History on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment

Brawley, Sean, Clark, Jennifer, Dixon, Chris, Ford, Lisa, Nielsen, Erik, Ross, Shawn and Upton, Stuart (2015) History on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment. Teaching and Learning Inquiry, 3 2: 89-105.

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Author Brawley, Sean
Clark, Jennifer
Dixon, Chris
Ford, Lisa
Nielsen, Erik
Ross, Shawn
Upton, Stuart
Title History on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment
Journal name Teaching and Learning Inquiry   Check publisher's open access policy
ISSN 2167-4779
2167-4787
Publication date 2015
Year available 2015
Sub-type Article (original research)
Volume 3
Issue 2
Start page 89
End page 105
Total pages 17
Place of publication Bloomington, IN United States
Publisher Indiana University Press
Collection year 2016
Language eng
Formatted abstract
This paper uses a trial audit of history programs undertaken in 2011-2012 to explore issues surrounding the attainment of Threshold Learning Outcomes (TLOs) in an emerging Australian national standards environment for the discipline of
history. The audit sought to ascertain whether an accreditation process managed by the discipline under the auspices of the Australian Historical Association (AHA) could be based on a limited-intervention, “light-touch” approach to assessing
attainment of the TLOs. The results of the audit show that successful proof of TLO attainment would only be possible with more active intervention into existing history majors and courses. Assessments across all levels of history teaching would have to be designed, undertaken, and marked using a rubric matched to the TLOs. It proved unrealistic to expect students to demonstrate acquisition of the TLOs from existing teaching and assessment practices. The failure of the “lighttouch”  audit process indicates that demonstrating student attainment under a national standards regime would require fundamental redevelopment of the curriculum. With standards-based approaches to teaching and learning emerging as international phenomena, this case study resonates beyond Australia and the discipline under investigation.
Keyword After Standards Project
History
Learning outcomes assessment
Quality assurance, quality improvement
Disciplinary standards
National standards
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Historical and Philosophical Inquiry
 
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Created: Fri, 18 Sep 2015, 10:10:04 EST by Lucy O'Brien on behalf of School of Historical and Philosophical Inquiry