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Learning Outcomes
A learning outcome should include a statement of what a learner is expected to know, understand and be able to do at the end of a period of learning and of how that learning is to be demonstrated. This means that there are three aspects to be identified when planning and writing a complete learning outcome (and this applies equally to programmes, modules or assessments): the knowing, doing and demonstrating for the curriculum content.
- Knowing: Define what you expect your student to 'know' within a defined context e.g. understand and explain how supply and demand operate in economic theory.
- Doing: Define what you expect your student to be able to do with this knowledge e.g. discuss the factors that may cause a shift in the demand curve and how this may affect price.
- Demonstrating: Define in broad terms, how a student can demonstrate their 'knowing and doing' i.e. specify the format (written, oral, visual, etc.) for demonstrating 1) and 2). NB: This is not included in the sections specifying LOs in the Module Specification but should be considered when writing these sections to ensure that the learning outcome/s can actually be demonstrated and assessed. Demonstration of the learning outcomes is detailed in the Assessment Methods section of the Module Specification. This section includes both the assessment methods and weightings, plus a mapping of assessment methods to the learning outcomes.
The exemplars tab shows level descriptors (as specified in Annex 2 of the Credit Framework) and sample learning outcomes for each level. The Toolkit includes resources for mapping learning outcomes for a programme across assessments and modules.
See also Biggs 'You cannot design learning activities until you are clear about your outcomes' (SEDA, Nov 2015).
Generic/Specific Learning outcomes and module/programme documentation
New modules for approval must be prepared in line with Annex B of the Code of Practice and sections 3.2 and 3.3 of the Kent Credit Framework. This means that learning outcomes must be defined as specific or generic to the module as well as being written for appropriate levels as per sections 11 and 12 of the module specification template:
- Specific: Learning outcomes which describe the module subject knowledge and skills.
- Generic: Learning outcomes which describe knowledge and skills which are transferable across or beyond the modules and/or programme of study, for example transferable and employability skills, or wider discipline skills.
The exemplars of learning outcomes as set out in the exemplars tab are based on the level descriptors specified in Annex 2 of the Credit Framework, and they can be adapted to generic or specific use.
For further information about assessment, curriculum design, programme assessment mapping, academic integrity or the Learning and Teaching Network, contact the curriculum development team.