A Guide To Writing Learning Outcomes
What are Learning Outcomes?
Learning Outcomes specify what students should have learned as a result of
successfully completing the various learning experiences of a unit of study. They are
also the most important first step in designing relevant assessment strategies.
Writing Learning Outcomes
Step 1:
Learning Outcomes are best formulated in consultation with others - past and present
students as well as academic and professional colleagues. When developing
Learning Outcomes for the first time it may be helpful to think in terms of the following
trigger questions:
 Ask Yourself: What do you want students to be able to do?
Complete the sentence: As a result of successfully completing this unit students
should be able to …………(do what exactly?)
 Ask Yourself: What do you want students to know?
Complete the sentence: As a result of successfully completing this unit students
should know……… (what exactly & more importantly how should they know it?)
 Ask Yourself: What do you want students to appreciate / value?
Complete the sentence: As a result of successfully completing this unit students
should adopt what sort of stance towards the discipline, the world, themselves – and
what should they appreciate / value …………. (what?)
In completing these sentences which will form the basis for your learning outcomes,
consider the nature of the understandings (conceptions) you wish students to
develop and the level at which you want the students to understand particular
concepts or ideas, appreciate different views, perform certain tasks, and embody
certain values.
Step 2:
Your faculty's statement of graduate attributes describes the sorts of outcomes you
have just written for your unit, but in a much broader sense. The learning outcomes
for your unit of study should describe how the students will develop some of the
faculty’s graduate attributes, through their learning of the discipline content of your
particular unit of study. In developing learning outcomes for your unit of study that
integrate these attributes you might find it helpful to ask yourself the following
questions:
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 Which of the faculty’s graduate attributes do I think my unit of study might
best contribute towards?
 What would these graduate attributes look like in the context of my unit’s
content?
You may find that the outcomes you wrote for step one already include aspects of the
graduate attributes. If they don’t, then try revising your statements from step 1 above
to incorporate the graduate attributes statements you have just written in step 2.
There are some examples of current learning outcomes from across disciplines that
incorporate graduate attributes in the handout. The idea is to integrate the graduate
attributes with your content, not to write a separate set of ‘generic attribute’ outcomes
to add to your ‘content’ outcomes.
Step 3:
Clearly specifying the level of outcome desired can be a complex task. Ensuring that
statements of learning outcomes are not ambiguous and effectively communicate the
intended outcomes to students, academic colleagues, and other interested parties
(eg. employers & society) is challenging.
There are various taxonomies of educational objectives / outcomes which can be
useful in this regard. The following pages include some examples of different
taxonomies, frameworks & models. Different frameworks may suit different
disciplines, students or teachers. After you have reviewed the handout you might
want to use the frameworks and examples to further revise your own learning
outcomes.
Step 4:
Once you are satisfied with your learning outcomes it is often helpful to ask a
colleague to review them. The following prompts can help a peer (or self) review:
Prompts for review:
 Consider the relevant faculty statement of attributes.
 Which ones are important for this particular unit?
 Remember, you don’t need to address all the GGAs in every unit.
 Which attributes are addressed in other Units of Study that your
students will be taking?
 What level of development of the chosen attribute are you aiming at?
 How does this relate to the level of outcomes other units might be
developing?
 Which frameworks underpin your outcomes? Why did you choose
those frameworks? Are they the most relevant in this context?
 What conceptions of learning are inherent in the learning outcomes
you are reviewing?
 How will you communicate these outcomes to students? What words
would they use?
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Conceptions of Learning
An interview study by Saljo (1979) led to the description of five different
understandings of what learning exists of amongst adults. When students were
asked to say what they understood by learning, their replies could be classified into
different categories
1. Learning as a quantitative increase in knowledge. Learning is acquiring
information or ‘knowing a lot.
2. Learning as memorizing. Learning is storing information that can be
reproduced.
3. Learning as acquiring facts, skills and methods that can be retained and used
as necessary.
4. Learning as making sense or abstracting meaning. Learning involves relating
parts of the subject matter to each other and to the real world.
5. Learning as interpreting and understanding reality in a different way. Learning
involves comprehending the world by reinterpreting knowledge.
