Publication Date

2015

Abstract

There are a number of implications of recent imperatives in the Australian higher education sector to ensure that all institutions offering coursework degrees have clearly defined graduate learning outcomes, mapped against individual units of study. The implications in terms of providing evidence that graduate learning outcomes have been met presents challenges for institutions and disciplines. In this chapter, we consider the consequences of regulations in the broader context for the discipline of music, and report on some of the findings of the Assessment in Music project (AiM), which has explored the constructive alignment between assessment and learning outcomes statements of various kinds at the Bachelor degree program level.

School/Institute

School of Education

Document Type

Book Chapter

Access Rights

ERA Access

Access may be restricted.

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