IPA Implementation

The IPA Framework

The Faculty of Arts (FoA) IPA (Introduced, Practised, Assured) Framework is a structured approach for mapping Course Learning Outcomes (CLOs) across various stages of a course or program. It builds on TEQSA’s expectation of providing “clear information demonstrating where course learning outcomes are taught, practised, and assessed” (Standard 1.4.4), thereby adhering to TEQSA standards. (NOTE: For clarity and less ambiguity, we have reworded "taught" to "introduced" and "assessed" to "assured")

This IPA framework ensures that students gradually build competency, progressing from foundational understanding to advanced mastery throughout their degree. This progression assures TEQSA compliance, particularly in reference to:

  • Standard 3.1.3: Ensuring all learning outcomes are progressively achieved.
  • Standard 1.4.4: Demonstrating that all learning outcomes are assessed at unit and course levels.

Key benefits of the IPA Framework

  • Progressive skill development: The framework ensures students move through progressively complex tasks, allowing ample time to develop competencies before mastering higher-order skills. This gradual progression ensures that each Course Learning Outcome (CLO) and Major Learning Outcome (MLO) is sufficiently covered across units, adhering to TEQSA Standard 3.1.3.
  • Consistency across formats: The IPA framework is adaptable to various educational formats—Master’s, Bachelor’s, single units, or assessments—while maintaining alignment with TEQSA standards. This adaptability is essential to ensuring students, regardless of their study mode, achieve consistent outcomes (TEQSA Standard 3.1.4).
  • Alignment and compliance: The framework ensures clear mapping of CLOs and MLOs to Unit Learning Outcomes (ULOs) and assessments, maintaining alignment with the TEQSA Standard 1.4.3, ensuring appropriate assessment of student outcomes.

Implementing the IPA Framework will enable the Faculty of Arts to maintain a consistent and coherent progression of learning outcomes across all academic levels. This initiative will improve educational quality, align with TEQSA standards, and equip students with the skills necessary to tackle real-world challenges through continuous engagement with foundational, intermediate, and advanced competencies. Furthermore, this implementation will facilitate ongoing curriculum enhancement through regular monitoring, feedback mechanisms, and the potential integration of an IPA tool, thereby fostering a dynamic and responsive educational environment.

Definitions

Introduced (I)

Students are introduced to key concepts and foundational knowledge, focusing on comprehension, recall, and initial exploration. This should be directly mapped to the CLOs that the introduction of these elements prepares students for.

Practised (P)

Students actively engage with complex tasks, developing analytical, comparative, and evaluative skills through repeated practice. This should be directly matched to the CLOs that these activities help students prepare for. 

Assured (A)

Students demonstrate mastery and independence in applying, creating, and critically evaluating content, ready for real-world challenges and professional environments. These should be directly mapped to the CLOs that the student is demonstrating the ability to achieve at this level.

Implementation process

To effectively implement the IPA Framework, the following detailed steps should be undertaken:

1. Define learning outcomes

  • CLOs/MLOs should describe what students must achieve to be successful in a course, including specific, generic, employment-related, and life-long learning skills (TEQSA Standard 1.4.2).
  • Through unit design, break down each CLO/MLO into measurable ULOs, categorised by whether they are Introduced (I), Practised (P), or Assured (A) in the course context.
  • Ensure CLOs/MLOs and ULOs align with long-term learning objectives, meeting TEQSA compliance for progression and coherency.

2. Curriculum mapping

  • Creation of a curriculum map: This map must align ULOs with CLOs/MLOs and assessments, providing a visual representation of the learning progression throughout the course.
  • Visualise learning stages: Indicate where each ULO is Introduced (I), Practised (P), or Assured (A). This process ensures TEQSA Standard 3.1.1 for coherent course design is met.
  • Identify and address gaps: The map will highlight areas where CLOs may not be adequately addressed.
    • For example, if a CLO is not sufficiently covered in any unit, curriculum modifications, new activities or content can be introduced to fill the gap.
    • Regular reviews are essential to ensure the map remains updated and accurate.

Implementation timeline and responsibilities

The IPA Framework should be integrated into the curriculum design and review process at various stages:

When to implement

  • During new course design and development (e.g. DDI process)
  • Course reviews, re-accreditation, or revisions (typically every 3-5 years)
  • When developing new units or modifying existing ones
  • When designing assessment and/or activities

Who should implement

  • Course Directors/Heads of Department: Oversee the overall implementation and alignment of CLOs across the course. Ensure individual units align with the IPA progression.
  • Learning Design and Production Team (LD&P team): During curriculum mapping (e.g. DDI) or as general advisors/critical friends
  • Faculty Committees: Review and approve IPA alignment during course and unit approvals (e.g. FEC, Faculty Board, ASQC).
  • Unit Convenors: Apply IPA principles when developing content, activities and assessments.

How to implement

  1. Course (curriculum) mapping: Unit Convenors, in collaboration with Course Directors/Heads of Department and Professional staff, create an initial IPA map for the entire course, identifying where each CLO is Introduced, Practised, and Assured.
  2. Unit design: Unit convenors refer to the course map when designing or revising units, ensuring their ULOs and assessments align with the appropriate IPA stage.
  3. Content and assessment development: Through reference to the developed Curriculum Mapping, Unit convenors keep the IPA framework in mind when creating course materials and assessments, matching the level of complexity and depth to the intended IPA stage for each ULO.
  4. Regular review: Course Directors and unit convenors review the IPA mapping annually, adjusting as necessary to maintain alignment and progression.
  5. Documentation: All stakeholders document their use of the IPA Framework in course and unit outlines, ensuring transparency for students and external reviewers. Potential for this work to be conducted by an ‘IPA Officer’ service role, or in collaboration with Faculty Education Services.
  6. Process to be reviewed annually. A structured feedback loop ensures continuous improvement and refinement of the curriculum. Regular reviews and adjustments based on student performance and feedback ensure that the framework remains responsive to both faculty and student needs. This would significantly enhance the efficiency of IPA framework implementation and ensure continuous monitoring for alignment with TEQSA Standards 5.3.4, which emphasises monitoring and improving course delivery.

IPA Framework formula for CLO alignment

To ensure systematic alignment, the following formula should be applied for each CLO:

  • Formula: {CLO} is {Introduced, Practised, or Assured} in {Unit} as evidenced by {ULOs} and {Assessment}.
  • Example: CLO 4: Conceptualise, apply, analyse, synthesise, and evaluate historical information is Practised in AHIS2250, as evidenced by ULO 2: Contextualise the conditions under which disciplinary knowledge about ancient Egypt has been constructed and Review: Case study/analysis (30%).

This structured formula ensures consistent alignment of CLOs across all units, supporting TEQSA Standard 1.4.4, which requires assessment of outcomes across the course.