphically is more readily interpreted than pages of
curriculum documentation.
A spread sheet provides opportunities to enter both stable and differentiated or evolving
information that can be presented in different ways.
Hyperlinks can be inserted into cells to provide more information on the contents of the cell.
Comments can also be attached to the cell.
Information can be in numbers or words – and formulas (rules) can be applied to highlight or
summarise what is in a cell or a set of cells.
Graphics and tables can be generated from the spread sheet, if useful.
How the information is then aggregated, interrogated and interpreted (processes) will be codeveloped with the Faculty learning and teaching staff.
Summaries, samples and links to the templates
Summaries
The basic tool consists of Graduate attributes and threshold learning outcomes program mapping
template, a spread sheet template which is pre-populated with the TLO statements and related
accreditation standards for each of the four disciplines in scope. Assessment tasks can be identified
against each TLO in the columns. There is also a column for aligning the University’s graduate
attributes with each accreditation standard (see Sample 2 below).
In another version of the template, DMNO TLO professional competencies assessment Bloom's
verbs, the key verbs from each professional competency are placed against assessment tasks of
increasing complexity, based on Blooms taxonomy (see Samples 3 and 4 below).
More columns and rows may be added to the template depending on the purpose of the mapping
exercise, for instance, additional columns to record which graduate attribute(s) or course learning
outcome(s) align with each discipline accreditation standard. Sample 5 shows the myriad ways the
spread sheet might be presented and populated. The presentation Using the mapping template
demonstrates the process incrementally.
Resource package and guide – Health Sciences Stage 2
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A supplementary tool, Graduate attributes and threshold learning outcomes program mapping
template consists of two spread sheet templates which enable finer grained tracking of where and
when the University’s Graduate Attributes are introduced, developed or assessed over a whole
Program in Sheet 1 (Sample 6) with a similar way of tracking the TLO through courses in Sheet 2
(Sample 7). Instructions for using them are included within the templates. A guide to interpreting the
data is at the end of this document
.
Resource package and guide – Health Sciences Stage 2
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Samples - Stage 2 mapping tools
Sample 1- Spread sheet design – based on ‘Harmonising’ paper
Threshold learning outcome
AQF qualification type (level) of competence required
Assessment of
developing knowledge, skills and competence
Discipline accreditation
standard
Assessment
task(s) a
Assessment
task(s) b
Assessment
task(s) c
Assessment of
competence
Clinical Assessment
task(s) d
1
2
3
4
5
Adapted from Threshold learning outcomes: A framework for incorporating professional
accreditation and AQF standards into assessment blueprinting/mapping in healthcare
disciplines, OLT, 2013 (in-press).
Sample 2 – Graduate attributes and threshold learning outcomes program mapping template is a
spread sheet populated with threshold learning outcomes and related discipline accreditation
standards, ready for assessment task identification. The spreadsheet CR-HS-Example-mappingProfComp-GA demonstrates alignment between TLO and Graduate Attributes.
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Sample 3 – The spreadsheet DMNO TLO professional competencies assessment Bloom's verbs links TLO ‘retrieve,
critically evaluate and apply evidence in the performance of health related activities’ with the key active verbs in the
Program accreditation standards to guide kinds of assessment tasks for each of the four disciplines. This format may be
used for comparison/calibration purposes.
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Sample 4 – uses a spread sheet CR-HS-Example-mapping-ProfComp-GA to populate TLO and Professional Accreditation statements for Dentistry,
then is completed by the Faculty with sample types/ levels of assessment tasks and showing alignment with the University’s graduate attributes.
Threshold learning outcome
Upon completion of their program of study, healthcare graduates
at professional entry-level will be able to:
Retrieve, critically evaluate, and apply evidence in the
performance of health-related activities
Discipline accreditation standard - Dentistry
AQF qualification type (level) of competence required
Assessment of developing knowledge, skills
and competence (knows. knows how, shows
how)
Assessment of
competence
(does)
Graduate
attribute
alignment 5
Literature
review
SAQ4
Research
project
Clinical case
study
Practise evidence-based dentistry
92
71
LONA3
9
GA 1,2,3,4,8
Use contemporary information technology for documentation,
continuing education, communication, management of information
and applications related to health care
7
7
7
7
GA 5
Evaluate and integrate emerging trends in health care as
appropriate
Formulate treatment plans which integrate research outcomes
with clinical expertise and patient views
7
7
9
9
GA 1,2,3,6.7.8
LONA
9
LONA
9
GA 1,2,3,4,8
1 Learning outcomes assessed at AQF level 7
