This page describes the key steps of quality assurance for GLOs in the course design/approval process.
When viewing information on the GLO’s please pay extra attention to scaffolding and course requirements sections in the accordion.
Does this course require GLO quality assurance?
The inclusion of GLOs in course design is mandatory for all undergraduate courses and for professional entry courses of duration greater than one year.
From the Graduate Attributes policy:
(7) When reviewing Australian Qualifications Framework (AQF) Level 7 and Professional Entry courses of more than one year full time equivalent (FTE)duration, it is mandatory that Faculties provide approval only if the course demonstrates alignment with the Graduate Attributes.
- NOTE: For Indigenous Cultural Competence, prior approval must be obtained from the Indigenous Board of Studies before Faculty approval. Refer to the Indigenous Australian Content in Courses Policy.
- NOTE: For Academic Literacy and Numeracy, refer to the English Language, Literacy and Numeracy Policy.
What are the GLOs?
The Graduate Learning Outcomes (GLOs) are a set of 27 learning outcomes required in most CSU courses. The 27 learning outcomes are grouped in to 9 topics that are described in the Graduate Attributes policy.
From the Graduate Attributes policy:
(4) The University aims to produce graduates who:
- are well-educated in the knowledge, capabilities, practices, attitudes, ethics and dispositions of their discipline or profession;
- are capable communicators with effective problem-solving, analytical and critical thinking skills and can work well both independently and with others;
- value diversity and the ‘common good’ and work constructively, respectfully and effectively with local and global communities and workplaces;
- engage meaningfully with the culture, experiences, histories and contemporary issues of Indigenous Australian communities;
- practice ethically and sustainably in ways that demonstrate “yindyamarra winhanga-nha” – translated from the Wiradjuri language as “the wisdom of respectfully knowing how to live well in a world worth living in”;
- are digitally literate citizens, able to harness technologies for professional practice and participate independently in online learning communities; and
- critically appraise and continue to develop personal and professional capabilities.
(10) The chief method of ensuring that graduates meet AQF standards and the University Graduate Attributes is to design the University’s courses to align with the standards. A set of common learning outcomes has been written to assist course teams with alignment between standards, course and subject outcomes, and assessment. These are called the University Graduate Learning Outcomes.
In summary, a course complies with the graduate attributes policy by giving students the opportunity demonstrate GLOs in assessments.
Does this course specify and credibly assess all 27 GLOs?
The following should be checked during course quality assurance process.
- All courses requiring GLOs at CSU must contain learning outcomes, assessments and teaching practices aligned with 27 GLOs.
- The student experience of a course must include all 27 GLOs, so it is far preferable for the core subjects to be aligned to the GLOs.
- If a GLO has been specified in a particular subject, it is preferred that there is alignment between the subject learning outline and the GLO.
- If a GLO has been specified in a particular subject, it needs to be taught and credibly assessed. One expedient method for ensuring the alignment between an assessment item and a GLO is to use the GLO text as an assessment criterion.
- Different GLOs have different scaffolding requirements. Please check the Scaffolding section for each GLO on this site.
- Has indigenous content been approved by the Indigenous Board of Studies?
One tangible result of course approval will be mapping of GLO alignments in CASIMS.
- In the Course Profile, a statement of where the GLOs are found in the (core) subjects of the course.
- In the Subjects Profile, GLO tags will be applied to each subject, and then be available to other systems to promote the course design decisions.
Statements of quality for consideration
- In terms of an audit: “TEQSA will wish to be satisfied that the methods of assessment of learning outcomes used throughout the course are credibly capable of valid assessment”.
- TEQSA expects “clear information demonstrating where course learning outcomes are taught, practised and assessed”
CSU’s Course Design Policy
- Course design utilises the processes of iterative design, including constructive alignment. In constructive alignment, we start with the outcomes students learn, and align teaching and assessment to those outcomes.
CSU’s Assessment Principles Policy
- Assessment is widely thought to be the single most important determinant of learning behaviour. It is an integral part of the teaching and learning process and contributes significantly to learning outcomes. What is assessed and how it is assessed give clear messages to students about what the University considers to be important.
Research and Literature suggests
- The ability to provide evidence of student achievement of graduate learning outcomes, and to demonstrate confidence in assessment quality…[is]…a significant component of institutional quality assurance arrangements (Hughes 2013).