Using Programmatic Assessment to Design an Integrated Curriculum
Paper
Paper/Presentation Title | Using Programmatic Assessment to Design an Integrated Curriculum |
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Presentation Type | Paper |
Authors | Baillie, Justine, Kist, Alexander and Hills, Catherine |
Article Number | 2400571 |
Number of Pages | 9 |
Year | 2024 |
Place of Publication | United States |
Digital Object Identifier (DOI) | https://doi.org/10.13031/aim.202400571 |
Web Address (URL) of Paper | https://elibrary.asabe.org/abstract.asp?aid=54936 |
Web Address (URL) of Conference Proceedings | https://elibrary.asabe.org/techpapers.asp?confid=ana2024 |
Conference/Event | American Society of Agricultural and Biological Engineers Annual International Meeting (ASABE 2024) |
Event Details | American Society of Agricultural and Biological Engineers Annual International Meeting (ASABE 2024) Parent American Society of Agricultural and Biological Engineers Annual International Meeting, ASABE Delivery In person Event Date 28 to end of 31 Jul 2024 Event Location Anaheim, CA, United States Event Web Address (URL) |
Abstract | Engineering teaching programs in Australia face the challenge of delivering an increasing breadth of graduate outcomes related to the development of T shaped graduates (Crosthwaite, 2021) and addressing the breadth of the 2021 International Engineering Alliance’ Graduate Attributes and Professional Competencies without compromising previous technical expertise standards or increasing the volume of learning required from an undergraduate program. This paper outlines how the University of Southern Queensland has adopted a programmatic assessment approach to efficiently and effectively design for, and assure the breadth and depth required, of a set of complex graduate learning outcomes. The case study will discuss both the process for undertaking a programmatic assessment design approach to facilitate major curriculum renewal and the enablers required to facilitate the program redesign. Use of a programmatic assessment approach has provided an elegant and comprehensive framework for delivering learning and assessment against the program learning outcomes for UniSQ’s nested suite of undergraduate engineering programs. The design provides multiple, scaffolded opportunities to develop complex, T shaped graduate skills and clearly articulates the intent to students, academics and external stakeholders. |
Keywords | Programmatic assessment; Integrated curriculum; Program Design |
Contains Sensitive Content | Does not contain sensitive content |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | University of Southern Queensland |
https://research.usq.edu.au/item/z89xx/using-programmatic-assessment-to-design-an-integrated-curriculum
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