2 Learning outcomes assessed at AQF level 9
3 Learning outcomes not assessed
4 Short answer questions
5 The University of Adelaide Graduate Attribute(s) aligned with and assessed in this learning outcome.
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Sample 5, Using the mapping template (Slide 4), demonstrates how the spread sheet can be set up or adapted for a range of mapping purposes at course
and/or program level (using Medicine as an example)
Hyperlink to Adelaide University MBBS
Assessment Blueprint document, which
identifies where, when and how clinical
and non-clinical assessments are
organised within the Program as a whole.
Assessment task(s) a, b etc. can be hyperlinked to the
actual assessment task in MyUni, to any assessment
rubrics and to pieces of student work (evidence).
Hyperlink to Course Learning Outcomes in
the course documentation or enter them
directly into this document
The active verbs in the TLO
inform the kind of
assessment task and
identify an AQF level
Hyperlink to AQF
website to review
AQF level
Hyperlink to University of Adelaide Graduate
Attributes. Could also link to any other
mapping instrument for graduate attributes
Add or delete assessment task columns
as required
Add or delete CLO and/or UAGA columns
depending on purpose of the mapping
Enter course or program code
COURSE or PROGRAM title and code and other relevant information e.g. assessment period. Year level
Threshold learning outcome
Upon completion of their program of study, healthcare graduates at
professional entry-level will be able to:
Demonstrate professional behaviours
Discipline accreditation standard – Medicine
Describe the principles and practice of professionalism and leadership in
health care
AQF qualification type (level) of competence required
Assessment of developing knowledge, skills and
competence (knows, knows how, shows how)
Course Learning
Outcomes or
course code
E.g. CLO 1,2,6
Assessment task(s)
a
Resource package and guide – Health Sciences Stage 2
Assessment
task(s) c
describe Exam
Enter AQF level e.g.
AQF 7
Add link to student
work (evidence)
Explain the main principles of ethical practice and apply these to
learning scenarios in clinical practice. Communicate effectively about
ethical issues with patients, family and other health care professionals
Identify the boundaries that define professional and therapeutic
relationships and\ demonstrate respect for these in clinical practice
Assessment
task(s) b
explain
AQF 7
SAQ
identify
AQF 7
Exam
apply to
scenarios
AQF 9
MCQ, MEQ
OSCE
Assessment of
competence (does)
Clinical assessment
task(s) d
University of
Adelaide
Graduate
Attributes
UAGA mapped to
TLOS standard
LONA = learning
outcome not
assessed
e.g. GA 7
communicate
AQF 9
Supervisor reports
OSCE
GA 1,4, 8
demonstrate
AQF 9
Supervisor reports
GA 1,7,8
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Sample 6: Spreadsheet Graduate attributes and threshold learning outcomes program mapping template Sheet 1 for mapping (if this level of detail is
needed) graduate attibutes in courses across a whole program - showing where/when in a program the University’s Graduate Attributes are introduced,
developed and/or assessed. Directions for using it are embedded in the spreadsheet, Instructions for interpreting the spread sheet are in ‘How to use…’
Resource package and guide – Health Sciences Stage 2
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Sample 7: Spreadsheet Graduate attributes and threshold learning outcomes program mapping template Sheet 2 for mapping (if this level of detail is
needed) TLOH in courses across a whole program - showing where/when in a Program or course the Treshold Learning Outcome is introduced, developed
and/or assessed. Instructions for using it are embadded in the sreadpsheet. Instructions for interpreting the spread sheet are in ‘How to use…’
A row may be added here containing the more detailed
specific accreditation standards for the discipline, each
with its own set of I, D and A columns.
Resource package and guide – Health Sciences Stage 2
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Guide to using the resources (draft)
Graduate attributes and threshold learning outcomes program mapping template
What is in the spread sheet?
Each of the four disciplines Medicine, Dentistry, Oral Health and Nursing has a tab. Open the
corresponding tab to work in a particular discipline. The data from the accreditation standards in the
TLOH columns are current as of 1 October 2013, but as accreditation standards change every few
years please check before using.
(The 5th tab is set up to look at one TLOH only - Deliver safe and effective collaborative healthcare, it
is partially completed for one the four disciplines - as an example.)
The green shaded area represents the beginning of a segment for one of the TLO common domains
by discipline and provides the column headings for recording a number of assessment tasks within
that segment. There is also a column on the left for recording alignment with the University’s
Graduate Attributes. The Graduate Attributes have been aligned with the threshold learning
outcomes in the spread sheet CR-HS-Example-mapping-ProfComp-GA.
Reporting achievement of learning outcomes through assessment tasks is done under the same six
threshold learning outcomes for each discipline.
The six common domains are:


