How Does Accreditation Assess Learning Outcomes?

What are learning outcomes?

Learning outcomes are concise statements describing what a student should know, understand and be able to do after completing a programme or unit of study. Outcomes focus on demonstrable knowledge, skills, attitudes and capacities that are appropriate to the award level and the institution’s mission and faith commitments.

How accreditation evaluates learning outcomes (overview)

The accreditation review examines learning outcomes across four interdependent domains: design, assessment, evidence and improvement. Reviewers evaluate whether outcomes are clear and measurable; whether teaching and assessment align to those outcomes; whether assessment moderation and academic integrity are reliable; and whether outcome data is used to improve programmes.

1. Clarity and appropriateness of outcomes

Accreditation checks that outcomes are explicit, written at the programme and unit level, and mapped to award level descriptors. Outcomes should reflect the institution’s stated mission, theological orientation, and the expectations of the intended learners and ministry contexts. Outcomes that are vague, purely activity-based, or inconsistent with level descriptors are flagged for revision.

2. Curriculum and assessment alignment

Reviewers confirm that curriculum content, learning activities and assessment tasks are designed to enable students to achieve the stated outcomes. This includes mapping unit learning outcomes to programme outcomes, ensuring progressive development across levels, and checking that assessment types (exams, essays, portfolios, ministry placements) validly sample the intended outcomes.

3. Assessment quality and academic integrity

Accreditation inspects assessment design, marking criteria/rubrics, moderation processes and mechanisms that protect academic integrity. Evidence of consistent marking, external moderation or peer review, and secure assessment practices strengthens confidence that results reliably reflect student achievement.

4. Evidence, monitoring and use of results

Institutions must provide evidence that assessment data is collected, analysed and acted upon. Reviewers look for aggregated outcome achievement data, programme-level reports, changes made in response to findings (curriculum revisions, staff development, assessment amendments), and records showing follow-through. Demonstrable improvement cycles indicate a mature quality-assurance system.

5. Assessment of practical and formation outcomes

Theological education regularly includes practical ministry formation, supervised placements and spiritual formation outcomes. Accreditation evaluates how practical outcomes are defined, how supervisors are prepared and assessed, and how evidence from placements is integrated with academic assessment and reflection.

Common weaknesses found in reviews

• Outcomes that are not measurable or mapped to assessment.
• Assessment tasks that assess activities rather than demonstrable competence.
• Weak or absent moderation and external verification.
• No clear process for using outcome data to make improvements.

Practical steps institutions can take now

1. Write measurable programme and unit outcomes and map them to level descriptors.
2. Ensure each assessment task is explicitly linked to one or more outcomes and use rubrics to make expectations transparent.
3. Implement moderation, external review or second-marking for key assessments.
4. Collect, report and act on aggregated outcome data annually and record improvement actions.
5. Include placement and formation evidence in programme-level reviews.