Your SlideShare is downloading. ×
Learning outcomes: support for learning?
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Learning outcomes: support for learning?


Published on

Presentation at Thompson Rivers University, Kamloops

Presentation at Thompson Rivers University, Kamloops

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Learning Outcomes: designed tosupport learning?Alan TaitProfessor of Distance Education and Development Thompson Rivers University
  • 2. What is a learning outcome?The specific intentions of a programme or module, written in specific terms. They describe what a student should know, understand or be able to do at the end of a programme or module.University of Central England, Staff Development Unit Thompson Rivers University
  • 3. Learning outcome levelsMicroMesoMacroProgramme specification: ‘a precise description of the intended learning outcomes of a higher education programme, and the means by which the outcomes are achieved and demonstrated.’QAA 2007 Outcomes from institutional audit, the adoption and use of learning outcomes Thompson Rivers University
  • 4. Module levelIdentify aims of moduleWrite learning outcomesDesign assessment taskDefine assessment criteriaDevelop learning and teaching strategyReview and improve Thompson Rivers University
  • 5. Module outcome format‘on successful completion of this module students will be able to…’ Thompson Rivers University
  • 6. At Programme levelKnowledge and understandingIntellectual skills (being able to able to make use of knowledge and understandingPractical skillsKey/transferable skills (communication; problem solving; self- evaluation) Thompson Rivers University
  • 7. Programme outcome format‘A successful student from this Programme will be able to..’ Thompson Rivers University
  • 8. The role of the QualityAssurance AgencyAssuring Quality and standards in UK Higher EducationThrough auditPeer review Thompson Rivers University
  • 9. QAA Quality Code for HEIndicators of sound practice (since about 10 years)Indicator 2Learning and teaching activities and associated resources provide every student with an equal and effective opportunity to achieve the intended learning outcomes.QAA UK Quality code for HE Thompson Rivers University
  • 10. QAA link of LO’s to assessmentOnce determined, the learning outcomes for the programme of study map directly to the summative assessment, with the assessment methods being appropriate to offer every student an equal opportunity to demonstrate their achievement of the intended learning outcomes irrespective of how and where the student has studied (see Chapter B6: Assessment of students of the Quality Code).17 Thompson Rivers University
  • 11. Frank Furedi’s critiqueYet learning outcomes are not just another banal instrument deployed to monitor and quantify the achievements of students. The very purpose of this organisational instrument is to accomplish a shift in emphasis from learning to outcomes. This is a technique through which a utilitarian ethos to academic life serves to diminish what would otherwise be an open-ended experience for student and teacher alike.Times Higher 29 November 2012 Thompson Rivers University
  • 12. Furedi’s four arguments1 LO’s Disrupts relationship between teacher and student2 Diminish or exclude unexpected in learning3 Diminish judgement and professionalism of teaching4 Create cynicism Thompson Rivers University
  • 13. What about the student?Assists understanding of what will be learnedAnd capacity to explain that to employers Thompson Rivers University
  • 14. And the teacher?Assists in making clear what is to be taughtAnd how learning is to be organised Thompson Rivers University
  • 15. And the employer?Who should have a clearer idea of what the organisation can assume the student knows or can do Thompson Rivers University
  • 16. And Quality?Assists both internal and external quality assurance of organisation of teaching, by making organisation of learning and teaching explicit, and therefore open to review Thompson Rivers University
  • 17. Evidence?Very little on any score! Thompson Rivers University
  • 18. Discussion1 Clarification2 Present situation at TRU3 Pro’s and Con’s Thompson Rivers University