Thompson Rivers University

Learning Outcomes: designed to support learning?

Alan TaitProfessor of Distance Education and Development

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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

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Learning outcome levelsMicro

Meso

Macro Programme 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

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Module level

Identify aims of moduleWrite learning outcomesDesign assessment taskDefine assessment criteriaDevelop learning and teaching strategyReview and improve

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Module outcome format

‘on successful completion of this module students will be able to…’

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At Programme level

Knowledge and understandingIntellectual skills (being able to able to make use of knowledge

and understandingPractical skillsKey/transferable skills (communication; problem solving; self-

evaluation)

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Programme outcome format

‘A successful student from this Programme will be able to..’

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The role of the Quality Assurance Agency

Assuring Quality and standards in UK Higher Education

Through audit

Peer review

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QAA Quality Code for HE

Indicators of sound practice (since about 10 years)

Indicator 2

Learning 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

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QAA link of LO’s to assessment

Once 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

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Frank Furedi’s critique

Yet 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

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Furedi’s four arguments

1 LO’s Disrupts relationship between teacher and student

2 Diminish or exclude unexpected in learning

3 Diminish judgement and professionalism of teaching

4 Create cynicism

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What about the student?

Assists understanding of what will be learned

And capacity to explain that to employers

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And the teacher?

Assists in making clear what is to be taught

And how learning is to be organised

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And the employer?

Who should have a clearer idea of what the organisation can assume the student knows or can do

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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

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Evidence?

Very little on any score!

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Discussion

1 Clarification

2 Present situation at TRU

3 Pro’s and Con’s