Demonstrate professional behaviours
Assess individual and/or population health status and, where necessary, formulate,
implement and monitor management plans in consultation with
patients/clients/carers/animal owners/communities
 Promote and optimise the health and welfare of individuals and/or populations
 Retrieve, critically evaluate, and apply evidence in the performance of health-related
activities
 Deliver safe and effective collaborative healthcare
 Reflect on current skills, knowledge and attitudes, and plan ongoing personal and
professional development
The rows represent the groupings of discipline accreditation standards under each of the six
common domains. They are stated as professional entry-level learning outcomes.
Using the spread sheet
Sample – Spread sheet populated with TLO and Professional Accreditation statements for Dentistry,
then filled out by faculty with sample types/ levels of assessment tasks and showing alignment with
the University’s graduate attributes(listed in Appendix 2).
Threshold learning outcome
Upon completion of their program of
AQF qualification type (level) of
competence required
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study, healthcare graduates at professional
entry-level will be able to:
Retrieve, critically evaluate, and apply
evidence in the performance of healthrelated activities
Discipline accreditation standard Dentistry
Practise evidence-based dentistry
Assessment of developing
knowledge, skills and
competence (knows. knows
how, shows how)
Literature
review
92
Assessmen
t of
competen
ce (does)
SAQ4
Research
project
Clinical
case study
71
LONA3
9
Graduate
attribute
alignment
5
1,2,3,4,8
GA 5
Use contemporary information technology
7
7
7
7
for documentation, continuing education,
communication, management of
information and applications related to
health care
GA 1,2,3,6.7.8
Evaluate and integrate emerging trends in
7
7
9
9
health care as appropriate
GA 1,2,3,4,8
Formulate treatment plans which integrate
LONA
9
LONA
9
research outcomes with clinical expertise
and patient views
1 Learning outcomes assessed at AQF level 7
2 Learning outcomes assessed at AQF level 9
3 Learning outcomes not assessed
4 Short answer questions
5 The University of Adelaide Graduate Attribute(s) aligned with and assessed in this learning outcome.
Add columns if the purpose of the mapping requires more, (e.g. to display course or stream level
learning outcomes aligned with a professional accreditation standard or to display the alignment
with the University’s Graduate Attributes)
Across the X axis and in the light green area where it says ‘Assessment task a, b, etc.’ list the various
assessment tasks that assess one or more of the accreditation standards in the curriculum. Add
more columns if there are more assessment tasks.
Abbreviations for the types of assessment commonly used in the Faculty include:
CBL = Case-based learning – tutor report
CRE = Clinical reasoning examination
CS = Clinical skills report
MCQ = Multiple choice question
MEQ = Modified essay question
MHU = Medical home units attachment report
MPPD = Medical Professional and Personal Development journal
SHU = Surgical home units attachment – tutor report
OSCE = Objective Structured Clinical Examination
PCH = Paediatrics and child health – tutor report
SAQ = Short answer question
SCT = Script concordance test
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Each cell is then allocated an AQF level to denote the highest level of student achievement in
relation to each assessment task expressed as an AQF equivalent level as per the AQF descriptors
(see Appendix 3).
It is then possible to demonstrate, with ease, the highest level of student achievement relative to
the AQF across an entire TLO for each of the four disciplines, and where this occurs and how it is
assessed.
Information – other than an AQF level - may be assigned to X,Y axis cells. If so, directions like those
above would need to be written.
Putting it all together
For example - preliminary mapping to enable program comparison/alignment across a TLO domain
using the spreadsheet DMNO TLO professional competencies assessment Bloom's verbs.
The spread sheet can be reconfigured as in tab MDON#5 to cover one domain only (in this case the
focus of one of the LTICS themes – communication through ‘Deliver safe and effective collaborative
healthcare’) The spread sheet has been set up so it is easy to reconfigure the elements by disciple or
by domain depending on the purpose of the mapping or renewal exercise.
Directions for how this aggregated information, once assembled, would be interrogated and
interpreted for the purposes of learning and teaching in the integrated clinical school model still need
to be developed.
As a starting point, the questions developed for the case studies in the Harmonising project (pp 14.
15) could be adapted to interrogate and interpret the data in the templates.
1.
2.
3.
4.
5.
6.
Where are learning outcomes assessed in the curriculum?
What criteria do you use?
What assessment tools/approaches do you use?
What does the data set look like?
How is the standard determined for achieving learning outcomes?
How do these learning outcomes currently match the AQF?

