Abstract:
In New Zealand, learning outcomes expressed in a measurable form feature in most tertiary curriculum statements and courses of instruction. It seems generally accepted that they contribute significantly to the quality and efficiency of student learning. Having clearly defined learning outcomes, it is argued, presents teachers with a sound basis for designing instruction and determining the extent of its success. The point of this paper if not to question the suitability of learning outcomes as a basis for designing instruction, but to look at how they are being applied. The paper identifies common pitfalls and inadequacies in the way learning outcomes are used in higher level programmes.