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Which clippings match 'QAA' keyword pg.1 of 1
13 JULY 2012

Trevor Hussey and Patrick Smith: The Uses of Learning Outcomes

"This paper argues that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit, and returned to their proper use in aiding good teaching and learning. We require a broader, flexible and more realistic understanding of learning outcomes, better suited to the realities of the classroom and of practical use to those teachers who wish to respond to the enthusiasm of their students. To this end, a new model is produced that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes. The model employs the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable. The resulting account is intended to aid understanding of the nature and proper use of learning outcomes in teaching and learning."

(Trevor Hussey & Patrick Smith, p.357, 2003)

Trevor Hussey & Patrick Smith (2003). "The Uses of Learning Outcomes", Teaching in Higher Education, Vol. 8, No. 3, 2003, pp.357–368, ISSN 1356–2517 (print)/ISSN 1470–1294 (online)/03/030357–12, 2003 Taylor & Francis Ltd., DOI: 10.1080/1356251032000088574


accountabilityadministriviaaid to understandingambiguityambiguity and uncertainty • articulated curriculum • auditaudit culture • auditing • best practicebureaucracy • constructive alignment • contiguous learning outcomes • corridor of tolerance • curriculum designcurriculum development • David Megginson • desirable outcomes • effective alignment • ELO • emergent curriculum • emergent learning outcomes • enhancing learning • experienced teachers • flexibility • good teaching and learning • higher education • ILO • incidental learning outcomes • indecisiveness • intended learning outcomes • John Biggs • learnerslearning and teaching • learning moments • learning outcomesmonitoring • Patrick Smith • pedagogic recontextualising fieldpedagogypractical usepredictability • predicted learning outcomes • QAA • realistic understanding • realities of the classroom • related learning outcomes • responding to enthusiasm • student enthusiasmstudent learningteachersteaching • Teaching in Higher Education (journal) • Trevor Hussey • uncertainty • unpredicted learning outcomes


Simon Perkins
14 NOVEMBER 2010

Promoting an inclusive academic community

"We now examine how emerging models of meaningful student engagement with institutions can start to re–create the notion of an inclusive academic community where learners, teachers and researchers are all seen as scholars and collaborators in the common pursuit of knowledge. Using student engagement with CETLs as a brief case study, we consider firstly how we can engage students, who may have little awareness of research, with the idea. Secondly, we describe initiatives aiming at meaningful student engagement in curriculum review, including incorporation of undergraduate research. Finally, we examine the experience of students who wish to publish their research outputs, using Reinvention: a Journal of Undergraduate Research as a case study."

(Paul Taylor and Danny Wilding, 2009)

Dr Paul Taylor and Danny Wilding, T'he Reinvention Centre for Undergraduate Research', University of Warwick, November 2009


2009academic communitycase studyCentres for Excellence in Teaching and LearningCETL • curriculum review • engagementhigher education • Journal of Undergraduate Research • learnerspursuit of knowledgeQAA • Quality Assurance Agency for Higher Education • raising awareness of research • Reinvention Centre • researchresearch outputs • research publishing • researcher • scholars • scholarshipstakeholdersstudent engagementteachersUKundergraduateundergraduate researchUniversity of Warwick


Simon Perkins
30 JULY 2009

UK higher education has shifted to an approach centred on the outcomes of learning

"In recent years, most UK higher education has shifted to an approach centred on the outcomes of learning. The change has implied the writing of many programmes using outcome–based terminology. This paper is designed to introduce the terminology and to demonstrate how the main descriptive structures should interrelate. The paper uses an integrated approach to the design of programmes and modules as a context for the description of level descriptors, learning outcomes and assessment criteria and their relationships.

In the past two years two new developments have emanated from the Quality Assurance Agency (QAA) that may influence or affect the processes that are described in this paper – subject benchmarks and programme specification. Reference to these are made in the text of the paper, and in the Appendices.

The work on assessment criteria is newer than that on levels and learning outcomes. It is only recently that we have seriously considered the relationship of assessment criteria to the other elements. These issues are under consideration in many institutions at present."
(Jennifer Moon, 2004)

Jennifer Moon: 'Linking Levels, Learning Outcomes and Assessment Criteria'. Report for the Bologna conference on learning outcomes held in Edinburgh on 1 – 2 July 2004


BolognaBologna Process • EHEA • European Higher Education Area • HEhigher educationlearning outcomespedagogyportabilityQAA • QF • qualifications frameworks • Quality Assurance Agency • subject benchmark statements • teachingUK


Simon Perkins

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