What is the degree of potential alignment between existing individual program curriculum
mapping/recording of learning outcomes and the threshold learning outcomes?
What is the degree of alignment between the draft framework of common assessment
principles and program level assessment activities?
What are the participant perceptions of the feasibility of achieving common data sets of
teaching and related assessment activities that could meet the requirements of both
professional accreditation and institutional academic quality assurance activities?


Resource package and guide – Health Sciences Stage 2
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How to use: Program Mapping - University of Adelaide Graduate Attributes - Sequencing
Spread Sheet Graduate attributes and threshold learning outcomes program mapping template
Sheet 1
These instructions are included in the template.
The columns in this spread sheet represent The University of Adelaide Graduate Attributes.

Each attribute has been divided into Introduced or Developed or Assessed to map out how
and where each attribute is addressed in the program.
 Introduced = course learning outcomes do not focus on this attribute – but aspects of course
delivery and student experience may contribute. Certain attributes may be tacitly addressed
but not actively taught or assessed.
 Developed = course learning outcomes and learning and teaching activities focus on
preparing students to achieve the GA in a subsequent or related course – there may be
formative assessment, which sits with development.
 Assessed = a summative assessment task assesses student learning outcomes in relation to
the Graduate Attribute.
 Empty = this Graduate Attribute is not addressed in the course.
The rows in this spread sheet are for the list of courses in a program organised by year levels.
Completing the template
1. Enter the course codes of your program into Column A (organised by 1st Yr, 2nd Yr etc)
2. For the first course in the list identify the way each attribute is addressed in the course by
entering the number 1 into the corresponding cell (See example below) for an example).
3. Repeat this for all courses listed as a part of the program across all of the graduate attributes
Interpreting the spread sheet




Once the template is complete you will see that the cells with numbers entered will change
colour.
This will help to show the pattern of Graduate Attribute development and determine the
areas where there are gaps in the support for the development of a Graduate Attribute.
Across the years within a program you generally would generally see an appropriate pattern
of the Graduate Attribute occurring in the appropriate years (e.g. introduced in early years,
developed in middle years and assessed in later years).
The tallies for each year block of courses give a snapshot of the distribution of attributes
within each year.
Key to Interpreting Graduate Attributes sequencing data
Interpreting how well and where Graduate Attributes or Threshold Learning Outcomes
for Health are addressed across a Program (adapted from Griffith University Program
level mapping tool) http://www.griffith.edu.au/learning-teaching/studentsuccess/graduate-attributes/mapping-graduate-attributes
NOTE: this interpretation model can be used for any graduate/program or major learning
outcomes schema where a set of courses makes up something bigger e.g. a major or a program
that has a set of overarching learning outcomes or attributes statements. But first, the data about
the set of courses needs to be presented in a format that can be interrogated efficiently.
Resource package and guide – Health Sciences Stage 2
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No/few courses addressing a graduate attribute within a program - an attribute that
may be considered under-represented within a program. This suggests a need to choose
some (or some more) courses in which to embed this attribute development.
No/few graduate attributes being addressed within a course - a course that addresses
only a limited number of the graduate attributes (e.g. only knowledge and skill
development, and none of the others). This might prompt a course review to identify if it
is possible or relevant to integrate any further graduate attributes into the course’s
curriculum.
All courses within a program addressing a graduate attribute - an attribute could be
considered over-represented in a program because all of the courses address the
attribute. This might encourage a shift in focus for some courses or influence the future
design/ redesign of courses within the program. However, in some cases it may be
appropriate to have every course address a particular graduate attribute e.g.
‘comprehensive knowledge and skills relating to their discipline’.
Too many graduate attributes being addressed within a course - a course in which all
the graduate attributes are being addressed. This may prompt a review of this course to
identify if it is possible to focus more specifically on some rather than all of the graduate
attributes, since it is typically not necessary to address all the graduates attributes in any
single course. It may be appropriate in some instances for a course to address all of the
graduate attributes e.g. a capstone course designed for developing and assessing the full
range of professional or disciplinary skills.
Sequencing the development of graduate attributes across a program - the courses, in a
series across year levels, addresses the same graduate attribute. This provides an
opportunity for this program to consider sequencing the incremental development of the
graduate attributes across these courses.
No sequencing of the development of graduate attributes across a program - an
attribute is only addressed in the first years of the program and not the final years of a
program (this situation could be reversed also with attention to a graduate attribute
occurring only in Iater years). This suggests that there may be gaps in the support for the
development of this attribute and it may require a review of course content to address
these gaps.
How to use the Program Mapping – Threshold Learning Outcomes - Sequencing Spread
Sheet Graduate attributes and threshold learning outcomes program mapping templates Sheet 2
These instructions are included in the xlxs template.
The Columns in this spread sheet represent the Threshold Learning Outcomes for Health professions
(TLO).
Each TLO has been divided into Introduced, Developed and Assessed segments.

