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Carter, Carol (2005) Rethinking learning outcomes : review of Trevor Hussey & Patrick Smith (2003) ‘The Uses of Learning Outcomes’, Teaching in Higher Education, Vol. 8. No 3, pp. 357-368. Investigations in university teaching and learning, 2 (2). pp. 94-97. ISSN 1740-5106
Picking up the baton from their earlier article The Trouble With Learning Outcomes, in which they detailed a persuasively cautionary account of the dangers inherent in using learning outcomes as tools of audit rather than of education, Hussey and Smith (2002) return on a mission: ‘to develop an account of learning outcomes… that is more realistic and conducive to educational purposes’ (p. 232). As detailed in the abstract, the declared intent of this article is to produce ‘a new model… that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes’. This new model will employ ‘the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable’, the aim being ‘to aid understanding of the nature and proper use of learning outcomes in teaching and learning’.
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