Adapted from Ramsden (2003), pp-27-28
In a study of first year maths students (Crawford et al, 1994), these translated into
different ways of conceiving mathematics:
A. Maths is numbers, rules and formulae
B. Maths is numbers, rules, and formulae which can be applied to solve
problems
C. Maths is a complex logical system: a way of thinking
D. Maths is a complex logical system which can be used to solve complex
problems
E. Maths is a complex logical system which can be used to solve complex
problems and provides new insights for understanding the world
Adapted from Prosser & Trigwell (1999), pp. 15-16
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Bloom’s Taxonomy
MAJOR CATEGORIES IN THE COGNITIVE DOMAIN
EVALUATION
INVOLVES ACTS OF
DECISION-MAKING
JUDGING OR
SELECTING BASED
ON CRITERIA AND
RATIONALE.
REQUIRES
SYNTHESIS
IN ORDER TO
EVALUATE.
INCREASING DIFFICULTY
SYNTHESIS
COMBINES ELEMENTS TO
FORM NEW ENTITY FROM THE
ORIGINAL ONE.
REQUIRES ANALYSIS IN
ORDER TO SYNTHESISE.
ANALYSIS
SEPARATES WHOLE INTO ITS
PARTS, UNTIL RELATIONSHIPS
AMONG ELEMENTS IS CLEAR.
REQUIRES ABILITY TO APPLY
INFORMATION IN ORDER TO ANALYSE.
APPLICATION
USES INFORMATION IN A SITUATION
DIFFERENT FROM ORIGINAL LEARNING CONTEXT.
REQUIRES COMPREHENSION OF INFORMATION
IN ORDER TO APPLY IN NEW SITUATION.
COMPREHENSION
INTERPRETS, TRANSLATES, SUMMARISES
OR PARAPHRASES GIVEN INFORMATION.
REQUIRES KNOWLEDGE IN ORDER TO
DEMONSTRATE COMPRENSION.
KNOWLEDGE
RECOGNITION AND RECALL OF
FACTS AND SPECIFICS.
Source: Benjamin S. Bloom (Ed.) Taxonomy of Education Objectives, Handbook 1:6
Cognitive Domain, David McKay, 1956.
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APPENDIX B – Bloom’s Taxonomy
Source: Benjamin S. Bloom (Ed.) Taxonomy of Education Objectives, Handbook 1:6
Cognitive Domain, David McKay, 1956. pp 186-193.
A condensed version
Of the cognitive domain of the
Taxonomy of Educational Objectives
KNOWLEDGE
1.00 KNOWLEDGE
Knowledge, as defined here, involves the recall of specifics and universals, the recall
of methods and processes, or the recall of a pattern, structure, or setting. For
measurement purposes, the recall situation involves little more than bringing to mind
the appropriate material. Although some alteration of the material may be required,
this is a relatively minor part of the task. The knowledge objectives emphasis the
most psychological processes of remembering. The process of relating is also
involved in that a knowledge test situation requires the organization re organization of
a problem such that it will furnish the appropriate signals and cues for the information
and knowledge the individual possesses. To use an analogy, if one thinks of the mind
as a file, the problem in a knowledge test situation is that of finding in the problem of
task the appropriate signals, cues, and clues which will most effectively bring out
whatever knowledge is filed or stored.
1.10 KNOWLEDGE OF SPECIFICS
The recall of specific and isolable bits of information. The emphasis is on symbols
with concrete referents. This material which is at a very low level of abstraction, may
be thought of as the elements from which more complex and abstract forms of
knowledge are built.
1.11 KNOWLEDGE OF TERMINOLOGY
Knowledge of the referents for specific symbols (verbal and nonverbal). This may
include knowledge of the most generally accepted symbol referent, knowledge of the
variety of symbols which may be used for a single referent, or knowledge of the
referent most appropriate to a given use of a symbol.
To define technical terms by giving their attributes, properties, or relations.
Familiarity with a large number of words in their common range of meanings. Each
subcategory is followed by illustrative educational objectives selected from the
literature.
1.12 KNOWLEDGE OF SPECIFIC FACTS
Knowledge of dates, events, persons, places, etc. This may include very precise and
specific information such as the specific date or exact magnitude of a phenomenon. It
may also include approximate or relative information such as an approximate time
period of the general order of magnitude of a phenomenon.
