The Importance of Evaluating Learning Objectives in Quality Assurance for Educational Institutions

One of the cornerstones of quality assurance in higher education is the careful and consistent evaluation of learning objectives at all levels of an educational program. This is to ensure that learners gain the knowledge, skills, and competencies they need to thrive in an ever-changing world.

The Role of Learning Objectives

“Learning objectives are explicit statements that describe what students are expected to know, understand, or be able to do by the end of a learning experience.” Learning Objective serve as guiding principles for curriculum design, instructional strategies, and assessment practices. However, for learning objectives to truly support quality assurance, there must be a clear and coherent alignment among:

  1. Program Learning Objectives (PLOs)
    These broad outcomes articulate the knowledge, skills, and values that students are expected to achieve upon completion of an entire program.

  2. Course Learning Objectives (CLOs)
    These are specific outcomes for individual courses that collectively contribute to achieving the program-level goals.

  3. Assessments
    Tools and methods used to measure the extent to which students have achieved these learning objectives.

Alignment for Effective Quality Assurance

Quality assurance in education involves evaluating the extent to which PLOs, CLOs, and assessments are aligned and mutually reinforcing. This alignment ensures that the educational experiences are coherent and purposeful, avoiding gaps or redundancies in learning. Here’s how alignment supports quality assurance:

  1. Consistency and Relevance
    When course-level objectives map directly to program-level goals, the overall curriculum is more coherent and focused. This ensures that all courses contribute meaningfully to students’ holistic development.

  2. Evidence-Based Evaluation
    Well-aligned assessments provide concrete evidence of learning. Institutions can confidently measure whether students are achieving the desired outcomes and make data-driven decisions for continuous improvement. For example, as one of the graduation requirements, students must take a competency test or obtain certification that is appropriate for their field of study and recognized by associations and industry.

  3. Student-Centered Learning
    Clear alignment empowers students by helping them understand the purpose of their learning activities. They can see how each course fits into their broader educational journey and what competencies they are expected to develop.

  4. Accountability and Accreditation
    Many accrediting bodies require evidence of alignment as part of their quality assurance standards. Demonstrating this alignment strengthens institutional credibility and accountability.

Evaluating Learning Objectives as a Continuous Process

Evaluating learning objectives should not be a one-time event but an ongoing process. Study Program should regularly:

  • Review and update program and course objectives to ensure they remain relevant to industry standards and societal needs.

  • Involve stakeholders – such as faculty, students, and employers – in discussions about program goals and outcomes to foster shared ownership of the quality assurance process.

  • Analyse student’s assessment data to verify that objectives (CLO and PLO) are being met and identify areas for improvement in the level of course’s syllabus/RPS or curriculum. This can be done by performing manual calculations or using a curriculum management system.

For helping study program in evaluate the achievement of learning objectives, Center for Teaching and Learning provide tool to evaluate the achievement of Learning objectives by using Curriculum Management System at OPCS. By input the data of CPL, CPMK and Course Weight Category into the system, OPCS can produce report of CPL and CPMK and then publish the summary on Power BI dashboard. Click this link for the Curriculum Management System (OPCS) guidelines: Curriculum Management System (OPCS) Guidelines

References

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does (4th ed.).

This book discusses constructive alignment in higher education, emphasizing how learning objectives, teaching methods, and assessment must be aligned for effective learning and quality assurance.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.

This resource provides a framework for clearly articulating learning objectives and aligning them with assessments, which is essential for quality assurance in education.

European Association for Quality Assurance in Higher Education (ENQA). (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).

This document outlines the need for alignment and continuous evaluation of learning objectives as key components of institutional quality assurance processes.

Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413.

This article addresses the importance of aligning assessment with learning objectives to support long-term learning and continuous quality improvement.

Council for Higher Education Accreditation (CHEA). (2010). The Value of Accreditation.

This publication highlights how accreditation processes emphasize the need for institutions to demonstrate clear learning objectives and alignment for accountability and quality assurance.

Quality Matters (QM). (2023). Higher Education Rubric, Sixth Edition.

Quality Matters provides rubrics and standards that support alignment between learning objectives and assessments as part of quality assurance in online and blended courses.