Session 2: Learning Outcomes

Session 2: Why all the fuss about learning outcomes? Their promise and pitfalls for subject and curriculum design

The recent shift from objectives (usually the academic’s description of the subject content) to learning outcomes (a description of what we want students to learn, how we want them to learn and the standard at which we want them to demonstrate that learning) in universities is consistent with the renewed focus on student learning. In the Faculty, the Subject Guide frames learning outcomes as encapsulating three domains: subjective objectives, generic skills and awareness issues. While learning outcomes provide an opportunity for students to understand what is expected of them, some academics worry that they also limit what students are able to achieve by being too prescriptive (Hussey & Smith, 2003). Used wisely, learning outcomes are best seen as a mechanism that provides students with information about what is important to learn in the subject. They help students make decisions about their learning. The absence of learning outcomes, or poorly framed learning outcomes gives students mixed messages or provide them with no clues about how to prioritise their learning or where to direct their efforts to maximise the outcomes.