The recall of major facts about particular cultures.
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The possession of a minimum knowledge about the organisms studies in the
laboratory.
1.20 KNOWLEDGE OF WAYS AND MEANS OF DEALING WITH SPECIFICS
Knowledge of the ways of organizing, studying, judging, and criticizing. This includes
the methods of inquiry, the chronological sequences, and the standards of judgement
within a field as well as the patterns themselves are determined and internally
organized. This knowledge is at an intermediate level of abstraction between specific
knowledge on the one hand and knowledge of universals on the others. It does not
so much demand the activity of the student in using the materials as it does a more
passive awareness of their nature.
1.21 KNOWELDGE OF CONVENTIONS
Knowledge of characteristic ways of treating and presenting ideas and phenomena.
For purposes of communication and consistency, workers in a field employ usages,
styles practise and forms which best suit the phenomena with which they deal. It
should be recognized that although these forms and conventions are likely to e set
up on arbitrary, accidental or authoritative bases, they are retained because of the
general agreement or concurrence of individuals concerned with the subject,
phenomena, or problem.
Familiarity with the forms and conventions of the major types of works; eg, verse,
plays, scientific papers, etc.
To make pupils conscious of correct form and usage in speech and training.
1.22 KNOWLEDGE OF TRENDS AND SEQUENCES
Knowledge of the processes, directions, and movements of phenomena with respect
to time.
Understanding of the continuity and development of American culture as exemplified
in American life.
Knowledge of the basic trends underlying the development of public assistance
programs.
1.23 KNOWLEDGE OF CLASSIFICATIONS AND CATEGORIES
Knowledge of the classes, sets, divisions, and arrangements which are regarded as
fundamental for a given subject field, purpose, argument, or problem.
To recognise the area encompassed by various kinds of problems or materials.
Becoming familiar with a range of types of literature.
1.24 KNOWLEDGE OF CRITERIA
Knowledge of the criteria by which fats, principles, opinions and conduct are tested or
judged.
Familiarity with criteria for judgement appropriate to the type of work and the purpose
for which it is read.
Knowledge of criteria for the evaluation of recreational activities.
1.25 KNOWLEDGE OF METHODOLOGY
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Knowledge of the methods of inquiry, techniques, and procedures employed in a
particular subject field as well as those employed in investigating particular problems
and phenomena. The emphasis here is on the individual’s knowledge of the method
rather than his ability to use the method.
Knowledge of scientific methods for evaluating health concepts.
The student shall know the methods of attack relevant to the kinds of the problems of
concern to the social sciences.
1.30 KNOWEDGE OF THE UNIVERSALS AND ABSTRACTIONS IN A FIELD
Knowledge of the major schemes and patterns by which phenomena and ideas are
organised. These are the large structures, theories, and generalisations which
dominate a subject field or which are quite generally used in studying phenomena or
solving problems. These are at the highest levels of abstraction and complexity.
1.31 KNOWELDGE OF PRINCIPELES AND GENERALISATIONS
Knowledge of particular abstractions which summarize observations of phenomena.
These are the abstractions which are of value in explaining, describing, prediction, or
in determining the most appropriate and relevant action or direction to be taken.
Knowledge of the important principles by which our experience with biological
phenomena is summarised.
The recall of major generalisations about particular cultures.
1.32 KNOWLEDGE OF THEORIES AND STRUCTURES
knowledge of the body of principles and generalisations together with their
interrelations which present a clear, rounded, and systematic view of a complex
phenomenon, problem, or field. These are the most abstract formulations, and they
can be used to show the interrelation and recognition of a great range of specifics.
The recall of major theories about particular cultures.
Knowledge of a relatively complete formulation of the theory of evolution.
INTELLECTUAL ABILITIES AND SKILLS
Abilities and skills refer to organized modes of operation and generalised techniques
for dealing with material and problems. The materials and problems may be of such a
nature that little or not specialized and technical information is required. Such
information as is required can be assumed to be part of the individual’s general fund
of knowledge. Other problems may require specialized and technical information at
are rather high level such that specific knowledge and skill in dealing with problem
and the materials are required. The abilities and skills objectives emphasize the
mental processes of organizing and reorganizing material to achieve a particular
purpose. The materials may be given or remembered.
