1.2.1. INTRODUCTION
Learning outcomes are an inseparable part of teaching, learning, and assessment processes. There are many benefits why teachers should indicate learning outcomes. For instance, will make the assessment process transparent. However, there is one precondition for learning outcomes to be meaningful for learners, it is recommended that learning outcomes would be linked to every single assessment task, developed in the VLE. Consequently, teachers would be able to indicate whether the learning outcome has been partially or fully achieved. Learning outcomes provide certain benchmarks for the students on what they need to achieve during their study period, thus, students can plan their learning better.
Based on key transparent assessment principles, it is important to understand that transparency is more than simply sharing tacit assessment criteria, as it is necessary to guide “students in the practice of using them in context” (Jönsson & Prins, 2019, p. 2). As a result, it is necessary to not only outline the specific outcomes and skills we want students to develop, but also connect them with the actual activities being carried out. In addition, these criteria should be “indicators of quality” (Jönsson & Prins, 2019, p. 2) insofar as they represent different layers and dimensions of students’ performance. As educators, we should, therefore, verify that the assignments and other activities carried out are not only aligned but also proportional to the expected outcomes. This verification can rely on personal reflection, but also on students’ and peer feedback (i.e, should be discussed with practitioners, experts and be shared or co-created with each class).
In addition to context, this process is ongoing, as it is necessary to revisit the intended outcomes and criteria (which can include detailed descriptions, checklists, marking grids, rubrics, etc.) regularly, providing feedback and monitoring learners’ progress. It is, therefore, important to “plan, monitor and evaluate” (Jönsson & Prins, 2019, p. 3) students’ performance, as this will foster autonomy, engagement, and self-regulation. This process can be supported by the students themselves, as they can assess and provide feedback on each other’s assignments based on the available criteria and feedback, which can also support the development of communities of practice.