Education and Information Technologies

, Volume 21, Issue 2, pp 401–423 | Cite as

Towards a framework for aligning learning outcomes, academic literacies and assessment criteria

  • Robert Dew
  • Andrzej Goscinski
  • Jo Coldwell-Neilson


Although Australian students spend three or more years studying they can seem quite unaware of any of the expected learning outcomes of their course. They are often single unit focused, paying most attention to individual assessment items thus not developing a holistic view of their course. This paper presents a theoretical framework to support staff and students to recognise, scaffold and achieve learning outcomes and academic skills at unit level and to recognise how these contribute to course and graduate learning outcomes, within the boundaries of Australian university and professional accreditation requirements. A case study is described that demonstrates the manual implementation of the framework. The complex nature of the implementation suggests that a software solution is required to ease the process and ensure the resulting mapping will have some longevity by being maintainable.


Graduate learning outcomes Assessment Academic literacies Scaffolding learning Mapping framework Australian university students 


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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  • Robert Dew
    • 1
  • Andrzej Goscinski
    • 1
  • Jo Coldwell-Neilson
    • 1
  1. 1.School of Information TechnologyDeakin UniversityGeelongAustralia

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