The qualifications framework for higher education (see more here) divides student learning outcomes into three main categories: knowledge, skills and competences. The learning outcomes must specify what the students are expected to know or be able to do as a result of a learning process, for example a course, or when they graduate from the degree programme. Therefore, it should be possible to test learning outcomes in the degree programme exams.
The description of learning outcomes through knowledge, skills and competences aims to clarify the intention of the courses, as well as clarifying to the students what will be expected of them in the exam. The learning outcomes must also specify to the users of the academic regulations which qualifications the students are expected to have acquired after graduation. The definition of the three categories is delimited and summarised below:
KnowledgeSpecifies certain knowledge of a topic, the level of knowledge and the understanding acquired. Knowledge includes:
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Examples: The Bachelor’s degree programme in philosophy (2018), Ethics:
The Master’s degree programme in archaeology (2019), Archaeological Data Analysis and Presentation:
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SkillsSpecifies what the students are able to do or carry out: Skills include:
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Examples:
The Master’s degree programme in educational anthropology (2017), Fieldwork and Analysis:
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CompetencesSpecifies the ability to use knowledge and skills in a work situation or study context. Competences are about responsibility and independence and include:
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Examples: The Bachelor’s degree programme in dramaturgy (2018):
The Master’s degree in linguistics (2017): Multilingualism and Second Language, Quantitative Approaches:
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Taxonomic classification can be used to formulate academic objectives and describe students’ knowledge, skills and competences. Taxonomies for learning can be used to ensure a systematic description of the increasing complexity of the students’ performance and help clarify goals. Depending on what the students need to demonstrate, for example whether the course aims to promote and test the students’ knowledge (cognition), actions (psychomotorics) or attitudes (affection), you can draw inspiration from various taxonomies. Below are the most commonly used taxonomies to describe student learning.
Bloom’s cognitive taxonomy describes the students’ intellectual knowledge, mental skills and processes. The taxonomy can be used to assess the students’ form of knowledge within six levels, ranging from simple knowledge to more complex knowledge.
Simpson’s psychomotor taxonomy describes the students’ physical skills, and can be used to assess the observations made in students’ actions. The taxonomy has six levels that illustrate the extent to which the students use a skill, from not using it to using it automatically.
Krathwohl’s affective taxonomy describes the students’ development of attitudes and feelings associated with what they are expected to learn. The taxonomy has five levels, ranging from a neutral reaction to a stronger and more personal commitment, which is why the taxonomy can be used in contexts related to attitude where the students’ values and personal value-oriented behaviour is to be tested.dprøves.