Introduced = course learning outcomes do not focus on this attribute – but aspects of course
delivery and student experience may contribute. Certain learning outcomes may be tacitly
addressed but not actively taught or assessed.
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


Developed = course learning outcomes and learning and teaching activities focus on
preparing students to achieve the TLO in a subsequent or related course – there may be
formative assessment, which sits with development.
Assessed = a summative assessment task assesses student learning outcomes in relation to
the TLO.
Empty = this TLO is not addressed in the course.
The Rows in this spread sheet are for the list of courses in a program organised by year levels. Add
more sheet rows, as needed
Completing the template
1. Enter the course codes of your program into Column A (organised by 1st Yr, 2nd Yr etc)
2. For the first course in the list identify the way each learning outcome is addressed in the
course by entering the number 1 into the corresponding cell.
3. Repeat this for all courses listed as a part of the program across all of the TLOs
Interpreting the spread sheet




Once the template is complete you will see that the cells with numbers entered will change
colour.
This will help to show the pattern of TLO development and determine the areas where there
are gaps in the support for the achievement of the TLO upon completion of the relevant
degree.
Across the years within a program you should generally see an appropriate pattern occurring
in the appropriate years (e.g. Introduced in early years, Developed in middle years and
Assessed at the level of the TLO in later years).
The tallies for each year block of courses gives a snapshot of the distribution of the
introduction, development of assessment of the TLO within each year.
Interpreting the TLOS in a major or program (adapted from Griffith University Program
level mapping tool)
Interpreting how well and where Graduate Attributes or Threshold Learning Outcomes
for Health are addressed across a Program (adapted from Griffith University Program
level mapping tool) http://www.griffith.edu.au/learning-teaching/studentsuccess/graduate-attributes/mapping-graduate-attributes
NOTE: this interpretation model can be used for any graduate/program or major learning
outcomes schema where a set of courses makes up something bigger e.g. a major or a
program that has a set of overarching learning outcomes or attributes statements. But
first, the data about the set of courses needs to be presented in a format that can be
interrogated efficiently.
No/few courses addressing a TLOS within a major/program – a TLOS may be considered
under-represented within a major/program. This suggests a need to choose some (or
some more) courses in which to embed this development.
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No/few TLOS being addressed within a course – a course that addresses only a limited
number of the TLOS (e.g. only knowledge and skill development, and none of the others).
This might prompt a course review to identify if it is possible or relevant to integrate any
further TLOS into the course’s curriculum.
All courses within a major/program addressing a TLOS - a TLOS could be considered
over-represented in a major/program because all of the courses address the attribute.
This might encourage a shift in focus for some courses or influence the future design/
redesign of courses within the major/program. However, in some cases it may be
appropriate to have every course address a particular TLOS e.g. ‘scientific knowledge:
demonstrating well developed knowledge in at least one disciplinary area.
Too many TLOS being addressed within a course – a course in which all of the TLOS are
being addressed. This may prompt a review of this course to identify if it is possible to
focus more specifically on some rather than all of the TLOS, since it is typically not
necessary to address all the TLOS in any single course. It may be appropriate in some
instances for a course to address all of the TLOS e.g. a capstone course designed for
developing and assessing the full range of professional or disciplinary skills.
Sequencing the development of TLOS across a major/program - each of the courses, in a
series across year levels, addresses the same TLOS. This provides an opportunity for this
major/program to consider sequencing the incremental development of the TLOS across
these courses.
No sequencing of the development of TLOS across a major/program – a TLOS is only
addressed in the first years of the major/program and not the final years of a
major/program (this situation could be reversed also with attention to a TLOS occurring
only in Iater years). This suggests that there may be gaps in the support for the
development of this learning outcome and it may require a review of course content to
address these gaps.
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Appendix 1: a framework of assessment principles
As part of the Harmonising project a framework of common assessment principles was developed.
Development of the framework acknowledged the importance of the following assessment
principles in relation to academic standards and professional accreditation expectations. Assessment
program development should be guided by:

use of blueprints/mapping that clearly articulate the relationship between the learning
outcomes and the assessment strategies

a combination of multiple assessment modes including direct observation

emphasis on criterion-referenced assessments

authentic, valid and reliable assessment methods

use of expert assessors who have participated in some form of calibration process

clearly articulated standards for individual or combined assessments using appropriate
methods.
Harmonising higher education and professional quality assurance processes for assessment of
learning outcomes in health – Final Report (2013), P 20 (in-print) Harmonising Final Report
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Appendix 2: University of Adelaide Graduate Attributes
The University’s statement of Graduate Attributes includes the following:

Knowledge and understanding of the content and techniques of a chosen discipline at
advanced levels that are internationally recognised.

