A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Curriculum design and development
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outcomes have been forgotten. This is the learning that can be drawn upon in other and
new contexts.’
An (intended) learning outcome is an objective of the module or programme being
studied. An objective is a succinct statement of intent. It signifies either a desired outcome
to be achieved and/or a process that should be undertaken or experienced. Objectives can
thus focus on outcomes/processes or a blend of each. An outcome usually comprises a
verb and a context. An example of a subset of learning outcomes in a first-year theology
module at the University of Auckland is shown below.
Upon completion of this module students should be able to:
• demonstrate their knowledge of a process of practising theology contextually;
• identify numerous sources, including the Treaty of Waitangi, for the practice of
theology;
• evaluate differences in types of sources and starting points in theology and how they
are used in theologising or theological reflection;
• undertake a simple theological process around a chosen topic.
In a second-year Bachelor of Fine Arts module, the following learning outcomes are
presented to students.
At the end of this module students are expected to be able to:
• demonstrate an awareness of the broad historical, theoretical and contextual
dimensions of the discipline(s) studies, including an awareness of current critical
debates in their discipline(s);
• demonstrate an ability to critically analyse and evaluate art and/or design work;
• formulate independent judgements;
• articulate reasoned arguments through review, reflection and evaluation;
• demonstrate an awareness of issues that arise from the artist’s or designer’s relationship
with audiences, clients, markets, users, consumers and/or participants.
Interrogating practice
Consider your general aim/s for a module you are teaching. Write specific
learning outcomes for this course: what do you want students to learn?
Learning outcomes should be pitched at the right level so as to specify the complexity
and/or significance of the situation in which the learner is expected to demonstrate the
behaviour. An issue many academics struggle with is pitching the learning outcomes
in accordance with levels of ability. The writing of learning outcomes should reflect