This study follows well-published educational criteria for assessing the quality of learning outcomes and investigates how these criteria are applied to descriptors of courses that include object oriented programming concepts. These quality criteria aim to ensure that learning outcomes are specific, measurable, attainable, relevant and time-scaled. The study examined course descriptors from all universities in New Zealand and found a significant gap between the published criteria and the learning outcomes—it is clear that learning outcomes are widely open to interpretation and do not meet the criteria. There is a minimal level of detail provided in these outcomes that are insufficient to satisfy the stated criteria. This study then presents a new and more detailed implementation of outcomes augmented with assessment structure and marking criteria to show that adding more detail significantly increases the complexity of course descriptors. This highlights the need for robust discussions between the writers of course descriptors who look for simplicity and flexibility and quality assessors who expect precision and specifics.

中文翻译：

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评估包含面向对象编程概念的课程描述的学习成果

本研究遵循广泛发布的评估学习成果质量的教育标准，并调查如何将这些标准应用于包含面向对象编程概念的课程描述。这些质量标准旨在确保学习成果是具体的、可衡量的、可实现的、相关的和具有时间尺度的。该研究检查了新西兰所有大学的课程描述，发现公布的标准与学习成果之间存在显着差距——很明显，学习成果广泛接受解释，不符合标准。这些结果中提供的最低限度的细节不足以满足规定的标准。然后，这项研究提出了一种新的、更详细的结果实施方式，增加了评估结构和评分标准，以表明添加更多细节会显着增加课程描述的复杂性。这凸显了寻求简单性和灵活性的课程描述者与期望精确性和细节的质量评估者之间进行深入讨论的必要性。