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History on trial: evaluating learning outcomes through audit and accreditation in a national standards environment

机译：审判历史：在国家标准环境中通过审计和认证评估学习成果

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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.
机译：本文使用对2011-2012年开展的历史课程的初审进行调查，以探讨在新兴的澳大利亚历史学科国家标准环境中，阈值学习成果（TLO）的实现问题。审计试图确定在澳大利亚历史协会（AHA）的主持下，由该学科管理的认证过程是否可以基于有限干预，“轻触式”的方法来评估TLO的达到程度。审核结果表明，只有更积极地干预现有的历史专业和课程，才能成功证明TLO的成功。必须使用与TLO相匹配的标题来设计，进行和评估所有历史教学水平的评估。期望学生证明从现有的教学和评估实践中获得了TLO，这是不现实的。 “轻触式”审核流程的失败表明，在国家标准制度下证明学生的学历将需要对课程进行根本性的重新开发。随着基于标准的教学方法逐渐成为国际现象，该案例研究在澳大利亚和正在调查的学科之外引起了共鸣。

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