UWA SPOT/SET Project

192)          it has been made clear what was expected of students

Course/unit objectives communicate your expectations to students, to let them know what they are expected to accomplish and help them focus their learning activities. More detailed expectations are provided through a course syllabus, handouts and verbal instructions guidelines given in the classroom.

·         Biggs (1999) clarifies what objectives are and what they are not and explains how to set up criterion-referenced objectives (pp. 43 - 50).

·         A course/unit syllabus or outline organises all the details of the course, including objectives, into one place. This is beneficial for both the student and the teacher. McKeachie (1994) provides guidelines on what to include in a syllabus (pp. 9 - 19).

·         Davis, Wood & Wilson (1983) provide a guide to outline to the learners what you are going to discuss in a lecture and why.

Biggs, J. (1999). Teaching for quality learning at university : What the student does. Buckingham: Society for Research into Higher Education : Open University Press.

Davis, B. G., Wood, L., & Wilson, R. C. (1983). A Berkeley compendium of suggestions for teaching with excellence [World Wide Web]. The University of California. Retrieved 20 October, 2002, from the World Wide Web: http://teaching.berkeley.edu/compendium/suggestions/file38.html

McKeachie, W. (1994). Teaching tips. Lexington, Massachusetts: D C Heath & Co.