Standard 03 of 08
Programs and Learning Outcomes
Programs with defined outcomes, level and credit that mean what they say.
A learner should be able to read a program description and know what they will be able to do at the end, at what level, and after how much work. This standard tests whether the design of each program supports that promise.
What HCDE expects
- Learning outcomes written for each program and course, stated in terms of what learners can do.
- A stated level and a stated amount of learning (credit or hours) with a reasoned basis, so that the same words are not used for very different amounts of work.
- Content and assessment that match the outcomes, and a clear map showing how they do.
- A defined process for approving new programs and for reviewing existing ones, involving subject experts and, where relevant, employers.
- Qualification titles that describe the content accurately.
- Progression routes, prerequisites and duration that are realistic for distance learners.
Evidence reviewers look for
- Program specifications and course outlines
- Outcome-to-assessment maps
- Records of program approval and periodic review
- Feedback from subject experts, employers or alumni used in program design
- Statements of level and credit, with the method used to set them
Questions a reviewer may ask
- How was the amount of learning in this program decided?
- Which assessments show that each outcome has been reached?
- When was this program last reviewed, and what changed as a result?
How this standard is judged
Reviewers read the evidence, may ask for more, and may speak with staff and learners. They record whether the standard is met, met with recommendations, or not yet met, and explain why. The way these findings lead to a decision is set out on the Decisions and Status page.
Questions before you begin?
Write to HCDE and we will explain the route that fits your institution, program or situation.