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Designing Curricula Based Designing Curricula Based on Learning Outcomeson Learning Outcomes

5 March 2009 5 March 2009 University of WarsawUniversity of Warsaw

Dr Declan Kennedy, Dr Declan Kennedy, Department of Education, Department of Education, University College Cork, IrelandUniversity College Cork, Ireland

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1.1. What are Learning What are Learning Outcomes?Outcomes?

2.2. How do I write How do I write Learning Outcomes?Learning Outcomes?

3.3. How do I design How do I design curricula based on curricula based on Learning Outcomes? Learning Outcomes?

4.4. How do I link Learning How do I link Learning Outcomes, Teaching Outcomes, Teaching and Learning Activities and Learning Activities and Assessment?and Assessment?

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What are learning outcomes?What are learning outcomes?Learning outcomes are statements of what is expected that Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning a student will be able to DO as a result of a learning activity….(Jenkins and Unwin).activity….(Jenkins and Unwin).

Learning outcomes are explicit statements of what we want Learning outcomes are explicit statements of what we want our students to know, understand or to be able to do as a our students to know, understand or to be able to do as a result of completing our courses. (Univ. New South Wales, result of completing our courses. (Univ. New South Wales, Australia)Australia)

““Learning outcomes are statements that specify what Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, activity. Outcomes are usually expressed as knowledge, skills or attitudes”. (American Association of Law Libraries).skills or attitudes”. (American Association of Law Libraries).

Learning outcomes are an explicit description of what a Learning outcomes are an explicit description of what a learner should know, understand and be able to do as a learner should know, understand and be able to do as a result of learning. (Learning and Teaching Institute, result of learning. (Learning and Teaching Institute, Sheffield Hallam University)Sheffield Hallam University)

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Working DefinitionWorking Definition

Learning outcomes are statements of what a Learning outcomes are statements of what a student should know, understand and/or be student should know, understand and/or be able to demonstrate after completion of a able to demonstrate after completion of a process of learning. process of learning.

The learning activity could be, for example, a lecture, a The learning activity could be, for example, a lecture, a module or an entire programme.module or an entire programme.Learning outcomes must not simply be a “wish list” of Learning outcomes must not simply be a “wish list” of what a student is capable of doing on completion of the what a student is capable of doing on completion of the learning activity.learning activity.Learning outcomes must be simply and clearly Learning outcomes must be simply and clearly described. described. Learning outcomes must be capable of being validly Learning outcomes must be capable of being validly assessed.assessed.

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Aims and ObjectivesThe Aim of a module or programme is a broad general statement of teaching intention, i.e. it indicates what the teacher intends to cover. Example of aim: To give students an introduction to organic chemistry

The objective of a module or programme is a specific statement of teaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover. Examples of objectives:

1. Give students an appreciation of the unique nature of carbon and it ability to bond to other carbon atoms.

2. To give students an understanding of the concept of hybridisation.3. To ensure that students know some characteristic properties of

alkanes and alcohols.4. To make students familiar with a range of families of organic

compounds: alkanes, alcohols, carboxylic acids and esters.

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From the definition of Learning Outcome we see:From the definition of Learning Outcome we see:

Emphasis on the learner.Emphasis on the learner.

Emphasis on the learner’s ability to do something.Emphasis on the learner’s ability to do something.

Focus on teaching – aims Focus on teaching – aims and objectives and use of and objectives and use of terms like terms like know, know, understand, be familiar with.understand, be familiar with.

Outcomes: Focus on what we want Outcomes: Focus on what we want the student to be able to do - use of the student to be able to do - use of terms like define, list, name, recall, terms like define, list, name, recall, analyse, calculate, design, etc.analyse, calculate, design, etc.

• Aims: Give broad purpose or general intention of the module.• Objectives: Information about what the teaching of the module hopes to achieve.• Learning outcomes are not designed to replace the traditional way of describing teaching and learning but to supplement it.

