| the GUIDELINESDesigning an engaging, contextualised, and inclusive curriculum Online resources
UNSW Course Handout Template  Higher Education Academy – Guide for Busy Academics: Using Learning Outcomes to Design a Course and Assess Learning University of Central England in Birmingham –UCE Guide to Learning Outcomes University Of Tasmania – Unit Outline UWA, Centre for the Advancement of Teaching and Learning – Basic Guide to Writing Student Learning Outcome Statements "Well-expressed statements of intended learning outcomes help students to identify their own targets, and work systematically towards demonstrating their achievement of these targets." Race, P. 2001, The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and Assessment, Kogan Page, London, p. 21. "It is indisputable that, from the students’ perspective, clear standards and goals are a vitally important element of an effective educational experience. Lack of clarity on these points is almost always associated with negative evaluations, learning difficulties, and poor performance." Ramsden, P. 1992, Learning to Teach in Higher Education, Routledge, London, p. 127. "Students need to be on the inside of the logic of the course, believing in its rationale, not tagging along, feeling bewildered and jumping through hoops." Gibbs, G. 1995, Assessing Student Centred Courses, The Oxford Centre for Staff Development, Oxford, p.8.
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