Academic Evidence for Content Mapping
Most academics agree that that some level of content mapping to establish the comparability of learning outcomes and learner/graduate attributes between two qualifications/courses is central to determining credit transfer decisions (advanced standing).
Academic Evidence for English Language Intensive Courses for Overseas Students (ELICOS)
Since July 2011 the English Language Intensive Courses for Overseas Students (ELICOS) National Standards framework has been a legislative instrument under ESOS to protect the sector and ensure certain requirements are met before English language providers are registered and that they maintain these requirements throughout the course of their registration.
To enable ELICOS EAP course outcomes to be benchmarked for equivalent entry into particular SCU courses the following curriculum evidence and information is required:
- Course/program title and code (being the complete nomenclature as it appears on a Transcript).
- Summary of any required entry requirements (e.g. minimum English language proficiency; prerequisite skills/prior knowledge; and subjects or qualifications;
- Minimum volume of learning (pdf) (in hours per week and total);
- Course/program rules/structure, sequence of units/subjects to be studied and a summary of learning aims and objectives;
- Summative assessment matrix/rubrics for final exit assessment items (whether they be an essay, written or spoken assessment);
- For each summative/final assessment item provide three examples of fails, three of just pass (credit) and three high standards (high distinction/distinction);
- Is the course/program NEAS accredited, or is the organisation an Australian University or private Higher Education Provider (HEP);
- Is the course/program Nationally accredited under the Australian Skills Quality Authority (ASQA), or the Tertiary Education Quality and Standards Agency (TEQSA); and
- The name of any other Australian University that has established the course/program as meeting its English Language entry criteria and provide the English language proficiency outcome established by the University, comparable to IELTS or TOEFL at course completion for particular grades achieved;
Academic Evidence for accredited qualifications/courses
Formal learning within a nationally/regionally recognised accredited qualification/course is a structured program which includes elements of teaching, learning and assessment and provides a person with a qualification on completion. Accreditation is confirmation that the qualification/course meets national/regional quality assurance requirements and established industry, enterprise, educational, legislative or community need.
The implementation of the new strengthened Australian Qualifications Framework (AQF) provides alignment between AQF levels and International Qualifications Frameworks and has considerably diminished the range and complexity of academic evidence needed to map between accredited qualifications and courses and SCU courses (Awards).
The Diploma, Advanced Diploma, Associate Degree, Bachelor Degree, Bachelor Honours Degree, Graduate Certificate, Graduate Diploma, Masters Degree and Doctoral Degree qualifications are accredited in the Higher Education sector. If you would like information about any of these qualifications and the organisations authorised to issue them, (either a university or a non self-accrediting higher education provider), click on the Tertiary Education Quality Standards Agency (TEQSA) National Register of Higher Education Providers for your search.
When mapping these accredited AQF qualifications/courses to an SCU course of the same or similar study discipline, slender curriculum of minimum length and complexity is required:
- Nationally Recognised course code and name (being the complete nomenclature as it appears on the Testamur or Certificate;
- CRICOS code and English language proficiency entry requirement (if applicable);
- One of the following academic documents:
- the vocational National Training Package containing details about the qualification entry requirements and prerequisites, packaging rules, structure, core and elective units of competency and their learning and assessment outcomes and employability skills or graduate attributes (available from the training.gov.au website); OR
- the VET Accredited Course Curriculum containing details about the course entry requirements and prerequisites, rules, structure, core and elective units of study and their learning and assessment outcomes (available from the relevant training developer as listed on the training.gov.au website); OR
- the Higher Education Curriculum containing details about the qualification entry requirements and prerequisites, rules, core and elective units of study and their learning outcomes and employability skills from the relevant Higher Educational Provider (HEP), as listed on the (TEQSA) National Register of Higher Education Providers.
Pages 107 - 109 of The Australian Qualifications Framework Second Edition January 2013 provide information on the principles and processes for the alignment of the AQF with International Qualifications Frameworks. In Australia, international alignment of the AQF with other national or regional qualifications frameworks is undertaken by the Australian Government, the Australian Qualifications Framework Council and the AQF International Alignment Committee.
The latter is responsible for undertaking the technical alignment of the AQF with other nations or regions and includes representation from a range of peak bodies, qualification developers, quality assurance authorities and experts, including Australian Education International - NOOSR.
AEI-NOOSR provides official information and advice on the comparability of overseas qualification levels using the AQF as the benchmark. The SCU International Office access this information via Country Education Profiles (CEP Online). If the country/program does not appear in CEP Online, SCU International will refer to the UK NARIC database to determine a UK comparison, and then convert the UK result to an Australian equivalent using CEP online.
The outcome is provided to SCU Course Coordinators as a guide to the comparable AQF level of an overseas qualification. When mapping International qualifications/courses that have been assessed via (CEP) Online to an SCU course of the same or similar study discipline, slender curriculum of minimum length and complexity is required:
- Qualification level, course code and course name (being the complete nomenclature as it appears on the Transcript)
- Total equivalent full-time duration of study;
- Confirmation about international courses being delivered and assessed in English (if applicable)
- Curriculum describing:
- the course entry requirements (admission requirements and prerequisite skills, subjects or qualifications);
- the course rules and structure, including the sequence of core and elective subjects;
- the learning outcomes and assessment methods for each subject in the course; and
- Details regarding course currency and scheduled course review period.
Academic evidence for non accredited courses/programs
Non formal learning within a Non-accredited course or professional development program does not lead to a nationally/regionally recognised qualification. These courses or programs are built around organisational, group or individual training needs and contain a structured program of teaching and may or may not include assessment.
If a short course or professional development program is described as 'non-accredited', the Course Coordinator will need to:
- establish equivalence to the AQF benchmark by identifying where the short course/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 unit, subject or module of study; and
- identify if there is sufficient correlation of the study disciplines, learning outcomes and learner attributes.
Detailed curriculum of thorough length and complexity is required:
- Course/program title and code (being the complete nomenclature as it appears on a Statement of Attendance or Participation).
- Detailed course/program descriptor, including summary of entry requirements (e.g. prerequisite skills, subjects or qualifications; minimum language, literacy and numeracy (LLN) requirements; and English language proficiency);
- Minimum volume of learning and assessment (pdf)
- Course/program rules, structure, majors/specializations and sequence of subjects or modules to be studied;
- Detailed outline about the depth and relative complexity of the learning and assessment outcomes, skills sets, performance criteria and research elements within each subject;
- Summary of employability skills or learner/graduate attributes (if available);
- List of study materials, learning resources and text requirements;
- Information about assessment guidelines, benchmarks and approaches including the context of assessment (environments, equipment, types of resources that must be available and if any interaction is necessary with others such as clients, team members or the general public etc.);
- Summative and formative assessment matrix (identifying curriculum scenarios and assessment/evidence gathering techniques for each learning outcome within a subject or module;
- If applicable, provide validation of assessment only practices such as recognition of prior learning (RPL) tool(s), including student instructions, questions and assessor guide, with sample responses;
- Statement addressing the course/program learning and assessment continual improvement strategy;
- Statement regarding course currency and usual course review period;
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
Still have questions, contact us