The ability to locate, analyse, evaluate and synthesise information from a wide variety of
sources in a planned and timely manner.

An ability to apply effective, creative and innovative solutions, both independently and
cooperatively, to current and future problems.

Skills of a high order in interpersonal understanding, teamwork and communication.

A proficiency in the appropriate use of contemporary technologies.

A commitment to continuous learning and the capacity to maintain intellectual curiosity
throughout life.

A commitment to the highest standards of professional endeavour and the ability to take a
leadership role in the community.

An awareness of ethical, social and cultural issues within a global context and their importance
in the exercise of professional skills and responsibilities.
Resource package and guide – Health Sciences Stage 2
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Appendix 3: Comparison of Australian Qualifications Framework (AQF)
Requirements
AQF Learning Outcomes Qualification Type Descriptors
Comparison between qualification types at levels 6 (Advanced Diploma), 7 (Bachelor degree), 8
(Graduate Certificate and Graduate Diploma), 9 (Masters degree) and 9E (Masters degree extended)
KNOWLEDGE
6.

broad theoretical and technical knowledge with some depth in the underlying principles and
concepts in one or more disciplines

a broad and coherent body of knowledge, with depth in the underlying principles and
concepts in one or more disciplines as a basis for independent lifelong learning

will have advanced/specialised knowledge within a systematic and coherent body of
knowledge that may include the acquisition and application of knowledge and skills in a new
or existing discipline or professional area

a body of knowledge that includes the understanding of recent developments in a discipline
and/or area of professional practice
knowledge of research principles and methods applicable to a field of work and /or learning
7.
8.
9.

9E.


a body of knowledge that includes the extended understanding of recent developments in a
discipline and its professional practice
knowledge of research principles and methods applicable to the discipline and its
professional practice
SKILLS
6.




cognitive skills to identify, analyse and evaluate information and concepts from a range of
sources
cognitive, technical and creative thinking skills to demonstrate abroad understanding of
knowledge and ideas with some depth in a discipline
cognitive, communication and analytical skills to interpret and transmit responses to
sometimes complex problems
communication skills to make a clear and coherent presentation of knowledge and ideas
with some intellectual independence
7.




cognitive skills to review, critically analyse, consolidate and synthesise knowledge
cognitive and technical skills to demonstrate a broad understanding of knowledge with
depth in some areas
cognitive and creative skills to exercise critical thinking and judgement in identifying and
solving problems with intellectual independence
communication skills to present a clear, coherent and independent exposition of knowledge
and ideas
8.

cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and
provide solutions to complex problems
Resource package and guide – Health Sciences Stage 2
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



cognitive skills to think critically and to generate and evaluate complex ideas
specialised technical and creative skills in a field of highly skilled and/or professional practice
communication skills to demonstrate an understanding of theoretical concepts
communication skills to transfer complex knowledge and ideas to a variety of audiences

cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on
theory and professional practice or scholarship
cognitive, technical and creative skills to investigate, analyse and synthesise complex
information, problems, concepts and theories and to apply established theories to different
bodies of knowledge or practice
cognitive, technical and creative skills to generate and evaluate complex ideas and concepts
at an abstract level
communication and technical research skills to justify and interpret theoretical propositions,
methodologies, conclusions and professional decisions to specialist and non-specialist
audiences
technical and communication skills to design, evaluate, implement, analyse and theorise
about developments that contribute to professional practice or scholarship
9.




9E





cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on
theory and professional practice
cognitive, technical and creative skills to investigate, analyse and synthesise complex
information, problems, concepts and theories and to apply established theories to different
bodies of knowledge or practice
cognitive, technical and creative skills to generate and evaluate complex ideas and concepts
at an abstract level
communication and technical research skills to justify and interpret theoretical propositions,
methodologies, conclusions and professional decisions to specialist and non-specialist
audiences
technical and communication skills to design, evaluate, implement, analyse and theorise
about developments that contribute to professional practice
DEMONSTRATE APPLICATION OF KNOWLEDGE AND SKILLS
6.




with initiative and judgement in planning, problem solving and decision making in
paraprofessional practice
to adapt knowledge and skills in a range of contexts and/or for further studies in one or
more disciplines
to adapt fundamental principles, concepts and techniques to known and unknown situations
with responsibility and accountability for own learning and work and in collaboration with
others within broad parameters
7.



with initiative and judgement in planning, problem solving and decision making in
professional practice and/or scholarship
to adapt knowledge and skills in diverse contexts
with responsibility and accountability for own learning and professional practice and in
collaboration with others within broad parameters
8.

