Generic level learning outcome templates: a tool for benchmarking student achievement levels throughout a university

Shows how Scotland’s Robert Gordon University is currently attempting to address the recommendations of the Dearing Report in respect of detailed programme specifications, and of the Partington Report regarding benchmarking of levels of student achievement, in the course of implementing a university‐wide course modularisation programme. Describes how the university has developed a set of generic level learning outcome templates which specify the levels that students should attain in the four areas identified by Dearing (knowledge and understanding; key skills; cognitive skills; and subject‐specific skills) at the various stages of undergraduate and taught‐postgraduate courses. Explains how course teams are using these generic templates to produce “contextualised” versions for their own courses, and are then using the resulting contextualised level learning outcomes as benchmarking guidelines when writing the individual module descriptors for these courses. Describes how this work is being facilitated throughout the university.