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Focus on Learning Outcomes – Focus on Learning Outcomes – BolognaBologna

Bologna Agreement signed in Bologna Agreement signed in Bologna, Italy in 1999 by 29 Bologna, Italy in 1999 by 29 countries. A total of 46 countries countries. A total of 46 countries have now signed up to this have now signed up to this agreement.agreement.The overall aim of the Bologna The overall aim of the Bologna Agreement is to improve the Agreement is to improve the efficiency and effectiveness of efficiency and effectiveness of higher education in Europe in higher education in Europe in terms of academic standards of terms of academic standards of degrees and quality assurance degrees and quality assurance standards. standards. One of the main features of this One of the main features of this process is the need to improve the process is the need to improve the traditional ways of describing traditional ways of describing qualifications and qualification qualifications and qualification structures. structures.

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Bologna, Italy (1999)

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What countries have signed the Bologna Agreement?European Union - all 27 countriesAustriaBelgiumBulgariaCyprusCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIrelandItalyLatviaLithuaniaLuxembourgMaltaNetherlandsPolandPortugalRomaniaSlovakiaSloveniaSpainSwedenUnited Kingdom

Non-European UnionAlbaniaAndorraArmeniaAzerbaijanBosnia and HerzegovinaCroatiaGeorgiaHoly SeeIcelandLiechtensteinMontenegroMoldovaNorwayMacedoniaRussiaSerbiaSwitzerlandTurkeyUkraine

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What is the Bologna Process all about?

Setting up of European Higher Education Area (EHEA) to ensure Setting up of European Higher Education Area (EHEA) to ensure the increased international competitiveness of the European the increased international competitiveness of the European system of higher education.system of higher education.The Bologna Process is not based on a European Union initiative. The Bologna Process is not based on a European Union initiative. The agreement is between both EU and non-EU countries. The agreement is between both EU and non-EU countries. Setting up of system to make it easier to understand the description Setting up of system to make it easier to understand the description of qualifications and qualification structures. of qualifications and qualification structures. Every student graduating will receive a Every student graduating will receive a Diploma Supplement Diploma Supplement describing the qualification that the student has received. The describing the qualification that the student has received. The purpose of the Diploma Supplement is to improve transparency and purpose of the Diploma Supplement is to improve transparency and facilitate recognition. A standard format will be used to help facilitate recognition. A standard format will be used to help compare qualifications and make them easier to understand. The compare qualifications and make them easier to understand. The Diploma Supplement will also describe the content of the Diploma Supplement will also describe the content of the qualification and the structure of the higher education system in qualification and the structure of the higher education system in which it was issued. which it was issued.

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Framework of Qualifications for European Higher Education Area (EHEA)

Conference of European Ministers Responsible for Higher Education in Bergen, Norway (2005) adopted the overarching framework for qualifications in EHEA.This framework shows

- Three cycles (including within national contexts, the possibility of intermediate qualifications)

- Generic descriptors for each cycle based on learning outcomes and competences.

- ECTS credit ranges in the first and second cycles (i.e. Bachelors and Masters levels).

Ministers committed themselves to drawing up National Frameworks for Qualifications compatible with Framework of Qualifications for European Higher Education area by 2010.

Bergen, Norway (2005)

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First Cycle : Bachelor’s Cycle[180 – 240 ECTS credits]

Minimum of 3 years = 180 credits

4 years = 240 credits.

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Second Cycle: Master’s cycle [60 – 120 ECTS credits]

1 year or 2 years

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Third Cycle: Doctoral cycle [Number of ECTS credits not specified]

See two page summary of framework of qualifications on:www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Framework_qualificationsforEHEA-May2005.pdf

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Learning Outcome in Bologna Process‘Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area.’

Berlin Communique 2003 ‘We adopt the overarching framework for qualifications in the EHEA, comprising three cycles (including, within national contexts, the possibility of intermediate qualifications), generic descriptors for each cycle based on learning outcomes and competences, and credit ranges in the first and second cycles.’

