Scott, Ian (2011) The Learning Outcome in Higher Education: Time to Think Again? Worcester Journal of Learning and Teaching.
WJLTIssue5PersonalperspectivesIScott.pdf - Published Version
As a head of an academic development and practice unit it is with some trepidation that I set out to write this critique of learning outcomes. For the learning outcome has become the bed-rock of the infra-structure that determines quality assurance processes in higher education in the UK and elsewhere. In theory, they should be used to design courses, determine appropriate learning opportunities, measure the level of courses and provide the standard against which students‟ achievement can be measured. In this article I will argue that the learning outcome is a false god, to whom too much attention is paid and probably by the wrong people. It is important to say, that I am not the first to make this case, but do so in the hope of raising a greater level of critical discourse on what has become a hegemony within higher education.
Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published electronically by the Academic Development and Practice Unit at the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.
|Uncontrolled Keywords:||learing outcomes, higher education, student centred learning, learning, teaching,|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Depositing User:||Janet Davidson|
|Date Deposited:||02 Feb 2011 14:22|
|Last Modified:||03 Feb 2011 06:00|
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