2.00 COMPREHENSION
This represents the lowest level of understanding. It refers to a type of understanding
or apprehension such that the individual knows what is being communicated and can
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make use of the material or idea being communication without necessarily relating it
to other material or seeing its fullest implications.
2.10 TRANSLATION
Comprehension as evidenced by the care and accuracy with the commination is
paraphrased or rendered from one language or form of communication to another.
Translation is judged on the basis of faithfulness and accuracy; that is, on the extent
to which the material in the original communication is preserved although the form of
the communication has been altered.
The ability to understand non-literal statements (metaphor, symbolism, irony,
exaggeration).
Skill in translating mathematical verbal material into symbolic statements and vice
versa.
2.20 INTERPRETATION
The explanation or summarizing of a communication. Whereas translation involves
an objective part-for-part rendering of a communication, interpretation involves a
reordering, rearrangement, or new view of the material.
The ability to grasp the thought of the work as whole at any desired level of
generality.
The ability to interpret various types of social data.
2.30 EXTRAPOLATION
The extension of trends or tendencies beyond the given data to determine
implication, consequences, corollaries, effects, etc., which are in accordance with the
conditions described in original communication.
The ability to deal with the conclusions of a work in terms of the immediate inference
made from the explicit statements.
Skill in predicting continuation of trends.
3.00 APPLICATION
The use of abstractions in particular and concrete situations. The abstractions may
be in the form of general ideas, rules of procedures, or generalized methods. The
abstractions may be technical principles, ideas, and theories which must be
remembered and applied.
Application to the phenomena discussed in one paper of the scientific terms or
concepts used in other papers.
The ability to predict the probably effect of a change in a factor on a biological
situation previously at equilibrium.
4.00 ANALYSIS
The breakdown of a communication into its constituent elements or parts such that
the relative hierarchy of ideas is made clear and/or the relations between the ideas
are made explicit. Such analyses are intended to clarity the communication, to
indicate how the communication is organized, and the way in which it manages to
convey its effects, as well as its basis and arrangement.
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4.10 ANALYSIS OF ELEMENTS
Identification of the elements included in a communication.
The ability to recognise unstated assumptions.
Skill in distinguishing facts from hypothesis.
4.20 ANALYSIS OF RELATIONSHIPS
The connections and interactions between elements and parts of a communication.
Ability to check the consistency of hypotheses with given information and
assumptions.
Skill in comprehending the interrelationships among the ideas in a passage.
4.30 ANALYSIS OF ORGANIZATIONAL PRINCIPLES
The organisation, systematic arrangement, and structure which hold the
communication together. This includes the “explicit” as well as the “implicit” structure.
It includes the bases, necessary arrangement, and mechanics which make the
communication a unit.
The ability to recognize form and pattern in literary or artistic works as a means of
understanding their meaning.
Ability to recognise the general techniques used in persuasive materials, such as
advertising, propaganda, etc.
5.00 SYNTHESIS
The putting together of elements and parts so as to form a whole. This involves the
process of working with pieces, parts, elements, etc. and arranging and combining
them in such a way as to constitute a pattern or structure not clearly there before.
5.10 PRODUCTION OF A UNIQUE COMMUNICATION
The development of a communication in which the writer or speaker attempts to
convey ideas, feelings, and/or experiences to other.
Skill in writing, using an excellent organization of idea and statements.
Ability to tell a personal experience effectively.
5.20 PRODUCTION OF A PLAN, OR PROPOSED SET OF OPERATIONS
The development of a plan of work or the proposal of a plan of operations. The plan
should satisfy requirements of the task which may be given to the student or which
he may develop for himself.
Ability to propose ways of testing hypothesis.
Ability to plan a unit of instruction for a particular teaching situation.
5.30 DERIVATION OF A SET OF ABSTRACT RELATIONS
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The development of a set of abstract relations either to classify or explain particular
data or phenomena, or the deduction of propositions and relations from a set of basic
propositions or symbolic representations.
Ability to formulate appropriate hypotheses based upon an analysis of factor
involved, and to modify such hypotheses in the light of new factors and
considerations.
Ability to make mathematical discoveries and generalisations.
