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Research describes how generalized learning outcomes for undergraduate study and criterion-based standards can be derived and used for consistent grading. Results indicate current practice often assesses at the subject level, which misaligns with course or institutional intentions. The study proposes assessment tasks and constructive alignment across subjects, curriculum, and outcomes using the assessment transparency framework, supporting movement from “as-is” toward an “ideal” higher education system.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-assessment-of-learning-outcomes-in-australia-finding-the-holy-grail/590660/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-assessment-of-learning-outcomes-in-australia-finding-the-holy-grail/590660.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about learning outcomes assessment in Australia?","Question",{"text":112,"@type":113},"It explains that although universities document learning outcomes, assessment is usually done at the subject level and often does not align well with course- or institution-level outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the national framework intended to support assessment?",{"text":117,"@type":113},"It aims to enable consistent criterion-based assessment of student attainment across competence levels, improve comparability of tasks and grades across disciplines, and support performance indicators at discipline, course, and institution levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does the assessment transparency model (ATM) play in the paper?",{"text":121,"@type":113},"The discussion uses the ATM to interpret current conditions and to guide what is needed to move learning outcomes assessment toward a fully implemented “ideal” across higher education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590660,1792230501,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nJanuary-March 2017, Vol. 3, No. 1, pp. 1–19 DOI: 10. 1177/2332858416688904  \n© The Author(s) 2017. [http://ero.sagepub.com](http://ero.sagepub.com)  \nThe Assessment of Learning Outcomes in Australia: Finding  \nthe Holy Grail  \nLinley Martin  \nMarian Mahat  \nUniversity of Melbourne  \nSince 2009 there has been increased interest in Australian universities’ ability to demonstrate that their students have acquired knowledge and skills as specified by them in the form of graduate attributes or institutional learning outcomes. This paper describes research undertaken in Australia to identify a comprehensive set of generalized learning outcomes for undergraduate study and a set of criterion-based standards to assist in grading of achievement of those outcomes. It was discovered that although Australian universities document institutional-and course-based learning outcomes for their programs, they generally do not assess students at this level. Instead, the majority of assessment of learning outcomes is at the subject level, and frequently these outcomes do not align well with the course-or institutional-based outcomes that have also been specified. In spite of this, it appears possible to identify generalized assessment tasks for subjects and use constructive alignment between subjects, course curriculum, and chosen course-based learning outcomes, which could be used to reliably measure course outcomes and compare results between universities. These developments are framed in terms of the assessment transparency framework, which provides insight into the current “as-is” situation as well as an indication of what is needed to move learning outcomes assessment toward a fully implemented “ideal” across the higher education sector.  \nKeywords: learning outcomes, assessment, higher education quality, learning and teaching  \nAround the world, there is increased pressure for higher education institutions to demonstrate accountability with respect to their students’ learning outcomes. However, finding solutions on how to assess the attainment of such outcomes in a way that is comparable between institutions or between disciplines within institutions remains elusive. Infact, the quality of teaching and learning in higher education is still being assessed using largely surrogate measures for learning without reference to what students know and can do as a result of their studies.  \nSignificant progress has been made in specifying sector or institutional learning outcomes and measuring their achievement in many countries, such as Canada, China, Germany, Russia, and the United States, to name a few (see Coates, 2014) . However, Australian higher education appears to be falling behind internationally. Although there has been some success at defining learning outcomes at an institutional level, their assessment remains problematic. This is partly due to the large degree of autonomy Australian university teaching staff have in the design and assessment of courses; the lack of use of generalized testing programs, such as those used in other countries; and the common use of a bottom-up, subject-based model for specifying and assessing learning outcomes.  \nThis paper describes research undertaken in Australia to specify a set of generalized learning outcomes for undergraduate courses at the national level. The research is twofold. First, it analyzes and synthesizes institutional-level statements made by Australian public universities on graduate capabilities. Second, based on the synthesis, a set of associated statements of standards for each of the learning outcomes is developed to form a basis of a national framework for their assessment. The objectives of the national framework are to enable criterion-based assessment to be used consistently to measure individual student attainment of these outcomes at different levels of competence, build comparability of local achievement assessment tasks and grades across a range of disciplines, and ","cbCaivJoMPb2BEWs","https://ap.wps.com/l/cbCaivJoMPb2BEWs","pdf",928807,"English","# Background and problem statement\n## Australian context and assessment challenges\n# Research approach\n## Developing generalized learning outcomes\n## Building criterion-based standards\n# Proposed framework\n## Constructive alignment across curriculum\n## Assessment transparency model (ATM)\n# Expected impacts and implementation considerations","[{\"question\":\"What problem does the paper address about learning outcomes assessment in Australia?\",\"answer\":\"It explains that although universities document learning outcomes, assessment is usually done at the subject level and often does not align well with course- or institution-level outcomes.\"},{\"question\":\"How is the national framework intended to support assessment?\",\"answer\":\"It aims to enable consistent criterion-based assessment of student attainment across competence levels, improve comparability of tasks and grades across disciplines, and support performance indicators at discipline, course, and institution levels.\"},{\"question\":\"What role does the assessment transparency model (ATM) play in the paper?\",\"answer\":\"The discussion uses the ATM to interpret current conditions and to guide what is needed to move learning outcomes assessment toward a fully implemented “ideal” across higher education.\"}]","The Assessment of Learning Outcomes in Australia: Finding the Holy Grail | PDF",1792070149,48]