writing Learning Outcomes:

common problems and lessons learnt

Joan SmithDirector 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 unambiguousLO’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