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Marton, F., & Saljo, R. (1976b). On Qualitative Differences in Learning—2: Outcome as a Function of the Learner’s Conception of the Task. British Journal of Educational Psychology, 46, 115-127. http://dx.doi.org/10.1111/j.2044-8279.1976.tb02304.x

has been cited by the following article:

• TITLE: How to Formulate Relevant and Assessable Learning Outcomes in Statistics

  AUTHORS: Thomas E. Holgersson

  KEYWORDS: Learning Assessment, Course Syllabus, Statistics

  JOURNAL NAME: Creative Education, Vol.7 No.4, April 22, 2016

  ABSTRACT: Course syllabuses, outlines or similar academic documents specifying the content of a course will often be a helpful tool both for teachers and students to grasp the content and purpose of a course. In many cases, however, the compilation of such documents is a painstaking process for the educator designing it, and is a task that many teachers will shun. In this paper we propose a fairly simple pedagogical model for designing specific learning outcomes that the students are expected to attain after completion of a course.