A Guide to Developing and Assessing Learning （指导开发和评估学习）.pdf

Office of the Associate Vice-President (Academic) A Guide to Developing and Assessing Learning Outcomes at the University of Guelph Prepared by Dr. Natasha Kenny and Dr. Serge Desmarais Introduction are explicitly linked to course-specific and degree-level learning outcomes, which are tied to institutional and The University of Guelph prides itself on the quality of provincially-defined graduate degree level expectations its learning environment. The University’s 1987 Learning (DLEs) (Figure 1). Objectives (Appendix A) established Guelph as a leader in outcomes-based pedagogy, and our academic com- Learning outcomes provide a powerful framework upon munity continues to engage in many innovative initiatives which to structure curricula. According to Harden et al. designed to enhance students’ learning experiences. With (1999; 2007b) learning outcomes: the 2005 articulation of the province’s University Under- • help to provide clarity, integration and alignment graduate and Graduate Degree-Level Expectations (Ap- within and between a sequence of courses; pendix B), postsecondary institutions across Ontario have become increasingly engaged in articulating and assessing • promote a learner-centred approach to curriculum learning outcomes to account for and ensure quality in planning; their educational programs.