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Academic Evidence for Content Mapping

Some level of evidence based content mapping is central to recognising knowledge, skills and experiences (learning outcomes and English proficiency) gained through learning or working. These checklists provide some useful information about what to include with a pathway application.

Australian English Language Courses for Overseas Students (ELICOS) Evidence Checklist

ELICOS programs are highly regulated and designed for student who require intensive English language training before commencing academic studies in Australia. Intensive means a minimum of 20 hours of scheduled classes involving face-to-face contact hours of English language instruction. So the evidence we require to benchmark levels of achievement or proficiency accounts for this and numerous other important requirements.

Australian providers of ELICOS programs should submit the following evidence:

  1. A Transcript/Statement of Results showing the full course name, CRICOS code and the marking or grading system;
  2. Current membership with NEAS (if applicable);
  3. Evidence from an Australian University confirming the IELTS comparable exit test scores by grade-level clusters that meet the minimum English language proficiency requirements for entry into a degree program (if applicable);
  4. Course Curriculum describing:
    • entry requirements (prerequisite English proficiency score);course outline (the sequence of core and elective units/subjects, total duration of study and minimum class hours per week, involving face-to-face instruction:
    • unit/subject outlines (subject aims and learning and assessment outcomes);
    • study materials (learning and technology resources and text book requirements);
    • teacher qualifications and experience;
    • strategies for monitoring student progress;
    • the summative assessment matrix/rubrics for final exit assessment items (whether they be an essay, written or spoken assessment); and
    • for each summative assessment provide three examples of fails, three of pass, and three high standards (credit to distinction).

International English Language Courses, Preparation or Foundation Year Evidence Checklist

International providers of English language courses are designed for student who require targeted English language training in an overseas location. University preparation or International Foundation Year programs are designed for students who require training in English language and academic skills for university (self-management, learning, literacy, numeracy, academic integrity and critical reading, thinking and writing).

International providers of these English language and other preparation/foundation programs should submit the following evidence:

  1. A Transcript/Statement of Results showing the full course name, CRICOS code and the marking or grading system;
  2. Current registration as an educational institute through a relevant accrediting body in home country;
  3. Current membership with NEAS (if applicable);
  4. Evidence from an Australian University (or equivalent in an English speaking country) confirming the IELTS comparable exit test scores by grade-level clusters that meet the minimum English language proficiency requirements for entry into a degree program (if applicable);
  5. Course Curriculum describing:
    • entry requirements (prerequisite subjects, qualifications or English language proficiency score);
    • course outline (the sequence of core and elective units/subjects, total duration of study and minimum class hours per week, involving face-to-face instruction:
    • unit/subject outlines (subject aims and learning and assessment outcomes);
    • study materials (learning and technology resources and text book requirements);
    • teacher qualifications and experience;
    • strategies for monitoring student progress;
    • the summative assessment matrix/rubrics for final exit assessment items (whether they be an essay, written or spoken assessment); and
    • for each summative assessment provide three examples of fails, three of pass, and three high standards (credit to distinction).

Australian Qualifications Framework accredited courses/qualifications Evidence Checklist

The Australian Qualifications Framework (AQF) is the national policy for regulated courses and qualifications in Australia, encompassing higher education, vocational education and training and schools. Formal learning within a nationally recognised, accredited course or qualification provides a person with a qualification or award on completion. Accreditation is confirmation that the qualification/award meets Australian quality, industry, educational and legislative requirements.

As the AQF specifies learning outcomes for each AQF level and qualification type and the requirements for issuing qualifications, the range and complexity of academic evidence required is minimal.

Australian Registered Training Organisations (RTOs) e.g. TAFE and Higher Education Providers (HEPs) e.g. universities should submit the following evidence:

  1. A Testamur/Certificate showing the full course name, code and if applicable, the CRICOS code;
  2. A Transcript/Statement of Results showing the marking or grading system;
  3. If applicable, evidence from an Australian University confirming credit amounts awarded into a degree program; and
  4. Course Curriculum or URL link to the vocational qualification on the National Register of VET, describing:
    • entry requirements (prerequisite skills, subjects or qualifications);
    • course outline (the sequence of core and elective units/subjects, total duration of study and credit points);
    • unit/subject outlines (subject aims and learning and assessment outcomes); and
    • internship/industry placement outline, including hours and level of learning, if applicable;

Internationally accredited courses/qualifications

The Australian Qualifications Framework Second Edition January 2013 provides information on the principles and processes for the alignment of the AQF with International Qualifications Frameworks, developed by the Australian Government, the AQF Council and the AQF International Alignment Committee. The latter undertakes the technical alignment of the AQF with other nations or regions and includes representation from quality assurance authorities and other experts such as Australian Education International, able to advise on the comparability of overseas qualification levels using the AQF as the benchmark.

Internationally accredited institutes (vocational colleges or higher education providers e.g. a university) should submit the following evidence:

  1. A Testamur/Certificate or Statement of Participation/Attendance, showing the full course name and code;
  2. A Transcript/Statement of Results showing the marking or grading system;
  3. If applicable, evidence from an Australian University (or equivalent in an English speaking country) confirming credit amounts awarded into a degree program; and
  4. Curriculum describing:
    • entry requirements (prerequisite skills, subjects or qualifications);
    • course outline (the sequence of core and elective units/subjects, total duration of study and credit points);
    • unit/subject outlines (subject aims and learning and assessment outcomes);
    • internship/industry placement outline, including hours and level of learning; and
    • confirmation of whether learning and assessment occurs in English.

Non-accredited Australian and International programs

Non-formal learning within a Non-accredited course or professional development program does not lead to a qualification. These programs are built around organisational, group or individual training needs. They may include a structured program of teaching and learning, but may not include assessment. Detailed curriculum of thorough length and complexity is required to:

  • establish equivalence to the AQF benchmark, by identifying where the program fits within the AQF levels summaries, learning outcomes criteria and qualification type descriptors;
  • consider the relative volume of learning and depth of knowledge/skills within each module of learning; and
  • identify if there is sufficient correlation in terms of cognate disciplines and learning outcomes.

Non-Accredited Program Evidence checklist

An organisation delivering a non-accredited short course, seminar or professional development program should submit the following evidence showing:

  1. A Statement of Attendance or Participation showing the course/program name;
  2. If applicable, evidence from an Australian University (or equivalent in an English speaking country) confirming entry and/or credit amounts awarded into a degree program; and
  3. Curriculum describing:
    • entry requirements (prerequisite skills, subjects or qualifications and minimum language, literacy and numeracy (LLN) requirements, including English language proficiency);
    • course outline (the sequence of core and elective units/subjects, minimum Volume of Learning, total duration of study;
    • unit/subject outlines (subject aims, learning and assessment outcomes and graduate attributes or employability skills);
    • study materials, learning and technology resources and text book requirements;
    • the context of learning (environments, equipment, forms of communication and if any interaction is necessary with others such as clients, team members or the general public etc.);
    • teacher qualifications and experience;
    • strategies for monitoring learner progress;
    • guidelines for evaluation, including evidence gathering techniques towards formative assessment (such as scenarios and role play with sample responses, group or self evaluations, general feedback or testimonials; and
    • the course/program continual improvement strategy; and
    • A summative assessment matrix (if applicable).

What if documents are not in English?

Non-English documents must be accompanied by an authorised English translation. For further information view Translation of Non-English Documents

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