Topic outline

  • Part Two Standard 6: Assessment

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    The course provider demonstrates that the course adopts an approach to assessment that is suited to the nature of the learning experiences and comprehensively linked to the attainment of the graduate competency outcomes. 

    Assessment
    Criteria Linkages Suggested Evidence
    6.1 That graduates have achieved each graduate competency outcome on completion of the course 4.5, 5.1-5.4, 6.3 1. Map or table showing alignment between the course content (including clinical experience), assessment activities and the relevant graduate competency outcomes (M)
    2. Course outcome data (M) (R)
    3. Employer satisfaction data (M) (R)
    6.2 That the type, level and number of formative and summative assessments give the student and the course provider valid, reliable and timely indications of the progress of the student towards the achievement of the graduate competency outcomes.  1.10, 2.3-2.6, 3.1, 3.3-3.4, 4.8, 5.1-5.3, 6.1, 6.3, 7.4-7.5 4. Copy of course and subject outlines (M)
    5. Process fo providing progress information ot students. 
    6. Student satisfaction data (M) (R)
    6.3 That the variety of formative and summative assessment types and tasks used across the course enhance individual and collective learning.  1.10, 4.5, 5.7, 6.1-6.2 7.  Student satifaction data (M) (R)
    8. Course outcome data (M) (R)
    6.4 A variety of assessment contexts are used to ensure the demonstration of competency in a diverse range of clinical settings and cases Nil 9. Description and examples of the range of assessment contexts used. 
    10. List of the clinical settings and cases used to ensure relevant graduate competency outcomes are achieved. 
    6.5 Assessment is conducted in the clinicla context to establish the consistent demonstration of the combination of skills, knowledge, behaviours that underpin quality sonographic practice Nil 11. Description and examples of formative and summative assessments undertaken in the clinical context. 
    6.6 That procedural fairness, validity, reliability, and transparency of assessment is assured Nil 12. Assessment policies and processes (M) 
    13. Validation models for assessment 
    14. Processes used to ensure the reliability of the assessments (For example independent practical assessments). 
    6.7 That the course provider remains ultimately accountable for the assessment of studnets in relation to all clinical assessment. Nil 15. Arrangements to ensure the quality of clinical assessments. 
    16. Moderation activities related to clinical assessments
    6.8 Grading policies and explicity grading criteria must be available to the student and linked to the course learning and performance objectives. Nil 17. Grading policies and processes 
    18. Grading criteria, and evidence that they have been provided to students. 
    19. Explanation of how the grading criteria link to learning and performance objectives. 
    6.9 That credit transfer and the recognition of prior learning (RPL) is consistent with both the AQF and the expected outcomes of relevant regulatory authorities Nil 20. Credit transfer/RPL policies 
    21. Description and examples of how curriculum is 'matched' to determine credit (M)
    22. Description and examples of how competence in assessed to determine RPL (M)
    23. Documentation that identified credit transfer and RPL outcomes (M) (R)
    24. Examples of successful and unsuccessful credite and RPL applications (M) (R)
    6.10 That equivalence of course outcomes for courses accredited by ASAR and delivered by the course provider in all delivery modes in which the course is offered (courses delivered on campus or in mixed mode, by distance or by e-learning methods).  NIl 25. Description and examples of processes to ensure equivalence of course outcomes. 
    26. Evidence that the outcomes from different delivery modes are equivalent (M)


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