Clive Young and Simon Walker, UCL Education and Student Experience
Learning outcomes should accurately define what students should learn during a programme of study and serve as a formal reference point for students and the institution. Well-written learning outcomes may also enhance learning and assessment design. But what constitutes a ‘good’ learning outcome in this context?
The session focused on module outcomes, recognising that programme level outcomes have a different role. A student’s journey through a module comprises a sequence and combination of learning activities and accompanying assessment tasks. All activities and assessment tasks should align to help students achieve the module’s learning outcomes. In terms of learning design, then, outcomes can be used to link activities, assessment tasks, and marking criteria. The session then asked how we can best consider the activities students will need to do to reach the outcomes and the ways their performance will be measured.
Ed Conf LOs and assessment