3.1 What are Intended Learning Outcomes?

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3.1.1 Introduction to ILOs

Intended Learning Outcomes (ILOs) are crucial elements in the structure of educational programs, serving as a detailed checklist of the skills, attributes, abilities, or competencies a student is expected to acquire upon completion of a course or program. These outcomes are essential for both internal and external quality assurance processes, helping institutions to outline what students should learn and be able to demonstrate.

ILOs play a pivotal role in maintaining the quality of teaching and learning within universities. They are used to communicate the expected skills and knowledge to external bodies, prospective students, current students, and colleagues, ensuring transparency and accountability in the educational process.

3.1.2 ILOs for microcredentials at UiT

The ILOs for microcredentials at UiT shall contribute to the development of students’ generic skills, such as skills that support students’ learning and/or are relevant for employability. UiT’s portfolio of microcredentials consists of thematic groups of four courses in each topic. Overlap between the ILOs in the courses should be avoided, so we strongly recommend that you coordinate with the other course owners in your thematic group.

3.1.3 ILOs descriptors

In Norway, the formal introduction of ILOs is supported by the Norwegian Qualifications Framework for Lifelong Learning, produced by the Norwegian Agency for Quality Assurance in Education (NOKUT). This framework aligns with broader European educational standards, and outlines three main descriptors for ILOs: knowledge, skills, and general competence.

Knowledge encompasses the understanding of theories, facts, and concepts within a specific discipline or profession.
Skills involve the practical application of knowledge to complete tasks and solve problems, including cognitive, practical, and soft skills like communication.
General competence refers to the ability to independently utilise both knowledge and skills in various situations, whether in academic or professional settings.

These descriptors should be aligned with the teaching and learning activities, as well as the assessment activities. This is called “constructive alignment”, and it helps provide a coherent educational experience. This alignment helps in defining the nature of assessments and the overall teaching and learning activities.