6.00 EVALUATION
Judgements about the value of material and methods for given purposes.
Quantitative and qualitative judgements about he extend to which material and
methods satisfy criteria. Use of a standard of appraisal. The criteria may be those
determined by the student or those which are given to him.
6.10 JUDGEMENTS IN TERMS OF INTERNAL EVIDENCE
Evaluation of the accuracy of a communication from such evidence as logical
accuracy, consistency, and other internal criteria.
Judging by internal standards, the ability to assess genal probability of accuracy in
reporting facts from the care given to exactness of statement, documentation, proof,
etc.
The ability to indicate logical fallacies in arguments.
6.20 JUDGEMENTS IN TERMS OF EXTERNAL CRITERIA
Evaluation of material with reference to selected or remembered criteria.
The comparison of major theories, generalisations, and facts about particular
cultures.
Judging by external standards, the ability to compare a work with the highest knows
standards in its field especially with other works of recognised excellence.
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SOLO TAXONOMY
Figure 1: A Hierarchical Model of Learning for Forming Curriculum Objectives.
* Enumerate
* Describe
* List
* Combine
* Do algorithms
* Compare/contrast
* Explain causes
* Analyse
* Relate
* Apply
* Theorise
* Generalise
* Hypothesise
* Reflect
* Identify
* Do simple
procedures
* Misses point
Prestructural
Unistructural
Multistructural
 Quantitative Phase 
Relational
Extended Abstract
 Qualitative Phase 
Source: John Biggs (1999) Assessment: An integral part of the teaching system.
AAHE Bulletin 51, 9 (May), 10-12.
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Figure 2: Constructing Alignment: Aligning curriculum objectives, teaching/learning
activities, and assessment tasks.
Curriculum Objectives
Expressed as verbs;
students must enact
Teaching and
Learning
Activities
Designed to
elicit desired
verbs
The activities
may be: teacher
controlled, peer
controlled, or
self controlled,
as best suits
context.
“A”
The very best understanding
that could be reasonably
expected.
Verbs include “hypothesize”,
“apply to other domains”,
“generate”, “relate to
principle”, etc.
“B”
Highly satisfactory
understanding.
Verbs include “explain”,
“solve”, “understand main
ideas”, “analyse”, “compare”,
etc.
Assessment
Tasks
Evaluate how well
the target verbs
are deployed in
context.
The highest level
verb that is clearly
manifested
indicates the
highest grade, “A”,
“B”, “C”, etc.
“C”
Quite satisfactory learning,
with understanding at a
declarative level.
Verbs include “elaborate”,
“classify”, “cover topics”, etc.
“D”
Understanding at a passing
level.
Low-level verbs and also
“inadequate by salvageable”
attempts at meeting the higherlevel verbs.
Source: John Biggs (1999) Assessment: An integral part of the teaching system.
AAHE Bulletin 51, 9 (May), 10-12.
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THE SOLO TAXONOMY
(STRUCTURE OF THE OBSERVED LEARNING OUTCOME)
Table 2.1: Base Stage of Cognitive Development and Response Description.
Developmental
base stage with
minimal age
Formal operations
(16 years on)
SOLO description
1 Capacity
2 Relating
operation
3 Consistency &
closure
Extended abstract
Maximal: cue +
relevant data –
interrelations –
hypotheses
Deduction and
induction. Can
generalise to
situations not
experienced
Concrete
generalisation (1315 years)
Relational
High: cue – relevant
data – interrelations
Induction: Can
generalise within
given or experienced
context using related
aspects
Middle Concrete
(10-12 years)
Multistructural
Medium: cue +
isolated relevant
data
Can “generalise”
only in terms of a
few limited and
independent aspects
Early Concrete (7-9
years)
Unistructural
Low: cue = one
relevant datum
Can “generalise”
only in terms of one
aspect
Pre-operational (4-6
years)
Prestructural
Minimal: cue and
response confused
Denial, tautology,
transduction. Bound
to specifics
Inconsistencies
resolved. No felt
need to give closed
decisions –
conclusions held
open, or qualified to
allow logically
possibly alternatives
(R1, R2, R3)
No inconsistency
within the given
system, but since
closure is unique so
inconsistencies may
occur when student
goes outside the
system
Although has a
feeling for
consistency can be
inconsistent
because closes too
soon on basis of
isolated fixations on
data, and so can
come to different
conclusions with
same data
No felt need for
consistency, thus
closes too quickly:
jumps to conclusions
on one aspect, and
so can by very
inconsistent
No felt need for
consistency. Closes
without even seeing
the problem.
