Quality assurance at CSU is a process that is undertaken on subject outlines and on examinations and tests, among other things. The brief overview on this page seeks to define aspects of quality in each of these two main areas. More comprehensive information is available from Subject Outlines Help.
TEQSA (2017) defines academic quality assurance as a
“demonstration or verification of a desired level of quality of an academic activity”.
Academic activity includes the areas of subjects, subject outlines and examinations and tests in CSU contexts. For these areas to be quality assured, there must be a defined standard of the quality expected and a judgment made on that quality. At CSU, there are a number of systems to ensure quality:
Click the headings below for further information on Quality Assurance of Subject Outlines and Examinations and Tests.
Subject Outlines must comply with Academic Senate Regulations including the Subject Outline Policy. The Subject Outline tool has a quality control (QC) function to assist compliance with policy and ensure complete and valid content. It also has a quality assurance (QA) work flow and functions to support production of high quality Outlines. Click here for detailed help on the Subject Outline Tool.
Consideration needs to be given to the source of material being placed in your Subject Outline. For further information on what you can include look in the Subject Outline Help.Subject Outlines Checklist is to help ensure you create quality and assure quality in subject outlines. You can use this checklist as you prepare your subject outline or as you quality assure an outline to ensure that you have included all the correct information with appropriate quality.
Assessment is a central part of student learning. What we ask students to produce and how we communicate it is key to student understanding of the requirements to pass a subject.
If students are to understand the standard you require them to reach to pass the subject or achieve higher grades, the criteria and standards must be explicit and easy to understand. This is not intended to limit what students can do but rather to provide a base level of achievement.
If we expect students to reference then we should clearly state what referencing is required and ensure that it is also in the marking criteria. This then is followed by teaching the practices we expect students to follow.
If there are minor issues which will not impact on student achievement in the upcoming session then they may be a long term goal to repair before delivering the subject again but if something in the subject outline impacts on students achievement it is advisable to fix it prior to delivery.
That is, not too formal, no excessive use of jargon and written in plain English. Further information can be found in the Subject Outline Help.
Quality Assurance of exam script aims to assure KPI10 (Quality assured examination script submitted to Division of Student Administration).
Validity of exam scripts should enable measurement of the achievements of skills intended to the achieved by the learning outcome. For example: if depth of knowledge is required to be assessed, then we need to design long answer/essay type questions with adequate direction. Reliability of exam script allows consistency in marking and to differentiate between the levels of the performance.