This page describes the key steps of quality assurance for GLOs in the subject design/approval process.

When viewing information on the GLO’s please pay extra attention to scaffolding and course requirements sections in the accordion.

Are GLOs required in this subject in the course design? 

The inclusion of GLOs in course design is mandatory for all undergraduate courses and for professional entry courses of duration greater than one year.  During a review,  a mapping of the alignment of assessment items to subjects to GLOs will be created.  This information can should be available in the CASIMS subject profile (coming soon), the course design information in Course Space or through the Course Director.  

If GLOs are required in the course design, ensure these GLOs have been selected in the subject outline.

The subject convenor may also select additional GLOs for assessment items that align with that GLO.

Does this subject teach and credibly assess the selected GLOs?

The following should be checked during course quality assurance process.

  • If GLOs are required in the course design, ensure these GLOs have been selected in the subject outline.
  • If the GLOs are not required by course design, the option to remove the GLO selection is a viable option.
  • Ensure a reasonable number of GLOs has been selected.  It is recommended that 3-5 GLOs in the the core subjects of a course is sufficient for a course to cover all of the 27 GLOs.  A maximum of 6-7 GLOs per subject is recommended.
  • 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.)
  • Has indigenous content been approved by the Indigenous Board of Studies?

Next Steps

One tangible result of subject approval will be the publishing of the subject outline.  The subject outline will inform students of the GLO content within the subject, and may be added to a student achievement dashboard.  The GLO alignment to assessment items in the subject outline will be used to add achievement commentary in the student academic record.

Statements of quality for consideration

TEQAs guidance

  • 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).