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Higher Education Learning Outcomes Assessment

International Perspectives


Hamish Coates

This book provides higher education teachers, leaders and policymakers with insights from research on assessing students’ learning outcomes. The book is founded in research, shaped by policy, and designed to be of enduring relevance to practice. Framed by a cycle of continuous quality improvement, it begins by discussing policy contexts and research concepts. Experts discuss institutional, disciplinary, national and international case studies. Perspectives are advanced for reviewing the relevance and feasibility of assessment initiatives. The book explores what stakeholders have done to convert work on learning outcomes into improvements in education.
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Learning outcomes in Finnish higher education from the perspective of comprehensive curriculum framework


Abstract: The aim of this chapter is to describe how learning outcomes are comprehended in Finnish higher education institutions as part of competence-based curricula. In the recent years higher education institutions have started to introduce competence-based curricula into their degree programs. According to the basic principles of Finnish higher education, the implementation of competence-based curricula has, however, been on the sovereignty of each higher education institution. By presenting two institutional examples this chapter explores the learning outcomes approach in the framework of comprehensive curriculum and also displays different ways of defining and assessing what students learn in higher education.

Keywords: competence-based curriculum, higher education, learning outcomes, quality assurance

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