Learning Outcomes, A Starting Point  

Learning Outcomes 

Learning is driven by assessment, making it vital that high-level assessments tasks are set that truly reflect the overall aims of the institution and the particular course objectives. (Biggs, 1996) 

The development of a qualification or programme starts with the Graduate Profile Outcomes (GPOs). This is usually a list of knowledge, technical and affective skills which students will have achieved when they graduate [see image for an example and taken from a Programme Approval Document (PAD)].  

Essentially, each course will have a set of Learning Outcomes (LOs) which describes the skills and knowledge the students will have once they have achieved and passed the course. It is important your assessment is written, so that our learners have the opportunity to meet the required course LOs. Therefore, all LOs must be apparent and transparent on all courses and assessments. 

To obtain the LOs and as written on your PAD, please see the flow chart below (PAD > GPOs > LOs > Assessments are all linked).  

The assessments in each course are the mechanism to allow learners the opportunity to achieve the required skills, knowledge, and learning outcomes. Please see below for an example and LOs, as approved on a PAD.

The example above shows that this course will require a summative portfolio of evidence (compiled by the learner) and the portfolio assessment will require learners to meet all three (3) LOs on the PAD. For more details in how to get started with assessment writing, please see Knowledge Base page titled Assessment a Starting Point.  

From MIT’s Assessment and Moderation policy document: 

All assessment must:  

1. measure student performance against the learning outcomes of the course 
2. include opportunities for students to obtain formative feedback within the course to support summative assessment 
3. assist the development and progress of students’ learning during the course 
4. use assessment methods appropriate to the learning outcomes of the course and the graduate outcomes of the programme 
5. be in accordance with approved programme regulations and external regulatory or standard setting body requirements; and encourage original work and minimise the potential for plagiarism.