Requirements for Registration The University is required to comply with the TEQSA which describe quality Program design in relation to the Qualification Type Descriptors. The AQF defines knowledge, skills and application as: Knowledge is what a graduate Skills are what a graduate can do. Application of knowledge and knows and understands. It is Skills are described in terms of the skills is the context in which a described in terms of depth, kinds and complexity of skills and graduate applies knowledge and breadth, kinds of knowledge and include: skills. Specifically: complexity, as follows: cognitive and creative skills application is expressed in of knowledge can be involving the use of terms of autonomy, general or specialised intuitive, logical and critical responsibility and breadth of knowledge can thinking accountability from a single topic to technical skills involving the context may range from multi-disciplinary area of dexterity and the use of the predictable to the knowledge methods, materials, tools unpredictable, and the kinds of knowledge range and instruments known to the unknown, from concrete to abstract, communication skills while tasks may range from from segmented to involving written, oral, routine to non-routine. cumulative literacy and numeracy skills complexity of knowledge interpersonal skills and refers to the combination of generic skills. kinds, depth and breadth of knowledge. Full details of AQF Qualification Type Descriptors can be found at: Discipline Standards in Australia Threshold Learning Outcomes have been or are being developed nationally for a range of disciplines. Details can be found at: Useful resources Anderson, L. W., et al. 2000, A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives, Pearson, Allyn & Bacon, NY Baume, D 2009, Writing and using good Learning Outcomes, Leeds Metropolitan University. Biggs, John & Tang, Catherine 2007, Teaching for Quality Learning at University, 3rd edn, Open University Press McGraw-Hill Education, UK Clark, Don Bloom's Taxonomy of Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html Iowa State University Center for Excellence in Learning and Teaching, A Model of Learning Objectives based on Bloom's Taxonomy Macquarie University Learning and Teaching Centre, 2013, Setting Learning Outcomes Macquarie University iLearn, 2013, Writing Learning Outcomes in Units SOLO taxonomy University of Adelaide Graduate Attributes Reflect on the following principles to review your current assessment practices and to refine, revise or develop effective assessment tasks.
Requirements for Registration The University is required to comply with the TEQSA which describe quality Program design in relation to the Qualification Type Descriptors. The AQF defines knowledge, skills and application as: Knowledge is what a graduate knows and understands. It is described in terms of depth, breadth, kinds of knowledge and complexity, as follows: of knowledge can be general or specialised breadth of knowledge can from a single topic to multi-disciplinary area of knowledge kinds of knowledge range from concrete to abstract, from segmented to cumulative complexity of knowledge refers to the combination of kinds, depth and breadth of knowledge. Skills are what a graduate can do. Skills are described in terms of the kinds and complexity of skills and include: cognitive and creative skills involving the use of intuitive, logical and critical thinking technical skills involving dexterity and the use of methods, materials, tools and instruments communication skills involving written, oral, literacy and numeracy skills interpersonal skills and generic skills. Application of knowledge and skills is the context in which a graduate applies knowledge and skills. Specifically: application is expressed in terms of autonomy, responsibility and accountability the context may range from the predictable to the unpredictable, and the known to the unknown, while tasks may range from routine to non-routine. Full details of AQF Qualification Type Descriptors can be found at: Discipline Standards in Australia Threshold Learning Outcomes have been or are being developed nationally for a range of disciplines. Details can be found at: Useful resources Anderson, L. W., et al. 2000, A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives, Pearson, Allyn & Bacon, NY Baume, D 2009, Writing and using good Learning Outcomes, Leeds Metropolitan University. Biggs, John & Tang, Catherine 2007, Teaching for Quality Learning at University, 3rd edn, Open University Press McGraw-Hill Education, UK Clark, Don Bloom's Taxonomy of Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html Iowa State University Center for Excellence in Learning and Teaching, A Model of Learning Objectives based on Bloom's Taxonomy Macquarie University Learning and Teaching Centre, 2013, Setting Learning Outcomes Macquarie University iLearn, 2013, Writing Learning Outcomes in Units SOLO taxonomy University of Adelaide Graduate Attributes Reflect on the following principles to review your current assessment practices and to refine, revise or develop effective assessment tasks.