Presented are a series of 8 questions that might serve as a starting point in focusing the analysis, interpretations, judgements and recommendations that may arise from your curriculum mapping process. For each of then8 primary questions we have included starter questions to focus attention on things to look for in your findings, other questions to focus interpretations, judgements and recommendation. In each case, the questions we’ve provided are just a start; you are encouraged to refine and supplement the questions we provide with others that represent your own programs’ context and purpose.
1) On which Graduate Attributes is programming focused?
Findings:
- Which Attributes are most often cited as being supported programming?
- Are faculty and students perceptions congruent?
Interpretation:
- What explanations might be offered as to explain any discrepancy between faculty and students’ perceptions?
Judgment:
- Of what relative importance is it for faculty members’ and students’ perceptions to be congruent?
Recommendation:
- What specific changes will you make to address the incongruence?
What other questions for findings, interpretations, judgements and recommendations will be pertinent to your own context?
2) Where are the focus attributes being best supported?
- In which courses?
- In which years?
- By what instructional methods?
- Assessed by what means?
Are instructional and assessment strategies aligned with intended learning and the purpose of the program
What other questions for findings, interpretations, judgements and recommendations will be pertinent to your own context?
3) Which Graduate Attributes are reported as getting the least attention?
- What are the quantitative differences between high and low profile attributes?
- Is there agreement among all stakeholders regarding the strengths and limitations of attribute support throughout the program?
The main deficiencies identified in university courses were not related to teaching and learning but to assessment practices (Quality Assurance Agency for Higher Education (2003)
What other questions for findings, interpretations, judgements and recommendations will be pertinent to your own context?