Useful AoL resources

Assessment methods for AOL purposes are classified as either direct or indirect. Direct measures of learning involve evidence gathered from student work that is directly observed and evaluated for individual performance behaviours or outcomes. On the other hand, indirect measures of learning gather evidence from sources that do not directly observe individual performance behaviours or outcomes. Below are some examples:

Direct Assessment Methods:

Course Assessments (measured through a rubric)

• Individual Oral Presentations
• Individual Reflection
• Individual Written Reports/ Essays
• Exams and Tests

Indirect Assessment Methods:

• Student Satisfaction surveys
• Employer surveys
• Alumni surveys
• Focus Group discussions

Useful Resources

Our Curriculum Development Managers collaborated with Learning Designers from our central Learning and Teaching Design Team | Ranga Auaha Ako to develop a Canvas site to assist Business School academics with the teaching and assessment of the Graduate Profile capabilities.

Note: The following resource is being updated to align with the new graduate profile.

Teaching and Learning Resources for the Graduate Profile Capabilities

Each module focuses on one Graduate Profile capability and follows the same structure:

• Definition of the Graduate Profile capability at different levels
  
• Teaching and learning resources for the capability, including example course learning outcomes
  
• Assessment resources, including exemplars and rubrics
  
• Feedback form for you to share any feedback on the module's contents
  

Once an assessment is identified to cover a specific graduate profile capability, the next step is to set up the relevant AoL rubrics. There are two methods to consider:

1. Integrating the AoL rubric(s) into the assessment’s original rubric

Below is a sample rubric for the Bachelor of Commerce that can be used to collect data for AOL purposes. Academic staff can align rubric descriptors with the context of their discipline or assessment or use them as they are. Marks can be assigned as appropriate.

Note: The following resource is being updated to align with the new graduate profile.

AOL Rubrics – Bachelor of Commerce

2. Adding the AoL rubric(s) underneath the original assignment rubric on Canvas. Using this method would not affect the grades of the students.

Note: The following resource is being updated to align with the new graduate profile.

Guide on importing AoL rubrics from Canvas outcomes

Consistent marking practices are essential for upholding the integrity, fairness, and effectiveness of the Assurance of Learning process. This would help to identify possible continuous improvement opportunities that may be related to the curriculum, teaching methodologies or assessment design.

If there is more than one AoL marker, moderation is critical. Please refer to the link below to learn more about AOL marking tips and strategies that can be applied to ensure consistency and reliability in the marking process.

Introduction to AOL marking

A collective approach should be taken to review and reflect on AoL data and identify opportunities for continuous improvement.

Below are some questions for consideration:

Are there any capabilities and indicators that have not met the target level (e.g., at least 80% of students Meets Standard or Exceeds Standard)? Any reasons for this result?

• Review any of the capabilities where 90% of students Meet Standard or Exceeds Standard. Please outline possible reasons for this. For example, were there any initiatives to better prepare the students? Any other factors - e.g., assessment review, marking and moderation process, inclusion or creation of additional content?
  
• Are there any observations re the distribution, e.g., if 90% of the students are exceeding the standard, how would you explain that?
  
• Is the assessment aligned with the level of the course?

Examples of AoL interventions for continuous improvement

Revision of Curriculum Content: Identify areas where student performance is weak and update the curriculum by incorporating additional relevant resources, ensuring students gain a better understanding of the core concepts, frameworks, tools, and theories in the discipline.

• Pedagogical Adjustments: Analyse teaching methods and instructional approaches used in courses to enhance student engagement and improve learning outcomes. This could involve incorporating active learning strategies, incorporating technology, or adopting different instructional techniques.
  
• Learning Resource Enhancement: Evaluate the availability and effectiveness of learning resources such as textbooks, online materials, and supplementary resources. Based on the assessment results, consider updating or adding new resources to support student learning.
  
• Assessment and Feedback: Review the assessment methods used to evaluate student learning and consider whether they align with the desired learning outcomes. Adjust assessment strategies to ensure they effectively measure student achievement and provide timely and constructive feedback.
  
• Integration of Real-World Applications: Assess if there is a need to integrate more real-world applications into the curriculum to enhance the practical skills and readiness of students for professional settings.

Please refer to the exemplar below:

Reflection samples for AoL Reporting

The University of Auckland Business School has Triple Crown accreditation from AACSB International, EFMD-EQUIS and AMBA. We are also a signatory of the UN PRME.

Please refer to the Business School accreditations page to learn more about our accreditations.

Quality Assurance Accreditation

There are two major bodies who oversee quality assurance in New Zealand Universities:

The Committee on University Academic Programmes (CUAP)
Academic Quality Agency for New Zealand Universities (AQA)