The Uses of Learning Outcomes

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Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students (2004, background): “Hussey and Smith (2003) , for example, have argued that prescribing learning outcomes limits creativity and autonomy on the part of both students and staff (Clegg & Ashworth, 2003).”
Learning outcomes and critical thinking – good intentions in conflict (2018, background): “At the programme level, learning outcomes would be even less informative (see also Avis 2000; Hussey and Smith 2002, 2003).”
Transitions in higher education (2010, background): “When properly understood they can act as guide posts for the autonomous learner (Hussey & Smith, 2002, 2003).”
Learning outcomes: a conceptual analysis (2008, methodology): “session, but using a more fashionable term*‘learning outcomes’*found in Gagne (1974), and later sketched by Ing (1978), who discussed the way in which children learn, and who produced a list of learning outcomes similar to that provided in James and Brown (2005).”
Aligning assessment with long‐term learning (2006, background): “These include a focus on learning outcomes (Hussey & Smith, 2003), the use of graduate attributes (Hager & Holland, in press), the promotion of key skills and the adoption of an agenda of employability (Dearing, 1997) and the development of capability (Stephenson & Yorke, 1998).”