A Guide to Quality in Online Teaching and Learning
learning outcomes descriptors so that the learning outcomes are achieved: • The content and structure of the study programme • Learning and teaching methods • Exams and other assessment methods ⁴⁷ It must also be planned for the relationship between these factors to be as good as possible. The European Association of Distance Teaching Universities (EADTU) has issued a manual for institutional benchmarking of quality .⁴⁸ On the documentation of the connection between learning outcomes, learning activities and assessment, it says: ‘Each course should include a clear statement of the learning outcomes to be achieved on successful completion. (…) The development of each course should include a clearly documented course specification which sets out the relationship between learning outcomes, learning activities and assessment. (…)’ (Page 64.)
Taxonomies When writing learning outcomes, educational taxonomies can be of considerable help. These taxonomies are classification systems ranging from the learning of facts to the development of independent assessment and reflection. The different scientific disciplines have their specific taxonomies. In this guide, we refer to Benjamin Bloom's taxonomy. It is the most widely used taxonomy in our part of the world, but it has its limitations. It only covers the cognitive qualifications, while we may of course wish to include and develop skills in several other areas. For the psychomotor domain and the affective domain, we refer to Elizabeth J. Simpson and David R. Krathwohl, respectively.
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EADTU, E-xcellence Quality Assessment for E-learning: a Benchmarking Approach (2012) second
edition.
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