Bergen Communique 2005

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‘We underline the importance of curricula reform leading to qualifications better suited both to the needs of the labour market and to further study. Efforts should concentrate in future on removing barriers to access and progression between cycles and on proper implementation of ECTS based on learning outcomes and student workload.’ ‘Qualifications frameworks are important instruments in achieving comparability and transparency within the EHEA and facilitating the movement of learners within, as well as between, higher education systems. They should also help HEIs to develop modules and study programmes based on learning outcomes and credits, and improve the recognition of qualifications as well as all forms of prior learning.’ ‘We urge institutions to further develop partnerships and cooperation with employers in the ongoing process of curriculum innovation based on learning outcomes.’ ‘With a view to the development of more student-centred, outcome-based learning, the next [Stocktaking] exercise should also address in an integrated way national qualifications frameworks, learning outcomes and credits, lifelong learning, and the recognition of prior learning.’

London Communiqué 2007

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Bologna Process:Bologna Process:As a step towards achieving greater As a step towards achieving greater clarity in the description of clarity in the description of qualifications, by 2010 all modules qualifications, by 2010 all modules and programmes in third level and programmes in third level institutions throughout the European institutions throughout the European Union must be written in terms of Union must be written in terms of learning outcomes. learning outcomes. ““Learning outcomes represent one of Learning outcomes represent one of the essential building blocks for the essential building blocks for transparency within higher education transparency within higher education systems and qualifications”systems and qualifications”

- Bologna Working Group, p.18 (December 2004)Major contribution of exemplar material from staff taking “Postgraduate Certificate / Diploma in Teaching and Learning at Higher Education”. Staff training in UCC – lunchtime session and setting up of “Postgraduate Certificate / Diploma in Teaching and Learning at Higher Education”. To date, translated into Spanish, German, Albanian, Serbian, Lithuanian and Hungarian.

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National Framework of QualificationsPutting the Bologna Process into practice.For many countries, one of the most challenging parts of the Bologna reform process is to make their National Framework of Qualifications compatible with the Framework for Qualifications of the European Higher Education Area.– Showing that National Qualifications Framework is compatible

with European Qualifications Framework.– Introducing Learning Outcomes and writing modules and

programmes in terms of Learning Outcomes.– Showing evidence that the Learning Outcomes have been

achieved.– Workload in terms of ECTS credits and credit accumulation

rather than teaching time. – Showing how the National Framework of Qualifications

facilitates Lifelong Learning.– Lifelong Learning the only way to avoid obsolescence and is

the key for ensuring progress.

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National Framework of Qualifications in Ireland

Available at : http://www.nqai.ie/docs/publications/13.pdf

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Development of Framework

The National Framework of Qualifications was proposed through the Qualifications (Education and Training) Act 1999 and launched in 2003. Definition of framework: The single, nationally and internationally accepted entity through which all learning achievements may be measured and related to each other in a coherent way and which defines the relationship between all education and training awards. An ambitious undertaking: the Framework seeks to encompass the entire spectrum of learning achievements

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How do I write Learning How do I write Learning Outcomes? Outcomes?

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Benjamin BloomBenjamin Bloom(1913 – 1999)(1913 – 1999)

He looked on learning as a He looked on learning as a process – we build upon our former process – we build upon our former learning to develop more complex levels oflearning to develop more complex levels of understandingunderstanding

Carried out research in the development of Carried out research in the development of classification of levels of thinking behaviours in the classification of levels of thinking behaviours in the process of learning. PhD University of Chicago in process of learning. PhD University of Chicago in 1942. 1942. Worked on drawing up levels of these thinking Worked on drawing up levels of these thinking behaviours from the simple recall of facts at the lowest behaviours from the simple recall of facts at the lowest level up to evaluation at the highest level. level up to evaluation at the highest level.

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Bloom’s Taxonomy of Bloom’s Taxonomy of Educational ObjectivesEducational Objectives

Bloom’s taxonomy (1956) is a very useful aid to Bloom’s taxonomy (1956) is a very useful aid to writing learning outcomes.writing learning outcomes.The taxonomy consists of a hierarchy of The taxonomy consists of a hierarchy of increasingly complex processes which we want increasingly complex processes which we want our students to acquire.our students to acquire.Provides the structure for writing learning Provides the structure for writing learning outcomesoutcomesBloom’s Taxonomy is frequently used by Bloom’s Taxonomy is frequently used by teachers in writing learning outcomes as it teachers in writing learning outcomes as it provides a ready made structure and list of provides a ready made structure and list of verbs. verbs.

