| Phys. Description |
1 online resource (99 pages) |
| Series |
Best of the Bologna Handbook ; v.33 |
|
Best of the Bologna Handbook
|
| Bibliog. |
Includes bibliographical references. |
| Contents |
Imprint -- Writing and Using Learning Outcomes: A Practical Guide -- 1. Introduction -- 2. What are learning outcomes? -- 2.1 Defining learning outcomes -- 2.2 What is the difference between aims, objectives and learning outcomes? -- 2.3 Learning outcomes and competences -- 3. How can one write learning outcomes? -- 3.1 Writing learning outcomes in the cognitive domain -- 3.1.1 Knowledge -- 3.1.2 Comprehension -- 3.1.3 Application -- 3.1.4 Analysis -- 3.1.5 Synthesis -- 3.1.6 Evaluation -- 3.2 Writing learning outcomes in the affective domain -- 3.3 Writing learning outcomes in the psychomotor domain -- 3.4 Practical advice for writing learning outcomes -- 4. How are learning outcomes linked to teaching and assessment? -- 4.1 Linking learning outcomes, teaching and assessment -- 4.2 Assessment criteria and learning outcomes -- 5. Towards the future with learning outcomes -- 5.1 Advantages of learning outcomes -- 5.2 Potential problems with learning outcomes -- 5.3 Some concluding points -- Discipline-Related Statements of Level-Specific Learning Outcomes (Subject Benchmark Statements) -- 1. Context -- 2. European and national qualification frameworks -- 3. Disciplinary and sectoral qualification frameworks -- 3.1 Qualification = "qualification"? -- 3.2 The current state of development -- 3.3 The use-potential of disciplinary and sector frameworks of orientation -- 3.3.1 Benchmarks and Benchmarking -- 3.3.2 Differentiation between specialist and sectoral organisation frameworks -- 3.4 The limitations of disciplinary and sectoral orientation frameworks -- 3.5 The problem potential of disciplinary and sectoral qualification framewoks -- 4. Factors critical to the success of the qualification and orientation frameworks -- Learning Outcomes and Competences -- 1. Competence - attempts to define it. |
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2. Competence - inclusive of the broad and narrow view -- 3. Competence and competency -- 4. Relating competences, objectives and learning outcomes -- 5. Competence within a specific profession -- 6. Conclusions and Recommendations -- Learning Outcomes as an Instrument for Mobility -- 1. Background and Purpose of the Research -- 2.1 Country Selection -- 2.2 HEI selection -- 2.3 Assessment Criteria -- 3. Results -- 3.1 The European Higher Education Area -- 3.2 Bologna and EU-member countries -- 3.2.1 The European Union -- 3.2.2 Germany -- 3.2.3 United Kingdom -- 3.2.4 Spain -- 3.2.5 France -- 3.2.6 Czech Republic -- 3.2.7 Portugal -- 3.2.8 Poland -- 3.3 Bologna and non-EU-member countries -- 3.3.1 Russia -- 3.3.2 Bosnia -- 3.4 Non-Bologna Countries: Australia -- 4. Conclusion -- Further publications in this booklet series. |
| Subject |
Teaching.
|
|
Education.
|
|
Bologna process (European higher education).
|
| Alt Author |
Hyland, Áine, author.
|
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Ryan, Norma, author.
|
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Gehmlich, Volker, author.
|
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Balissa, Adra, author.
|
| Add Title |
Using learning outcomes |
| ISBN |
9783960370598 |
|
3960370598 |
|