to make high level, independent judgements in a range of technical or management
functions in varied specialised contexts
Resource package and guide – Health Sciences Stage 2
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

to initiate, plan, implement and evaluate broad functions within varied specialised technical
and/or creative contexts
with responsibility and accountability for personal outputs and all aspects of the work or
function of others within broad parameters
9.



with creativity and initiative to new situations in professional practice and/or for further
learning
with high level personal autonomy and accountability
to plan and execute a substantial research-based project, capstone experience and/or piece
of scholarship
9E.



with creativity and initiative to new situations in professional practice and/or for further
learning
with high level personal autonomy and accountability
to plan and execute a substantial research-based project, capstone experience and/or
professionally focused project
Resource package and guide – Health Sciences Stage 2
Page 23
Appendix 4: Recommended resources
Learning Outcomes and Constructive Alignment
Anderson, LW, Krathwohl, DR, Airasian, PW, Cruikshank, KA, Mayer, RE, Pintrich, PR, Raths, J &
Wittrock, MC 2000, A taxonomy for learning, teaching, and assessing: a revision of Bloom's
taxonomy of educational objectives, Pearson, Allyn & Bacon, NY.
Atherton, JS 2013, Learning and teaching; SOLO taxonomy, viewed March 2014,
<http://www.learningandteaching.info/learning/solo.htm>.
Baume, D 2009, Writing and using good learning outcomes, Leeds Metropolitan University, Leeds,
viewed 4 March 2014, <http://repositoryintralibrary.leedsmet.ac.uk/open_virtual_file_path/i3128n162822t/Writing%20and%20using%20goo
d%20learning%20outcomes.pdf>.
Biggs, J 2002, Aligning the curriculum to promote good learning, Constructive Alignment in Action:
Imaginative Curriculum Symposium, LTSN Generic Centre, 4 November 2002, viewed 4 March 2014,
<http://78.158.56.101/archive/palatine/files/1023.pdf>.
Biggs, J & Tang, C 2007, Teaching for quality learning at university, 3rd edn, Open University Press
McGraw-Hill Education, UK.
Clark, D Bloom's taxonomy of learning domains, viewed 4 March 2014,
<http://www.nwlink.com/~donclark/hrd/bloom.html#SOLO>.
Heer, R A model of learning objectives based on a taxonomy for learning, teaching, and assessing: a
revision of Bloom's taxonomy of educational objectives, Center for Excellence in Learning and
Teaching, Iowa State University, viewed 4 March 2014,
<http://www.celt.iastate.edu/teaching/RevisedBlooms1.html>.
Macquarie University, Setting learning outcomes, viewed 4 March 2014,
<http://staff.mq.edu.au/teaching/curriculum_assessment/assessment/toolkit/setting_outcomes/>.
Macquarie University, Writing learning outcomes in units, viewed 4 March 2014,
<http://mq.edu.au/iLearn/resources/units_learning_outcomes.htm>.
Race, P, Brown, S & Smith, B 2005, ‘Designing learning outcomes and linking them to assessment’,
extract from 500 Tips on Assessment: 2nd edn, Routledge, London, viewed 4 March 2014,
<http://phil-race.co.uk/most-popular-downloads/>.
University of Adelaide, Guide to writing learning outcomes, viewed 4 March 2014,
<http://www.adelaide.edu.au/learning/staff/curriculum/objectives/>.
University of Adelaide, University of Adelaide graduate attributes, University of Adelaide, viewed 4
March 2014, <http://www.adelaide.edu.au/learning/strategy/gradattributes/>.
Development and assessment of graduate attributes
Griffith University, Griffith graduate attributes, Griffith University, viewed 4 March 2014,
<http://www.griffith.edu.au/learning-teaching/student-success/graduate-attributes>.
Mehay, R & Burns, R 2009, Miller Pyramid and Prism, gp-training.net, viewed 4 March 2014,
<http://www.gp-training.net/training/educational_theory/adult_learning/miller.htm>.
Resource package and guide – Health Sciences Stage 2
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Miller, GE 1990, ‘The assessment of clinical skills/competence/performance’; Academic Medicine;
vol. 65, no. 9, pp. S63-S67, viewed 4 March 2014, <http://winbev.pbworks.com/f/Assessment.pdf>.
Race, P, Brown, S & Smith, B 2005, ‘Designing learning outcomes and linking them to assessment’,
extract from 500 Tips on Assessment: 2nd edn, Routledge, London, viewed 4 March 2014,