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Bloom (1956) proposed that knowing is composed of six successive levels

arranged in a hierarchy.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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This area is commonly called the cognitive (“knowing” or “thinking”) domain (involving thought processes). Bloom suggested certain verbs that characterise the ability to demonstrate these processes. These verbs are the key

to writing learning outcomes.The list of verbs has been

extended since his original publication.

The “toolkit” for writing learning outcomes!The “toolkit” for writing learning outcomes!

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1. Knowledge - ability to recall or 1. Knowledge - ability to recall or remember facts without necessarily remember facts without necessarily

understanding themunderstanding them

Use action verbs like:Use action verbs like:

Arrange, collect, define, Arrange, collect, define, describe, duplicate, describe, duplicate, enumerate, examine, enumerate, examine, find, identify, label, list, find, identify, label, list, memorise, name, order, memorise, name, order, outline, present, quote, outline, present, quote, recall, recognise, recall, recognise, recollect, record, recollect, record, recount, relate, repeat, recount, relate, repeat, reproduce, show, state, reproduce, show, state, tabulate, tell.tabulate, tell.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: KnowledgeExamples: KnowledgeRecallRecall genetics terminology: homozygous, heterozygous, genetics terminology: homozygous, heterozygous, phenotype, genotype, homologous chromosome pair, etc. phenotype, genotype, homologous chromosome pair, etc. IdentifyIdentify and consider ethical implications of scientific and consider ethical implications of scientific investigations.investigations.DescribeDescribe how and why laws change and the consequences how and why laws change and the consequences of such changes on society.of such changes on society.ListList the criteria to be taken into account when caring for a the criteria to be taken into account when caring for a patient with tuberculosis.patient with tuberculosis.DefineDefine what behaviours constitute unprofessional practice what behaviours constitute unprofessional practice in the solicitor – client relationship.in the solicitor – client relationship.Outline the history of the Celtic peoples from the earliest Outline the history of the Celtic peoples from the earliest evidence to the insular migrations.evidence to the insular migrations.DescribeDescribe the processes used in engineering when the processes used in engineering when preparing a design brief for a client. preparing a design brief for a client. Recall the axioms and laws of Boolean algebra. Recall the axioms and laws of Boolean algebra.

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2. Comprehension - ability to 2. Comprehension - ability to understand and interpret learned understand and interpret learned

informationinformationUse action verbs like:Use action verbs like:

Associate, change, clarify, Associate, change, clarify, classify, construct, classify, construct, contrast, convert, decode, contrast, convert, decode, defend, describe, defend, describe, differentiate, discriminate, differentiate, discriminate, discuss, distinguish, discuss, distinguish, estimate, explain, estimate, explain, express, extend, express, extend, generalise, identify, generalise, identify, illustrate, indicate, infer, illustrate, indicate, infer, interpret, locate, predict, interpret, locate, predict, recognise, report, restate, recognise, report, restate, review, select, solve, review, select, solve, translate.translate.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: ComprehensionExamples: ComprehensionDifferentiateDifferentiate between civil and criminal law between civil and criminal lawIdentifyIdentify participants and goals in the development of electronic participants and goals in the development of electronic commerce. commerce. DiscussDiscuss critically German literary texts and films in English. critically German literary texts and films in English.PredictPredict the genotype of cells that undergo meiosis and mitosis. the genotype of cells that undergo meiosis and mitosis. TranslateTranslate short passages of contemporary Italian. short passages of contemporary Italian.Convert number systems from hexadecimal to binary and vice versa. Convert number systems from hexadecimal to binary and vice versa. ExplainExplain the social, economic and political effects of World War I on the the social, economic and political effects of World War I on the post-war world. post-war world. ClassifyClassify reactions as exothermic and endothermic. reactions as exothermic and endothermic.RecogniseRecognise the forces discouraging the growth of the educational the forces discouraging the growth of the educational system in Ireland in the 19th century.system in Ireland in the 19th century.ExplainExplain the impact of Greek and Roman culture on Western civilisation. the impact of Greek and Roman culture on Western civilisation. RecogniseRecognise familiar words and basic phrases concerning familiar words and basic phrases concerning themselves….when people speak slowly and clearly. themselves….when people speak slowly and clearly.

