2. Describing learning outcomes and planning their assessment Learning outcomes can cover different learning domains (cognitive, psychomotor and affective) and different categories – knowledge, skills and social competencies. In order for recorded learning outcomes to fulfil their purpose – for both the learner, the teacher and the verifier – they should be properly formulated and presented in a logically structured form.
2.1. How to describe learning outcomes? Learning outcomes should be
CLEAR
REALISTIC
MEASURABLE
CONSISTENT
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they must not give room for different interpretations – everyone should understand them in the same way comprehensible for a typical/average learner – they should be understood by a beginner learner (to whom the unit is addressed), as well as by a teacher or examiner achievable by a typical/average learner – they should not be formulated with the best or ideal learner in mind they must be verifiable – it should be possible to verify if learning outcomes have been achieved they should be consistent within a unit, i.e. inter-related, complementary and presented in an orderly manner (e.g. in order from general to detailed or according to a specific logical sequence)
2. Describing learning outcomes and planning their assessment
UNAMBIGUOUS
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