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The functions of an Assessment Quality Partner - AQP

An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement; recommend the external assessment specifications document for approval by the QCTO; recommend the external assessment specifications document for approval by the QCTO; develop and maintain a national data-bank of instruments for external assessments;publish exemplars of external assessments;recommend to the QCTO the accreditation and withdrawal of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO; register assessors and moderators for the external assessments;develop c[...]

Fixing a Student Learning Outcome

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Sometimes shortcomings in Student Learning Outcomes can be identified by asking two simple
questions: [1] “CAN IT BE MEASURED?” and [2] “IS LEARNING BEING
If both of these questions cannot be answered “yes”, then the student
learning outcome is not acceptable. Sometimes you can “fix” the learning outcome which is
shown on the following page. Keep in mind these examples do not include all the components
necessary in a Student Learning Outcome. They are to demonstrate a point.

Example of Student Learning Outcomes
Participants will understand the nine reasons for conducting a needs assessment.
-Learning is demonstrated, however this would be difficult to measure.
Student will arrive on time daily.
-This can be measured, however learning is not being demonstrated.

Re-Written Student Learning Outcomes

Participants will be able to list nine reasons for conducting a needs assessment.
Student will be able to articulate the necessity of maintaining office hours as published.

Both of these re-written student learning outcomes answer the two questions. They can
be measured and they demonstrate that they student has learned.

After you have written a learning outcome, check every learning outcome by asking:
Does the learning outcome describe what your program intends for students to know

(cognitive), think (affective) or do (behavioral)?
Is the outcome detailed and specific?
Is it measurable?
-Can you count it, observe it, or identify it?
Is it meaningful?
Is it manageable?
Can you create an activity to enable students to learn the desired outcome?
Who will be gathering evidence to know the outcome has been met?
Who would know if my outcome has been met?
How will I know if it has been met?
Will it provide me with evidence that will lead me to make a decision for continuous