The Good Practice Guides serve as a quick reference guide for those undertaking curriculum design, renewal, review, and evaluation activities. Although developed for use within occupational therapy, the key principles described in the Guides have relevance for other health professions and curriculum development and renewal more broadly. Cases accompany many of these Good Practice Guides.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Results may be sorted filtered by keywords.
777 resources found.
The B Factor Project: Understanding Academic Staff Beliefs about Graduate Attributes
RMIT University
2009
CQUniversity Australia, Murdoch University, The University of New South Wales, The University of Sydney
What's Happening in Assessment?
Australian Learning and Teaching Council Limited
2010
Building Capacity Among Emerging Occupational Therapy Academic Leaders in Curriculum Renewal and Evaluation at UQ and Nationally
The University of Queensland
2011
Developing a Model for Interprofessional Education during Clinical Placements for Medical and Nursing Undergraduate Students
Griffith University
2011
Student Assessment for Learning In and After Courses
University of Technology, Sydney
2010
Catholic University Leuven, Griffith University, Oxford Brookes University, The University of Edinburgh, The University of Melbourne, The University of Sydney, University of Wollongong
The web site is a rich source of information and inspiration for those setting, designing or redesigning, assessment tasks. It indicates the purpose for the materials, making it clear that the content is relevant for experienced teachers and educational developers and that the site is not designed for those seeking an introduction to assessment. The site contains only minimal information on items such as rubrics and marking schemes. This is not a deficiency; rather it is a reinforcement of the purpose of the site which is to facilitate change in the emphasis on assessment of current learning to assessment that values self-directed, self-managed and self-evaluated learners.
The web site is organised around the key principles of engaging students, setting authentic activities, scaffolding students in designing some assessments, setting integrative tasks, fostering learning and judgement, modelling and practice, working with peers, as well as giving and receiving feedback. Each section succinctly describes a principle, provides a brief articulation of how it could be implemented and then has a link to discipline examples.
The section titled "Towards informed judgement" is a particularly useful one and worth reading. The range of discipline examples for assessment for future learning is limited because only a few teachers are engaging with this issue. There are highly relevant literature references on assessment practices for future learning attributes.
The reader should also download the well-written synthesis of where assessment practices should be heading over the coming years, "Assessment 2020: Seven propositions for assessment reform in higher education".
Creating Accessible Teaching and Support (CATS)
University of Tasmania
2010
Deakin University, Flinders University, La Trobe University, Macquarie University, Murdoch University, The University of Adelaide, The University of Melbourne, University of Ballarat
Developing and Disseminating Team Skills Capacities Using Interactive Online Tools for Team Formation, Learning, Assessment and Mentoring
The University of Queensland
2011
RMIT University, The University of Melbourne, The University of Western Australia, University of Southern Queensland, University of Technology, Sydney
Measuring Student Experience: Relationships between Teaching Quality Instruments (TQI) and Course Experience Questionnaire (CEQ)
The University of Melbourne
2011
Results of course experience questionnaires (CEQ) provide Australian tertiary institutions with valuable information on perceptions of their courses. Institutions also survey their students at subject level. This study aimed to determine the degree to which responses recorded on subject level Teaching Quality Indicators (TQI) are related to the CEQ, and whether TQI responses anticipate subsequent CEQ responses. This study found that TQIs at different institutions are not designed in a consistent manner and that only a small portion of the CEQ responses could be predicted by these TQI. The research established that course characteristics such as: the level of the degree, the Faculty and Department in which the course was taken, the course description, the industry and duties of those who have found employment after completing their course, all strongly influence the CEQ.
Australian Council for Educational Research, Flinders University, Graduate Careers Australia, University of Tasmania, University of Wollongong
Coalface Subject Coordinators: The Missing Link to Building Leadership Capacities in the Academic Supply Chain
Deakin University
2011
Edith Cowan University, University of Southern Queensland, Victoria University
Building Team for Quality Learning in Clinical Placement
The University of Adelaide
2011
Includes resources:
- A guide to using team management systems (tms) for learning and teaching quality improvement in health care teams
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Flinders University, Safework SA, The University of Adelaide, University of New England
Good Practice Report: Curriculum Renewal
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on curriculum renewal. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
Queensland University of Technology
Good Practice Report: Student Transition into Higher Education
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on student transition into higher education. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
Deakin University, University of South Australia
Good Practice Report: Technology-Enhanced Learning and Teaching
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on technology-enhanced learning and teaching. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
Embedding and Sustaining Leadership Development for Curriculum Leaders through Tailored Support during Curriculum Review and Renewal
University of Tasmania
2011
University of Ballarat, University of Technology, Sydney
Rethinking Assessment in the Participatory Digital World: Assessment 2.0
RMIT University
2011
The University of Adelaide
'Seeing' Networks: Visualising and Evaluating Student Learning Networks
University of Wollongong
2011
Murdoch University, RMIT University, The University of Queensland, University of British Columbia (Canada)
Subject Coordinators: Leading Professional Development for Sessional Staff
University of Wollongong
2011
Australian Catholic University, University of Technology, Sydney, University of Western Sydney
Indigenous Teaching and Learning at Australian Universities: Developing Research-Based Exemplars for Good Practice
The University of Melbourne
2011
This Fellowship aimed to provide practitioners in the field of Indigenous teaching with a set of ‘research-based, practical exemplars for good practice’. Fifteen suggested approaches to indigenous teaching are provided on the fellowship website which also includes a comprehensive resources section.
Building Course Team Capacity to Enhance Graduate Employability
Curtin University
2011
RMIT University, University of Southern Queensland, Victoria University
2010 Grants Scheme: Projects Funded
Australian Learning and Teaching Council Limited
2010
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