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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

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