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=Institutional reviews are guided by course learning objectives when assessing course structure, learning design and content. =

Evidence
There is a risk that rather than focus on student achievement of learning objectives, institutions may focus on production and delivery milestones. What we really want to know is whether or not students are emerging with educational outcomes that connect with the institution’s mission, vision, or objectives. One of the surest ways that a learning provider has lost its way is a focus on enrolment and revenue numbers. Education must concern itself with learning outcomes. (Smith Nash 2007)

Wiggins & McTighe (2005) emphasize the importance of backwards design. This is where one first determines what students need to know, understand and be able to do, taking into consideration Goals, Graduate attributes and Teacher/student interests. Then determine acceptable evidence that this has been learned considering a range of assessment methods. Finally, learning experiences can be planned, activities, materials and resources needed in order that students can attain the skills to be demonstrated. This method entails that when assessing course structure, learning design and content, we must similarly work from overarching objectives to course activities in order to determine their appropriateness.

Resources
The Association to Advance Collegiate Schools have produced an Assurance of Learning process. This focuses on direct measures of student learning at a program level. This is a mechanism to ensure that graduating students are the sort of graduates that institutions want them to be. Schools should be asking: 1.	What should our students learn in our program? And what are our expectations? 2.	How will they learn it? 3.	How will we know they have/have not learned what is expected? 4.	What will we do if they have not learned what is expected?

The Outcomes Assessment Process should include the following four steps: 1.	Definition of student learning goals that are translated into measurable objectives 2.	Alignment of curricula with the adopted goals 3.	Identification of instruments and measures to assess learning 4.	Collection, analyzing, and dissemination of assessment information. Then using assessment information for continuous improvement.

When assessing course structure, learning design and content it is important to ensure that the answers to the questions, ‘what do we want our students to be?’ (at a program level) aligns with the assessment measures and design of the courses. (see AACSB white paper 2007).