Core Reading List
1. Biggs, J.B., & Collis, K.F., (1982); Evaluating the Quality of Learning: The SOLO Taxonomy. New York, Academic Press.
2. Biggs, J. & Tang, C., (2011); Teaching for Quality Learning at University (4th Ed). Maidenhead, Open University Press.
3. Bologna Handbook, Implementing Bologna in your Institution, C3.4-1, 1 – 30. Journal of the European Higher Education Area, Bologna Archive. Available at: http://www.eheajournal.eu/index.php?option=com_docman&task=doc_details&gid=127
4. Kennedy, D. (2006); Writing and using Learning Outcomes, Quality Promotion Unit, UCC
5. Kirkwood, A. and Price, L., (2013); Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, Vol.44, No.4, pp: 536–543. Available at: doi:10.1111/bjet.12049.
6. Martin, L. and Mahat, M., (2017); The Assessment of Learning Outcomes in Australia: Finding the Holy Grail. AERA Open, Vol.3, No.1, pp:1-19, Available at: DOI: 10.1177/2332858416688904.
7. Potter, M., K., & Kustra, (2012); A Primer on Learning Outcomes and the SOLO Taxonomy. Course Design for Constructive Alignment (Winter 2012). Centre for Teaching and Learning, University of Windsor. Available at: http://www1.uwindsor.ca/ctl/system/files/PRIMER-onLearning-Outcomes.pdf.
8. Tuning, (2016); Tuning Methodology. Available at: http://www.unideusto.org/tuningeu/images/stories/archivos/TUNING%20METHODOLOGY%
Supplementary Reading List
1. Bereiter, C., (2002); Education and Mind in the Knowledge Age. Mahwah, New Jersey, Laurence Erlbaum Associates Inc.
2. Conole, G., (2015); The 7C’s of Learning Design. Available at:
4. European Commission (EC), (2017); The Bologna Process and the European Higher Education Area. European Commission, Education and Training, EU activities in the field of higher education. Available at: http://ec.europa.eu/education/policy/higher-education/bolognaprocess_en.
5. Havnes, A. and Prøitz, T.S., (2016); Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning. Educational Assessment, Evaluation and Accountability, Vol.28, No.3, pp.205- 223. Available at: DOI 10.1007/s11092-016-9243-z.
6. Redecker, C. (2013); The Use of ICT for the Assessment of Key Competences. European Commission, Joint Research Centre, Institute for Prospective Technological Studies. Publications Office of the European Union, Luxembourg. Available at: http://publications.jrc.ec.europa.eu/repository/handle/JRC76971.pdf