Abstract
The quality curriculum assessment practice example presented in this chapter describes and reflects on the health promotion curriculum renewal journey to develop a programmatic level assessment practice aimed at: (1) improving the judgements and consistency academics make about the quality of students’ assessable work; and (2) providing greater clarity for students on assessment expectations and standards, and how these relate to work ready competencies. This journey began with a macro level curriculum renewal process initiated by a new set of graduate attributes and culminated in a programmatic level assessment Rubric Creator for use by the USC health promotion academic team. A major challenge was bringing together graduate level health promotion professional competencies, University graduate attributes and principles informing assessment, to assure student learning through productive and constructively aligned programmatic assessment. These curriculum frameworks complement and advance the focus on significant and transferable qualities and skills deemed necessary for work ready graduates. The development of the Rubric Creator aligns with Readman and Allen’s (Practical Planning and Assessment. South Melbourne: Oxford University Press, 2013) best practice non-negotiable assessment principles which gives us confidence about the integrity of the Rubric Creator process. Feedback from academic users indicates the Rubric Creator supported the development of their assessment practice. It is our hope that this learning will contribute to greater clarity and transparency for students and the broader health promotion profession about what is assessed and how assessment happens in the USC Health Promotion programs. We believe this experience is transferable to other professional disciplines looking towards curriculum renewal and enhancing student learning experiences.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Angelo, T. (2012). Designing subjects for learning: Practical research-based principles and guidelines. In L. Hunt & D. Chalmers (Eds.), University teaching in focus: A learning-centred approach. Melbourne, VIC: ACER Press.
Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education. (2011). Higher Education Standards Framework (Threshold Standards) 2011. Retrieved from http://www.teqsa.gov.au/regulatory-approach/higher-education-standards-framework
Australian Health Promotion Association. (2009). Core competencies for health promotion practitioners. Australian Health Promotion Association. Retrieved from http://www.healthpromotion.org.au/images/stories/pdf/core%20competencies%20for%20hp%20practitioners.pdf
Australian Qualifications Council. (2013). Australian Qualifications Framework. Retrieved from http://www.aqf.edu.au/
Barrie, S., Hughes, C., & Smith, C. (2009). The national graduate attributes report: Integration and assessment of graduate attributes in curriculum (Research Report). Retrieved from http://espace.library.uq.edu.au/view/UQ:201570
Barry, M. (2010). CompHP: Developing competencies and professional standards for health promotion capacity building in Europe, 1–17. Retrieved from http://www.iuhpe.org/?page=614&lang=en
Baum, F. (2008). The new public health (3rd ed.). South Melbourne: Oxford University Press.
Biggs, J., & Tang, C. (2007). Aligning assessment tasks with intended learning outcomes. In J. Biggs & C. Tang (Eds.), Teaching for quality learning at university: What the student does (pp. 37–68). Berkshire: Open University Press.
Black, P., & William, D. (2012). The reliability of assessments. In J. Gardner (Ed.), Assessment and learning. London: Sage Publications.
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167. https://doi.org/10.1080/713695728
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), 399–413. https://doi.org/10.1080/02602930600679050
Commonwealth Department of Education, Science and Training. (2002). Striving for quality: Learning, teaching and scholarship. Canberra: Department of Education, Science and Training.
Ducasse, A. (2009). Toeing the line: Mapping graduate attributes on to assessment in the Humanities and Social Sciences. Paper presented at the HERDSA Conference, Darwin.
Earl, L. (2013). Assessment as learning: Using classroom assessment to maximise student learning (2nd ed.). Thousand Oaks, CA: Corwin Press.
Gore, J., Ladwig, J., Elsworth, W., & Ellis, H. (2009). Quality assessment: Linking assessment tasks and teaching outcomes in the social sciences. Retrieved from http://www.olt.gov.au/resource-library
Howell, R. (2013). Grading rubrics: Hoopla or help? Innovations in Education and Teaching International, 51(4), 400–410. https://doi.org/10.1080/14703297.2013.785252
Hunt, L., & Chalmers, D. (Eds.). (2012). University teaching in focus: A learning centred approach. Camberwell, VIC: ACER Press.
Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212.
Kuzich, S., Groves, R., Hara, S., & Pelliccione, L. (2010). Building team capacity: Sustaining quality in assessment and moderation practices in a fully on-line unit. Paper presented at the ATN Assessment Conference.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
O’Donovan, B., Price, M., & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325–335. https://doi.org/10.1080/1356251042000216642
Oliver, B. (2016). Assuring graduate capabilities. Retrieved from http://www.assuringgraduatecapabilities.com/
Readman, K., & Allen, B. (2013). Practical planning and assessment. South Melbourne: Oxford University Press.
Readman, K., & Ashford, T. (2012). Connecting with curriculum renewal via ‘natural mapping’. Paper presented at the HERDSA, Hobart.
Rust, C., Price, M., & O’Donovan, B. (2003). Improving student’s learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education, 28(2), 147–164. https://doi.org/10.1080/02602930301671
Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175–194. https://doi.org/10.1080/0260293042000264262
Sambell, K., McDowell, L., & Montgomery, C. (2013). Designing authentic assessment for learning in higher education. Abingdon, Oxon: Routledge.
Seltzer, B. (2010). 101 careers in public health. New York: Springer Publishing Co Inc.
Taylor, J., O’Hara, L., & Barnes, M. (2014). Health promotion: A critical salutogenic science. International Journal of Social Work and Human Services Practice, 2(6), 283–290.
University of the Sunshine Coast. (2013a). Graduate attributes. Retrieved from http://www.usc.edu.au/explore/vision/learning-and-teaching/graduate-attributes
University of the Sunshine Coast. (2013b). Principles informing assessment. Retrieved from http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures/assessment-courses-and-coursework-programs-academic-policy
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Wood, L., Thomas, T., & Rigby, B. (2011). Assessment and standards for graduate outcomes. Asian Social Science, 7(4), 12–17.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Taylor, J., Ashford, T., Shelley, K., Readman, K. (2019). Starting With the End in Mind: Future Focussed Curriculum in Health Promotion. In: Trimmer, K., Newman, T., Padró, F. (eds) Ensuring Quality in Professional Education Volume I. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-01096-6_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-01096-6_5
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-01095-9
Online ISBN: 978-3-030-01096-6
eBook Packages: EducationEducation (R0)