Source: Bigg, JB and Collis KF (1982). Evaluating the Quality of Learning: The SOLO
Taxonomy. NY: The Academic Press.
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THE SOLO TAXONOMY
SOLO: Structure of the Observed Learning Outcome
Prestructural: The task is not attacked appropriately; the student hasn’t understood
the point.
Unistructural: One of a few aspects of the task are picked up and used,
understanding is nominal.
Multistructural: Several aspects of the task are learned but are treated separately,
understanding as knowing about.
Relational: The components are integrated into a coherent whole, with each part
contributing to the overall meaning, understanding as appreciating relationships.
Extended Abstract: The integrated whole at the relational level is reconceptualised at
a higher level of abstraction, which enables generalisation to a new topic or area, or
is turned reflexively on oneself, understanding as far transfer and as involving
metacognition.
An example of hierarchical performances of understanding using SOLO with a
psychology unit in the Bachelor of Education program at the University of Hong
Kong:
Most Desirable – Extended Abstract: Metacognitive understanding, students able to
use the taught content in order to reflect on their own teaching, evaluate their
decisions made in the classroom in terms of theory, and thereby improve their
decision making and practice. Other outcomes; formulating a personal theory of
teaching that demonstrably drives decisions making and practice, generating new
approaches teaching on the basis of taught principles and content.
Very Satisfactory – Relational: Students can apply course content and recognise god
and poor applications of principles. They “understand’ in that course content is used
as a theory of teaching that drives action.
Moderately Satisfactory – Multistructural: Students understand declaratively in that
they can discuss content meaningfully, they know about a reasonable amount of
content but don’t transfer or apply it easily.
Barely Satisfactory – Unistructural: Sparse understandings, evidence of some effort
in the acquisition of terminology higher level understanding offset by some
misunderstandings.
Unsatisfactory Outcomes – Prestructural: Fundamental misunderstandings, lack of
effort/involvement in the unit.
Source: Biggs, J. (1996) Enhancing teaching through constructive alignment. Higher
Education 32: 1-18.
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Perry’s Taxonomy
Table 22:2 Scheme of cognitive and ethical development.
Position 1
Transition
Position 2
Transition
Position 3
Transition
Position 4a
Transition
(and/or)
Transition
Position 4b
Transition
Position 5
Transition
Position 6
Transition
Position 7
Transition
Position 8
Transition
Position 9
Authorities know, and if we work hard, read every word, and learn right
answers, all will be well.
But what about those others I hear about? And different opinions? And
uncertainties? Some of our own authorities disagree with each other and don’t
seem to know, and some gives us problems instead of answers.
True authorities must be right, the others are frauds. We remain right. Others
must be different and wrong. Good authorities give us problems so we can
learn to find the right answer by our own independent thought.
But even good authorities admit they don’t know all the answers yet!
Then some uncertainties and different opinions are real and legitimate
temporarily, even for authorities. They’re working on them to get to the truth.
But there are so many things they don’t know the answer to! And they won’t for
a long time.
Where authorities don’t know the right answers, everyone has a right to his
own opinion: no one is wrong!
But some of my friends ask me to support my opinion with facts and reasons
Then what right have they to grade us? About what?
In certain courses authorities are not asking for the right answer. They want us
to think about things in a certain way, supporting opinion with data. That’s what
they grade us on.
But this “way” seems to work in most courses, and even outside them.
Then all thinking must be like this, even for them. Everything is relative but
equally valid. You have to understand how each context works. Theories are
not truth but metaphors to interpret data with. You have to think about your
thinking.
But if everything is relative, am I relative too? How can I know I’m making the
right choice?
I see I’m going to make my own decisions in an uncertain world with no one to
tell me I’m right.
I’m lost if I don’t. When I decide on my career, or marriage, or values,
everything will straighten out.
Well I’ve made my first commitment!
Why didn’t that settle everything?
