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How to formulate relevant and assessable learning outcomes in statistics
Linnaeus University, School of Business and Economics, Department of Economics and Statistics.
2016 (English)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 7, no 4, p. 669-675Article in journal (Refereed) Published
Abstract [en]

Course syllabuses, outlines or similar academic documents specifying the content of a course will often be a helpful tool both for teachers and students to grasp the content and purpose of a course. In many cases, however, the compilation of such documents is a painstaking process for the educator designing it, and is a task that many teachers will shun. In this paper we propose a fairly simple pedagogical model for designing specific learning outcomes that the students are expected to attain after completion of a course.

Place, publisher, year, edition, pages
Scientific Research Publishing, 2016. Vol. 7, no 4, p. 669-675
Keywords [en]
Learning Assessment, Course Syllabus, Statistics
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-51317DOI: 10.4236/ce.2016.74070OAI: oai:DiVA.org:lnu-51317DiVA, id: diva2:914482
Available from: 2016-03-24 Created: 2016-03-24 Last updated: 2017-11-30Bibliographically approved

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Holgersson, Thomas

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