Educational implications for university education through analysing learning outcomes, teaching-learning strategy and assessment strategy of universities of the United Kingdom- courses/programs related to life science
The purpose of this study is to analyse the specifications in the course/module descriptions in the field of biological science in UK universities and to examine its implications for the innovation of higher education. For supporting data, learning outcomes, teaching & learning strategies and assessment strategies in the course/module descriptions were closely analysed. In many UK universities, learning outcomes were presented according to four com-ponents of knowledge and understanding, cognitive (in-tellectual) skills, practical skills and transferable/key skills.In this research, total twelve teaching & learning strategies and thirteen assessment strategies were examined in the course/module descriptions related to life science of UK universities with TEF Gold. The mean number of teaching & learning strategies was 7.9. and as for the assessment strategies was 7.7. The results showed that UK universities use various teaching & learning and assessment strategies. Moreover, learning outcomes, teaching & learning and assess-ment strategies are consistently structured in the course/ programs in the field of biological sciences.The develop-ment of consistent and detailed specifications in the course/module descriptions such as learning outcomes, tea-ching & learning and assessment strategies would con-tribute to innovative higher education
