A disjointed incremental discourse to visualise assurance of learning

Abstract

This study reports on observation and validation of Assurance of Learning (AoL), as required by the University of Sydney Business School as part of its participation in the Association to Advance Collegiate Schools of Business (AACSB) International accreditation process. A design-based methodology was adopted embedding a dialogic concept mapping process to observe and assess student responses to various integrated assessment tasks against a range of pre-defined learning objectives. As the mere statement and attainment of learning goals at a program level cannot of themselves validate learning, but more reflect the “assurance of the opportunity to learn”, a broader understanding of AoL was assessed embracing curriculum management through the contemporaneous analysis of the taught curriculum with a focus on content delivery, sequencing and context; teaching proficiency through the contemporaneous identification and immediate rectification of teaching issues; and cognitive progression and retention through the contemporaneous assessment of changes in student understanding. In order to ensure focus, the validation process centred on assessment of discipline specific threshold concepts of ‘auditor independence’ and ‘true and fair view’, assessing the linking phrases in the student developed concept maps for relevance to the discipline, relevance to the question and for linguistic acceptability. Although the study focused on higher education institutions seeking accreditation with bodies like AACSB it contributes to a range of additional theories, including dialogic concept mapping, threshold concepts, the practice of assessment using Biggs SOLO Taxonomy in the analysis of linking phrases and feedback through the implementation of a dialogic concept mapping process to enhance learning through the contemporaneous rectification of misconceptions. It also provides insights for institutions involved in the teaching and assessment of English as Second Language and Second Language writers.