Curriculum 2010
Comprehensive Course Review Annual Course Review

Comprehensive Course Review

Comprehensive Course Review (every five years) reviews and analyses the entire academic program for an award; its regulations, structure (its units, major and minor sequences), currency of the curriculum, quality of teaching and learning, relevance of assessment tasks, fieldwork, projects and work experience, and any other aspects which comprise the award course.  The major focus is to review the course curriculum map (which shows how the learning outcomes and assessments contribute to the achievement of course learning outcomes), to review the level of engagement in learning experiences in all modes (and consider student retention and pass rates), and to monitor student perceptions of how all aspects of the course support their achievement of the course learning outcomes. Courses may be reviewed individually or in clusters. As part of the Curriculum 2010 project, all continuing courses and majors are to undergo comprehensive course review by 2010. For further information on the Course Review Policy, see

Tools and processes for Comprehensive Course Review

The comprehensive course review commences with the Needs Analysis Tool which captures a 360 degree perspective from key stakeholders including current students, recent graduates, employers and industry experts, and benchmarking partnerships. The Needs Analysis includes two surveys: eVALUate Graduate and eVALUate Employer. A third survey, to be developed through an ALTC-funded project will capture the course teaching team's self-reported capability to assess graduate attributes and employability skills in related professions. The Needs Analysis seeks to address key issues including: How might this course change and why? How can strengths be maintained, and issues addressed? For further information, see pdf file360-degree Feedback on Courses: Needs Analysis for Comprehensive Course Review. Click here for a sample pdf fileNeeds Analysis.

The Curriculum Mapping Tool shows all units in the course (the syllabus, learning outcomes and the Graduate Attributes to which they relate, assessment alignment with learning outcomes and the level of thinking they require (using Bloom’s taxonomy). The curriculum map also shows how and where the Graduate Attributes are contextualised, embedded and assessed throughout the course. For more information, see pdf fileMapping curricula: ensuring work-ready graduates by mapping course learning outcomes and higher order thinking skills. For a sample curriculum map see

The Assessment Matrix Tool provides staff with a visual representation of the types, timing and weighting of assessments across a course.

In parallel with Comprehensive Review of Courses, large service taught units are being reviewed by survey to avoid duplicating this process for each of the courses they service. Courses serviced by these large units will be consulted about their students' learning needs, and the extent to which they are being met by the unit in its current form. Service teaching unit coordinators (and colleagues) will be offered assistance to review unit outcomes and the strategies for achieving them. For an example of the Service Teaching Unit Survey distributed to stakeholders, please see pdf file Example Service Teaching Unit Survey.pdf

For more information on Comprehensive Course Review, contact Sonia Ferns.


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