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3. Application: ability to use learned 3. Application: ability to use learned material in new situations, e.g. put ideas material in new situations, e.g. put ideas

and concepts to work in solving problemsand concepts to work in solving problems

Use action verbs like:Use action verbs like: Apply, assess, calculate, Apply, assess, calculate,

change, choose, complete, change, choose, complete, compute, construct, compute, construct, demonstrate, develop, demonstrate, develop, discover, dramatise, employ, discover, dramatise, employ, examine, experiment, find, examine, experiment, find, illustrate, interpret, illustrate, interpret, manipulate, modify, operate, manipulate, modify, operate, organise, practice, predict, organise, practice, predict, prepare, produce, relate, prepare, produce, relate, schedule, select, show, schedule, select, show, sketch, solve, transfer, use. sketch, solve, transfer, use.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples applicationExamples applicationConstructConstruct a timeline of significant events in the history of a timeline of significant events in the history of Australia in the 19Australia in the 19thth century. century. ApplyApply knowledge of infection control in the maintenance of knowledge of infection control in the maintenance of patient care facilities. patient care facilities. SelectSelect and employ sophisticated techniques for analysing the and employ sophisticated techniques for analysing the efficiencies of energy usage in complex industrial processes.efficiencies of energy usage in complex industrial processes.ShowShow proficiency in the use of vocabulary and grammar, as proficiency in the use of vocabulary and grammar, as well as the sounds of the language in different styles…..well as the sounds of the language in different styles…..RelateRelate energy changes to bond breaking and formation. energy changes to bond breaking and formation.ModifyModify guidelines in a case study of a small manufacturing guidelines in a case study of a small manufacturing firm to enable tighter quality control of production.firm to enable tighter quality control of production.ShowShow how changes in the criminal law affected levels of how changes in the criminal law affected levels of incarceration in Scotland in the 19th century. incarceration in Scotland in the 19th century. ApplyApply principles of evidence-based medicine to determine principles of evidence-based medicine to determine clinical diagnoses.clinical diagnoses.

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4. Analysis: ability to break down information 4. Analysis: ability to break down information into its components, e.g. look for inter-into its components, e.g. look for inter-

relationships and ideas (understanding of relationships and ideas (understanding of organisational structure)organisational structure)

Use action verbs like:Use action verbs like:Analyse, appraise, arrange, Analyse, appraise, arrange,

break down, calculate, break down, calculate, categorise, classify, categorise, classify, compare, connect, contrast, compare, connect, contrast, criticise, debate, deduce, criticise, debate, deduce, determine, differentiate, determine, differentiate, discriminate, distinguish, discriminate, distinguish, divide, examine, divide, examine, experiment, identify, experiment, identify, illustrate, infer, inspect, illustrate, infer, inspect, investigate, order, outline, investigate, order, outline, point out, question, relate, point out, question, relate, separate, sub-divide, test.separate, sub-divide, test.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: AnalysisExamples: AnalysisAnalyseAnalyse why society criminalises certain behaviours. why society criminalises certain behaviours.CompareCompare and contrast the different electronic business and contrast the different electronic business models. models. CategoriseCategorise the different areas of specialised interest within the different areas of specialised interest within dentistry. dentistry. DebateDebate the economic and environmental effects of energy the economic and environmental effects of energy conversion processes.conversion processes.IdentifyIdentify and and quantifyquantify sources of errors in measurements. sources of errors in measurements.CalculateCalculate gradient from maps in m, km, % and ratio. gradient from maps in m, km, % and ratio. Critically Critically analyseanalyse a broad range of texts of different genres a broad range of texts of different genres and from different time periods. and from different time periods. CompareCompare the classroom practice of a newly qualified the classroom practice of a newly qualified teacher with that of a teacher of 20 years teaching teacher with that of a teacher of 20 years teaching experience. experience. Calculate logical functions for coders, decoders and Calculate logical functions for coders, decoders and multiplexers.multiplexers.

