Pattern Name
LEARNING OUTCOMES (Bergin et al., 2015b, p. 6)
Pattern Language
Assessment-Driven Course Design Foundational Patterns
Category
Defining Learning Outcomes
Active Role
T
Summary
If teachers set clear and measurable learning outcomes, students have a better idea towards where to work to and can organize their studies accordingly (Bergin et al., 2015b, p. 7).
Example for Technological Support
Teachers can use the Learning Outcome Generator provided by the University of Indiana to write transparent learning outcomes (Indiana University Bloomington, n.d.). The scaffolding tool/template “My Learning” can be used for documentation of the Learning Outcomes.
Literature
Bergin, J., Kohls, C., Köppe, C., Mor, Y., Portier, M., Schümmer, T., & Warburton, S. (2015b). Assessment-driven Course Design Foundational Patterns. In Proceedings of the 20th European Conference on Pattern Languages of Programs. New York, NY, USA: ACM. https://doi.org/10.1145/2855321.2855353
Telkom Jakarta
How does the establishment of clear and measurable learning outcomes benefit students in organizing their studies, as mentioned in the summary of the pattern language “Assessment-Driven Course Design Foundational Patterns”?
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