I’ve made several commitments. I’ve got to balance them. How many? How
deep? How certain, how tentative?
Things are getting contradictory. I can’t make logical sense out of life’s
dilemmas.
This is how life will be. I must be wholehearted while tentative, fight for my
values yet respect others, believe my deepest values to be right yet still be
ready to learn. I see that I shall be retracing this whole journey over and over –
but, I hope, more wisely.
Source: Perry 1981.
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A Model of Human Capability – John Stephenson
The challenge of real learning:
How do students move from being able to deal with familiar problems in familiar
contexts to coping with unfamiliar problems in unfamiliar contexts?
Unfamiliar context
Z
Familiar
problems
Unfamiliar
problems
Y
Familiar context
Y = Dependent capability
Z = Independent capability
Position Y
Dependent Capability
Position Z
Independent Capability
Predictable situations and solutions
Performance standards based on past
experience
Error elimination
Uncertainty and change
Exploring new problems, testing new
solutions
Establishing new standards, quality
enhancement
Autonomous teams and individuals
Responsibility, networks and peer
support
Improvement in performance
Imagination, creativity, intuition, risk,
courage
Intellectual agility, innovation
Learning
Supervision
Established procedures
Competent performance
Maintenance of standards, quality
assurance
Technical expertise
Training
The difference between training and learning?
You can train students to deal with Y but only students can learn to cope with Z.
Stephenson, 1996.
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Policy Framework
This document provides an overview of the University of Sydney's Statement of
Generic Attributes of Graduates which was approved by Academic Board in 2004.
The Statement of Generic Attributes is based on a conceptual framework identified
through research conducted at the University of Sydney. Based on this framework,
the University has identified three overarching graduate attributes-Scholarship,
Lifelong Learning, and Global Citizenship - which reflect the research-intensive
nature of the University, its scholarly values in relation to research-led teaching, and
the place of its graduates in a global society. These overarching attributes represent
combinations of clusters of more specific attributes, which can be interpreted or
contextualised differently in different disciplinary domains. These graduate attributes
are ultimately developed through students' engagement with the teaching and
learning experiences of their disciplinary courses, and their participation in University
life. However the development of these abilities can be supported by foundation skills
programs and presumes basic competencies.
Generic Attributes of Graduates of the University of Sydney Graduates of the
University of Sydney will have a stance towards knowledge, the world, and
themselves that sets them apart from other graduates in their lives and work.
SCHOLARSHIP: An attitude or stance towards knowledge:
Graduates of the University will have a scholarly attitude to knowledge and
understanding. As Scholars, the University's graduates will be leaders in the
production of new knowledge and understanding through inquiry, critique and
synthesis. They will be able to apply their knowledge to solve consequential
problems and communicate their knowledge confidently and effectively.
GLOBAL CITIZENSHIP: An attitude or stance towards the world:
Graduates of the University will be Global Citizens, who will aspire to contribute to
society in a full and meaningful way through their roles as members of local, national
and global communities.
LIFELONG LEARNING: An attitude or stance towards themselves:
Graduates of the University will be Lifelong Learners committed to and capable of
continuous learning and reflection for the purpose of furthering their understanding of
the world and their place in it.
Each of these overarching attributes can be understood as a combination of five
overlapping clusters of skills and abilities.
1. Research and Inquiry: Graduates of the University will be able to create new
knowledge and understanding through the process of research and inquiry.
2. Information Literacy: Graduates of the University will be able to use information
effectively in a range of contexts.
3. Personal and Intellectual Autonomy: Graduates of the University will be able to
work independently and sustainably, in a way that is informed by openness, curiosity
and a desire to meet new challenges.
4. Ethical, Social and Professional Understanding: Graduates of the University
will hold personal values and beliefs consistent with their role as responsible
members of local, national, international and professional communities.
5. Communication: Graduates of the University will recognise and value
communication as a tool for negotiating and creating new understanding, interacting
with others, and furthering their own learning.
The particular abilities and skills that comprise each of these five clusters of abilities
might be different in different disciplines. As such, it is envisaged that different
faculties and disciplines will identify different specific attributes to include under each
of these five clusters. Following is an example of the way these attribute clusters
might be interpreted by a discipline or faculty.
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