Difference between revisions of "Principles regarding learning outcomes in accreditation procedures"

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==Introduction==
 
==Introduction==
In Europe, learning outcomes are defined as statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning.
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In Europe, [[learning outcomes]] are defined as statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning.
The European Consortium for Accreditation in higher education (ECA) has commenced its work on learning outcomes in 2006. The members of ECA now agree that learning outcomes can be taken into account during any assessment procedure in higher education and that this enhances the student-centred approach. They agree that taking into account learning outcomes in accreditation procedures contributes to the mutual recognition of accreditation decisions.
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The [[European Consortium for Accreditation in higher education]] ([[ECA]]) has commenced its work on [[learning outcomes]] in 2006. The [[[[European Consortium for Accreditation in higher education#Members|members of ECA]] now agree that [[learning outcomes]] can be taken into account during any [[assessment]] procedure in [[higher education]] and that this enhances the student-centred approach. They agree that taking into account [[learning outcomes]] in [[accreditation]] procedures contributes to the [[mutual recognition]] of [[accreditation]] decisions.
In order to increase mutual trust and transparency, the members of ECA concur that accreditation procedures should take into account the following principles.
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In order to increase mutual trust and transparency, the [[[[European Consortium for Accreditation in higher education#Members|members of ECA]] concur that [[accreditation]] procedures should take into account the following principles.
  
 
==Principles regarding learning outcomes in accreditation procedures==
 
==Principles regarding learning outcomes in accreditation procedures==
: '''Principle 1''': Accreditation organisations should take into account learning outcomes in their assessments, thus enhancing Mutual Recognition of accreditation decisions.
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: '''Principle 1''': [[Accreditation organisation]]s should take into account [[learning outcomes]] in their [[assessment]]s, thus enhancing [[Mutual Recognition]] of [[accreditation]] decisions.
  
: '''Principle 2''': Accreditation organisations should assess whether the learning outcomes are in line with the National Qualifications Framework and/or the Framework for Qualifications of the European Higher Education Area.
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: '''Principle 2''': [[Accreditation organisation]]s should assess whether the [[learning outcomes]] are in line with the [[National Qualifications Framework]] and/or the [[Framework for Qualifications of the European Higher Education Area]].
  
: '''Principle 3''': Learning outcomes are a shared concern of stakeholders and thus accreditation organisations should assess whether the higher education institutions consider stakeholders opinion when designing or revising programmes and learning outcomes.
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: '''Principle 3''': [[Learning outcomes]] are a shared concern of stakeholders and thus accreditation organisations should assess whether the higher education institutions consider stakeholders opinion when designing or revising programmes and learning outcomes.
  
: '''Principle 4''': Accreditation organisations should assess whether learning outcomes and their assessment by higher education institutions are understandable and public.
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: '''Principle 4''': [[Accreditation organisation]]s should assess whether [[learning outcomes]] and their [[assessment]] by [[higher education institution]]s are understandable and public.
  
: '''Principle 5''': Accreditation organisations should assess whether curriculum design and content enable students to achieve the intended LO and whether higher education institutions apply proper procedures to assess those intended LO.
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: '''Principle 5''': [[Accreditation organisation]]s should assess whether curriculum design and content enable students to achieve the intended [[learning outcomes|LO]] and whether [[higher education institution]]s apply proper procedures to assess those intended [[learning outcomes|LO]].
  
: '''Principle 6''': In the case of programme accreditation, accreditation organisations should make explicit reference to the programmes learning outcomes in their reports.
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: '''Principle 6''': In the case of [[programme accreditation]], [[accreditation organisation]]s should make explicit reference to the [[programme]]s [[learning outcomes]] in their reports.
  
: '''Principle 7''': In the case of institutional accreditation, accreditation organisations should evaluate the institution’s provisions regarding the implementation and assessment of learning outcomes.
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: '''Principle 7''': In the case of [[institutional accreditation]], [[accreditation organisation]]s should evaluate the institution’s provisions regarding the implementation and [[assessment]] of [[learning outcomes]].
  
 
[[Category:ECA]]
 
[[Category:ECA]]
 
[[Category:Documents]]
 
[[Category:Documents]]

Latest revision as of 13:41, 18 July 2012

Introduction

In Europe, learning outcomes are defined as statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning. The European Consortium for Accreditation in higher education (ECA) has commenced its work on learning outcomes in 2006. The [[members of ECA now agree that learning outcomes can be taken into account during any assessment procedure in higher education and that this enhances the student-centred approach. They agree that taking into account learning outcomes in accreditation procedures contributes to the mutual recognition of accreditation decisions. In order to increase mutual trust and transparency, the [[members of ECA concur that accreditation procedures should take into account the following principles.

Principles regarding learning outcomes in accreditation procedures

Principle 1: Accreditation organisations should take into account learning outcomes in their assessments, thus enhancing Mutual Recognition of accreditation decisions.
Principle 2: Accreditation organisations should assess whether the learning outcomes are in line with the National Qualifications Framework and/or the Framework for Qualifications of the European Higher Education Area.
Principle 3: Learning outcomes are a shared concern of stakeholders and thus accreditation organisations should assess whether the higher education institutions consider stakeholders opinion when designing or revising programmes and learning outcomes.
Principle 4: Accreditation organisations should assess whether learning outcomes and their assessment by higher education institutions are understandable and public.
Principle 5: Accreditation organisations should assess whether curriculum design and content enable students to achieve the intended LO and whether higher education institutions apply proper procedures to assess those intended LO.
Principle 6: In the case of programme accreditation, accreditation organisations should make explicit reference to the programmes learning outcomes in their reports.
Principle 7: In the case of institutional accreditation, accreditation organisations should evaluate the institution’s provisions regarding the implementation and assessment of learning outcomes.