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

Autor/inn/en	Brawley, Sean; Clark, Jennifer; Dixon, Chris; Ford, Lisa; Nielsen, Erik; Ross, Shawn; Upton, Stuart
Titel	History on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment
Quelle	In: Teaching & Learning Inquiry, 3 (2015) 2, S.89-105 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	National Standards; Audits (Verification); History; Majors (Students); Scoring Rubrics; History Instruction; Accreditation (Institutions); Foreign Countries; National Organizations; Intervention; Curriculum Development; Teaching Methods; Learning Processes; Case Studies; Educational Quality; Quality Assurance; Educational Improvement; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Scoring formulas; Auswertungsbogen; History lessons; Geschichtsunterricht; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Qualitätssicherung; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Australien
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 "light-touch" 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. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01