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5. Synthesis - ability to put 5. Synthesis - ability to put parts togetherparts together

Use action verbs like:Use action verbs like:

Argue, arrange, assemble, Argue, arrange, assemble, categorise, collect, categorise, collect, combine, compile, combine, compile, compose, construct, compose, construct, create, design, develop, create, design, develop, devise, establish, explain, devise, establish, explain, formulate, generalise, formulate, generalise, generate, integrate, invent, generate, integrate, invent, make, manage, modify, make, manage, modify, organise, originate, plan, organise, originate, plan, prepare, propose, prepare, propose, rearrange, reconstruct, rearrange, reconstruct, relate, reorganise, revise, relate, reorganise, revise, rewrite, set up, summarise. rewrite, set up, summarise. 1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: SynthesisExamples: SynthesisRecogniseRecognise and formulate problems that are amenable to and formulate problems that are amenable to energy management solutions.energy management solutions.ProposePropose solutions to complex energy management solutions to complex energy management problems both verbally and in writing. problems both verbally and in writing. Assemble sequences of high-level evaluations in the Assemble sequences of high-level evaluations in the form of a program. form of a program. Integrate concepts of genetic processes in plants and Integrate concepts of genetic processes in plants and animals.animals.SummariseSummarise the causes and effects of the 1917 Russian the causes and effects of the 1917 Russian revolutions.revolutions.Relate Relate the sign of enthalpy changes to exothermic and the sign of enthalpy changes to exothermic and endothermic reactions.endothermic reactions.

OrganiseOrganise a patient education programme. a patient education programme.

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6. Evaluation: Ability to judge value 6. Evaluation: Ability to judge value of material for a given purposeof material for a given purpose

Use action verbs like:Use action verbs like:

Appraise, ascertain, argue, Appraise, ascertain, argue, assess, attach, choose, assess, attach, choose, compare, conclude, compare, conclude, contrast, convince, contrast, convince, criticise, decide, defend, criticise, decide, defend, discriminate, explain, discriminate, explain, evaluate, interpret, judge, evaluate, interpret, judge, justify, measure, predict, justify, measure, predict, rate, recommend, relate, rate, recommend, relate, resolve, revise, score, resolve, revise, score, summarise, support, summarise, support, validate, value.validate, value.1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: EvaluationExamples: Evaluation

Assess the importance of key participants in Assess the importance of key participants in bringing about change in Irish history bringing about change in Irish history Evaluate marketing strategies for different Evaluate marketing strategies for different electronic business models.electronic business models.Appraise the role of sport and physical Appraise the role of sport and physical education in health promotion for young people.education in health promotion for young people.Predict the effect of change in temperature on Predict the effect of change in temperature on the position of equilibrium…the position of equilibrium…Summarise the main contributions of Michael Summarise the main contributions of Michael Faraday to the field of electromagnetic induction. Faraday to the field of electromagnetic induction.

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Bloom Revisited: Anderson and Krathwohl (2001)

Bloom (1956)

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Anderson and Krathwohl (2001)

To remember

To understand

To apply

To analyse

To evaluate

To create

Analysis, Synthesis, Evaluation – Higher Order Thinking Skills

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AFFECTIVE DOMAIN (“Feeling”) concerned AFFECTIVE DOMAIN (“Feeling”) concerned with value issues : involves attitudes. with value issues : involves attitudes.

Two other domains in Bloom’s TaxonomyTwo other domains in Bloom’s Taxonomy

1. Receiving

2. Responding

3. Valuing

4. Organisation

5. Characterisation

Willingness to receive information

Active participation in own learning

Commitment to a value

Comparing, relating, synthesising values

Integration of beliefs, ideas and attitudes

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Active verbs for affective domainActive verbs for affective domain Appreciate, accept, Appreciate, accept,

assist, attempt, assist, attempt, challenge, combine, challenge, combine, complete, defend, complete, defend, demonstrate (a belief demonstrate (a belief in), discuss, dispute, in), discuss, dispute, embrace, follow, hold, embrace, follow, hold, integrate, order, integrate, order, organise, join, share, organise, join, share, judge, praise, judge, praise, question, relate, share, question, relate, share, support, synthesise, support, synthesise, value. value.