<http://phil-race.co.uk/most-popular-downloads/>.
University of Adelaide 2012, Assessment types, University of Adelaide, viewed 4 March 2014,
<http://www.adelaide.edu.au/learning/staff/assessment/introduction/assessmentTypes.pdf>.
University of Sydney, Assessment resources, University of Sydney, viewed 4 March 2014,
<http://www.itl.usyd.edu.au/assessmentresources/default.htm>.
University of Sydney, Assessment tasks of increasing complexity, University of Sydney, viewed 4
March 2014,
<http://www.itl.usyd.edu.au/assessmentresources/increasing_complexity_assessment.htm>.
University of Sydney, Assessment tasks of increasing complexity/matching, University of Sydney,
viewed 4 March 2014,
<http://www.itl.usyd.edu.au/assessmentresources/increasing_complexity_matching.htm>.
University of Sydney, Blooms revised taxonomy with matched sample verbs, learning outcomes and
assessment tasks, University of Sydney, viewed 4 March 2014,
<http://www.itl.usyd.edu.au/assessmentresources/Blooms_taxonomy.pdf>.
Assessment and group work
Australian Universities Teaching Council 2002, Assessing groupwork, University of Melbourne,
viewed 4 March 2014, <http://www.cshe.unimelb.edu.au/assessinglearning/03/group.html>.
Crebert, G, Patrick, CJ, Cragnolini, V, Smith, C, Worsfold, K, & Webb, F 2011. Teamwork Skills Toolkit,
2nd edn, Griffith University, viewed 4 March 2014,
<http://www.griffith.edu.au/__data/assets/pdf_file/0008/290870/Teamwork-skills.pdf>.
Isaacs, G 2002 Assessing group tasks, University of Sydney, viewed 4 March 2014
<http://www.itl.usyd.edu.au/assessmentresources/pdf/Link11.pdf>.
Macquarie University, Assessment tool kit, Macquarie University, viewed 4 March 2014,
<http://staff.mq.edu.au/teaching/curriculum_development/assessment/toolkit/>.
Health Sciences and Threshold Learning Outcomes
Australian Learning and Teaching Council 2011, Learning and teaching academic standards project
report, Australian Government, viewed 4 March 2014,
<http://www.olt.gov.au/system/files/resources/LTAS_report_architecture_building_education_scie
nce_2011.pdf>.
Boud, D 2010, Assessment 2020: seven propositions for assessment reform in higher education,
Australian Learning and Teaching Council, viewed 4 March 2014,
<http://www.olt.gov.au/system/files/resources/Assessment%202020_final.pdf>.
Boursicot, KAM, Roberts, T & Burdick, WP 2010, ‘Structured assessments of clinical competence’, in
T Swanwick (ed), Understanding medical education: evidence, theory and practice, Wiley-Blackwell
and the Association for the Study of Medical Education, Oxford, pp. 246–258.
Resource package and guide – Health Sciences Stage 2
Page 25
Department of Industry, Innovation, Science and Tertiary Education 2009, Transforming Australia’s
higher education system, Australian Government, viewed 4 March 2014,
<http://www.innovation.gov.au/HigherEducation/ResourcesAndPublications/TransformingAustralias
HigherEducationSystem/Pages/default.aspx>.
Jolly, B 2010, ‘Written examinations’, in T Swanwick (ed), Understanding medical education:
evidence, theory and practice, Wiley-Blackwell and the Association for the Study of Medical
Education, Oxford, pp. 208–231.
Norcini, J 2010, ‘Workplace assessment’, in T Swanwick (ed), Understanding medical education:
evidence, theory and practice, Wiley-Blackwell and the Association for the Study of Medical
Education, Oxford, pp. 323–245.
O’Keefe, M & Henderson, A 2011, ‘Identifying common learning outcomes in health through crossdisciplinary collaboration’, paper presented at the ANZAHPE conference, Alice Springs, 27 June-1
July.
O’Keefe, M & Henderson, A 2012, ‘Being TEQSA ready—harmonising the layers of regulation’,
Campus Review, 19 March, viewed 4 March, 2014
<http://www.campusreview.com.au/blog/2012/03/being-teqsa-ready-harmonising-the-layers-ofregulation/>.
O’Keefe, M, Henderson, A & Pitt, R 2011, Learning and teaching academic standards statement for
health, medicine and veterinary science, Australian Learning and Teaching Council, Sydney, viewed 4
March 2014, <http://www.olt.gov.au/system/files/resources/altc_standards_HMVS_210611.pdf>.
PBworks, Discipline Standards in Australia 2013, viewed 4 March 2014,
<http://disciplinestandards.pbworks.com/w/page/52657697/FrontPage>.
Resource package and guide – Health Sciences Stage 2
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