Defining and Assessing Desired Learning Outcomes

Abstract

What data on learning are needed depends on what learning outcomes are expected. In this chapter, two recently influential perspectives on learning outcomes are considered: research on the brain (neuroscience); and research on the demands of the information age. Desirable learning for the information age can be categorised in terms of domains of knowledge as well as various 21st century competencies: ICT-related competencies, conceptual knowledge competencies, cognitive competencies, metacognitive competencies, personal competencies, and interpersonal competencies. Implications for the collection of assessment data on student learning are considered and point to the need for assessment reform.