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Examples of Learning Outcomes in Examples of Learning Outcomes in Affective DomainAffective Domain

Accept the need for professional ethical standards.Accept the need for professional ethical standards.Appreciate the need for confidentiality in the professional Appreciate the need for confidentiality in the professional client relationship.client relationship.Display a willingness to communicate well with patients.Display a willingness to communicate well with patients.Relate to participants in an ethical and humane manner.Relate to participants in an ethical and humane manner.Resolve conflicting issues between personal beliefs and Resolve conflicting issues between personal beliefs and ethical considerations.ethical considerations.Embrace a responsibility for the welfare of children taken Embrace a responsibility for the welfare of children taken into care.into care.Participate in class discussions with colleagues and with Participate in class discussions with colleagues and with teachers. teachers.

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PSYCHOMOTOR (“Doing”) DOMAIN: PSYCHOMOTOR (“Doing”) DOMAIN:

Work never completed by Bloom.Work never completed by Bloom.

Involves co-ordination of brain and Involves co-ordination of brain and muscular activity. Active verbs for this muscular activity. Active verbs for this domain: bend, grasp, handle, operate, domain: bend, grasp, handle, operate, perform, reach, relax, shorten, stretch, perform, reach, relax, shorten, stretch, differentiate (by touch), perform (skilfully).differentiate (by touch), perform (skilfully).

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Laboratory skillsLaboratory skillsOperate the range of instrumentation specified in the module safely Operate the range of instrumentation specified in the module safely and efficiently in the chemistry laboratory.and efficiently in the chemistry laboratory.Perform titrations accurately and safely in the laboratory.Perform titrations accurately and safely in the laboratory.Construct simple scientific sketches of geological features in the field. Construct simple scientific sketches of geological features in the field.

Clinical SkillsClinical Skills The student is able to perform a comprehensive history and physical The student is able to perform a comprehensive history and physical examination of patients in the outpatient setting and the general examination of patients in the outpatient setting and the general medical wards, excluding critical care settings. medical wards, excluding critical care settings. The student is competent in performing venipuncture and basic CPR. The student is competent in performing venipuncture and basic CPR.

Presentation skillsPresentation skillsDeliver an effective presentation.Deliver an effective presentation.Demonstrate a range of graphic and CAD communication techniques. Demonstrate a range of graphic and CAD communication techniques. Perform basic voice and movement tasks (theatre studies). Perform basic voice and movement tasks (theatre studies).

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Module TitleModule Title: Dental Surgery – 5th Year Dental Students: Dental Surgery – 5th Year Dental StudentsModule CodeModule Code: DS5001: DS5001

On successful completion of this module, students should be able to:On successful completion of this module, students should be able to:

Summarise relevant information regarding the patient’s current condition Summarise relevant information regarding the patient’s current condition to generate a differential diagnosisto generate a differential diagnosisFormulate an appropriate treatment plan and justify the proposal giving Formulate an appropriate treatment plan and justify the proposal giving due consideration to patient expectations and limitations due consideration to patient expectations and limitations Arrange appropriate tests and demonstrate the ability to interpret tests Arrange appropriate tests and demonstrate the ability to interpret tests and reportsand reportsAdminister local anaesthetics safely and perform basic dento-alveolar Administer local anaesthetics safely and perform basic dento-alveolar surgical procedures in a professional manner showing good clinical surgical procedures in a professional manner showing good clinical governance governance Recognise, evaluate and manage medical and dental emergencies Recognise, evaluate and manage medical and dental emergencies appropriatelyappropriatelyDifferentiate between patients that can/can not be safely treated by a Differentiate between patients that can/can not be safely treated by a GDPGDPManage competing demands on time, including self-directed learning & Manage competing demands on time, including self-directed learning & critical appraisalcritical appraisalMaster the therapeutic and pharmacological management of patients with Master the therapeutic and pharmacological management of patients with facial pain and oro-facial disease facial pain and oro-facial disease

(Learning outcomes written by Dr. Eleanor O’Sullivan)(Learning outcomes written by Dr. Eleanor O’Sullivan)

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Learning Outcomes

The ECTS credit system is the common currency for education.Learning Outcomes are the common language for education.Facilitate comparability across the various systems in different countries. Facilitate diversity – formal learning, informal learning, life long learning, etc. The term “competency” is commonly used to point the learner in the general direction but caution must be exercised when using this term.

