Learning Outcomes
By John E Mitchell, on 16 January 2013
In the process of trying to define the content of course, the box on the form marked learning outcomes, is perhaps the one that causes the most frustration and confusion amongst academics. However, if done well they are be a powerful tool that can be used to help students understand what they need to learn within the course and help staff to create assessment that really aligns with what we’d like students to be able to do.
Here I’ve tried to boil down to a few very basic pointers on what is useful to think about when defining learning outcomes in Engineering. There is a very good guide and rational for their use on the Higher Education Academy website called – Using Learning Outcomes to Design a Course and Assess Learning Outcomes.
- Learning outcomes are what the student should be able to do as a result of taking the course, ideally something that is measurable. So typically an action rather than a concept.
- Although understand is the first term that comes to mind this is often too broad a term covering a range of different levels. If a student has the understanding you are looking for what would they be able to do? If it is about knowledge they might be able to describe, define, list, recognise, explain, select, identify or sketch. For application they might choose, apply, determine, solve, use, perform, recognise . Analysis might require student to be able to calculate, measure, criticise, differentiate, evaluate, compute, analyse, conduct and experience to, contract, test or appraise. High level activities would require students to formulate, create, propose, develop construct, assemble and design. There is a much better list in the link above, but hopefully this gives some ideas.
- Where possible be specific (within reason). If you would only expect the student to be able to solve the problem in 1 dimension or for 1st order problems, say so.
Even the process of thinking these terms through can be useful, perhaps giving inspiration to set a different sought of coursework, to teach the topic in a different way or to attach a more interesting or engaging sort of lab to the course that really challenges to the student to put into practice the concepts that have been taught.