Transcript Edinburgh College of Art - University of Edinburgh

writing
Learning Outcomes:
common problems and
lessons learnt
Joan Smith
Director of Undergraduate Studies
Edinburgh College of Art
problems with language
o Language too vague with use of ambiguous words or
phrases
o Language too specific with too much detail – additional
information can go in Course Handbooks
o Too many verbs in one Learning Outcome and overuse of
the same verb
o Inappropriate cognitive level – check language used against
Frameworks
Try to keep language clear and unambiguous
LO’s should be written to be understood by students, but
also colleagues and external bodies
balance of
Learning Outcomes
o Should all Learning Outcomes weigh the
same? You can vary the weighting of LO’s if
desired
o How many learning outcomes per number of
credits? Try to strike a realistic balance.
o Progression over years of study – check
courses against others at different levels
other things to consider
o Similar learning outcome/course structures
across a range of courses? Makes comparisons
between courses easier (for students and
staff)
o Learning Outcomes as feedback
(formative/summative)
o Students self-evaluating Learning Outcomes
remember…
o Learning Outcomes should outline what
learning your students should be able to
demonstrate – connect with Assessment
information
o Avoid unrealistic Learning Outcomes and
Learning Outcomes that are not or cannot be
assessed
• https://www.wiki.ed.ac.uk/display/ECATO/Writing+Learning+Outcomes
• https://www.wiki.ed.ac.uk/display/PCIM/Home