This web page provides a range of information including guides to effective design of learning objectives, links to University policies on subject design and assessment, as well as relevant reports, examples and links to resources. It also provides a number of templates for the alignment of objectives and assessment that can be tailored to the specific needs of programs and subjects.
This web page includes a range of information including the Australian Qualification Framework (AQF), The University of Melbourne Graduate Attributes, current objectives of the BA, guides to effective design of learning objectives, links to University policies on subject design and assessment, as well as relevant reports, examples and links to relevant resources. This page also provides a number of templates for the alignment of objectives and assessment that can be tailored to the specific needs of programs and subjects.
How to navigate and use these resources
- Understand the context for the project. See learning aims and objectives below
- Collect, discuss and analyze current subject guides for the course(s)
- Write, or revise, course / major learning outcomes to align with University graduate attributes / AQF guidelines / degree-level objectives. See guides and templates and examples below
- Write, or revise, learning outcomes for each subject to align with degree / major outcomes; differentiate learning outcomes by year level. See guides and templates and examples below
- (a) Write, or revise, assessment tasks for each subject to align with learning outcomes for each subject; (b) ensure variety of tasks to fulfill degree and program objectives and (c) differentiate task complexity by each year level in the course
- Write, or revise, assessment criteria to demonstrate alignment and fulfill University policy requirements. See the Policies and procedures web page
- Collate and map revised curriculum objectives; make curriculum visible to students and other stakeholders through subject outlines, LMS, Handbook entries. Learning Assurance Coordinators in the Schools can advise on how to do this effectively, and the Learning Assurance Officer can assist with collation and record. For more information please see the Key contacts web page
Learning aims and objectives
Through the Australian Qualifications Framework, the federal government has set a number of broad learning aims and objectives with which degrees must align in order to receive and maintain accreditation. In turn, the University has established sets of Graduate Attributes and degree-level objectives.
While this does not mean that every subject must align with every degree-level objective or Graduate Attribute, each subject and program must meet some of these objectives and, by the successful conclusion of their degree, every student should have acquired the full range of learning outcomes and skills regardless of which major or specialisation they have undertaken. This Learning Assurance review is being undertaken to confirm and demonstrate that this is the case.
The national level
The Australian Qualifications Framework (AQF) sets broad expectations for acquired knowledge and skills at the degree level. Bachelor degrees, such as the BA, are Category 7; Bachelor degrees with Honours, such as the BA (Degree with Honours), are Category 8, and Masters by coursework degrees are Category 9.
The University level
The University of Melbourne aspires to equip all graduates of all degrees with a broad set of attributes. Visit the University’s Teaching, Learning and the Student Experience web page.
The University also supports a Scholarly Literacy Framework in which ‘Foundation’ corresponds to Level 1 of undergraduate studies, ‘Proficient’ corresponds to completion of undergraduate studies at Level 3, and ‘Advanced’ corresponds to graduate level study.
- Download the Scholarly Literacy Framework (385kb pdf)
The degree level
Each degree will have general aims and objectives. These can usually be found on the university Handbook entry for each degree. To read about BA objectives please see the Bachelor of Arts (B-ARTS) Handbook entry.
- Curriculum Design: This fellowship builds on the work of a previous OLT funded Strategic Project: ‘Hunters and Gatherers: Assuring Learning’ project funded by the Office for Learning and Teaching (OLT)
- Guidelines on Writing Learning Outcomes (25kb pdf), a guide created by Sophie Arkoudis of the Centre for the Study of Higher Education at The University of Melbourne
- Guide for Reviewing Assessment (355kb pdf), a guide created by Kerri-Lee Harris of the Centre for the Study of Higher Education at The University of Melbourne
- Writing Aims and Objectives (120kb pdf)
Templates and examples
In addition to the curriculum mapping and other tools indicated above, the following are a series of templates and examples which may assist in the mapping of subject objectives and assessment tasks to program (major) and degree level skills and in the distinction of learning outcomes by year level. These templates are designed to be tailored to specific program and subject needs and are provided here as starting points for specialized mapping. The Learning Assurance Coordinators in each School can advise staff on how to best utilize these tools for their specific programs and subjects.
- Differentiation by Level 1-3 in the BA (75kb Word doc)
- Program Checklist by Graduate Attributes (50kb Word doc)
- Subject Checklist by Degree Objectives (BA) (65kb Word doc)
- Subject Checklist by Alignment of Learning Objectives and Assessment (50kb Word doc)
- Example of Subject Assessment Rubric (310kb Word doc)
- Idealized Objectives, Skills and Assessment Task Alignment by Level in the BA (85kb Word doc)