Compare courses for transfer by analyzing implicit outcomes in summative assessments rather than calendar descriptions¶

Design Method · All design methods
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Because explicit learning outcomes are often sector-specific, non-standardized, and not aligned with course content or assessments, the article recommends comparing programs through analysis of significant summative assessments such as final exams. Program chairs commonly compare calendar descriptions and course outlines, but these "generally do not spell out the task complexity that students must meet in order to pass the course"; the framework is intended to allow that comparison.

Design Implications¶

Context¶

Requirements¶

Access to comprehensive summative assessments (final exams) that address most course learning goals
Trained, calibrated raters for the framework dimensions

Constraints¶

Final exams serve only as a proxy measure of implicit learning outcomes
The study did not directly link learning outcomes to credits

Target Learners¶

post-secondary students in Engineering and Engineering Technology transfer pathways

Target Learning Objectives¶

comparing course-level learning outcomes for credit transfer and articulation

Claims¶

Framework Scoring High Consistency Physics [+M]

Examples¶

Support credit transfer with direct credit for bidirectional transfers plus small bridging modules targeting missing outcomes

Key Sources¶

Zakani, S., Kaupp, J., Turner, R. D., & Frank, B. (2019). Analyzing implicit science and math outcomes in engineering and technology programs. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). https://doi.org/10.5206/cjsotl-rcacea.2019.1.7994

Page metadata

Field	Value
`type`	`method`
`id`	`implicit-outcomes-from-summative-assessments-for-transfer`
`title`	`Compare courses for transfer by analyzing implicit outcomes in summative assessments rather than calendar descriptions`
`description`	`Because explicit learning outcomes are often sector-specific, non-standardized, and not aligned with course content or assessments, the article recommends comparing programs through analysis of significant summative a...`
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `zakani-2019`

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