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What is the relationship between Learning Outcomes and Competences?

Difficult to find a precise definition for the term “competence”.“Some take a narrow view and associate competence just with skills acquired by training” (Stephen Adam, 2004)In Tuning project, the term competence is used to represent a combination of attributes in terms of knowledge and its application, skills, responsibilities and attitudes and an attempt is made to describe the extent to which a person is capable of performing them ECTS Users’ Guide describes competences as “a dynamic combination of attributes, abilities and attitudes. Fostering these competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages. They may be divided in subject-area related competences (specific to a field of study) and generic competences (common to any degree course)” (ECTS, 2005)Advice – if you have to write competences use the language of learning outcomes to describe competences.

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Competence:The student should be able to use the mass and energy balances for a given food process.

Objectives:Understand scope of mass balances in food processing systems.Understand appropriate use of mole fractions and mass fractions in mass balances

Learning outcomes:Describe the general principles of mass balances in steady state systems.Draw and use process flow diagrams with labels on flow streams for mass balance problems.Solve mass balance problems associated with food processing operations.Design and solve mass balances for complex process flow systems, including batch mixing problems, multiple stage flow problems, problems with multiple inflows and outflows, recycle streams and multiple components, and processes where chemical reactions take place.

Hartel and Foegeding (2004)

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Competence – a “fuzzy” concept(Van der Klink and Boon)

Van der Klink (2002) and Boon describe competence as a “fuzzy concept”

On the positive side they state it is a “useful term, bridging the gap between education and job requirements”.

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Since there is not a common understanding of the term competence, learning outcomes have become more commonly used than competences when describing what students are expected to know, understand and/or be able to demonstrate at the end of a module or programme.The “fuzziness” of competences disappears in the clarity of learning outcomes!

The End!

In short, use In short, use Learning Learning Outcomes to Outcomes to clarify what is clarify what is meant by a meant by a statement of statement of Competence. Competence.

In short, use In short, use Learning Learning Outcomes to Outcomes to clarify what is clarify what is meant by a meant by a statement of statement of Competence. Competence.

In short, use In short, use Learning Learning Outcomes to Outcomes to clarify what is clarify what is meant by a meant by a statement of statement of Competence. Competence.

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The challenge of beginning the task The challenge of beginning the task of writing of writing

Learning OutcomesLearning OutcomesIt is vital that learning outcomes are clearly written so that they It is vital that learning outcomes are clearly written so that they are understood by students, colleagues and external examiners. are understood by students, colleagues and external examiners. When writing learning outcomes it may be helpful to you if you When writing learning outcomes it may be helpful to you if you focus on what you expect students to be able to demonstrate focus on what you expect students to be able to demonstrate upon completion of the module or programme.upon completion of the module or programme.It is standard practice to list the learning outcomes using a phrase It is standard practice to list the learning outcomes using a phrase like “On successful completion of this module, students should be like “On successful completion of this module, students should be able to:”able to:” [list of learning outcomes] [list of learning outcomes]Avoid complicated sentences. If necessary use one than one Avoid complicated sentences. If necessary use one than one sentence to ensure clarity.sentence to ensure clarity.General recommendation: 5 – 8 learning outcomes per module.General recommendation: 5 – 8 learning outcomes per module.Avoid certain words……….Avoid certain words……….

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Words of advice …..Words of advice …..

““The key word is DO and the key need in drafting learning The key word is DO and the key need in drafting learning outcomes is to use active verbs”. (Jenkins and Unwin, Fry et al.)outcomes is to use active verbs”. (Jenkins and Unwin, Fry et al.)

Avoid verbs like “know”, “understand”, “be familiar with”, “be Avoid verbs like “know”, “understand”, “be familiar with”, “be exposed to” (Osters and Tiu)exposed to” (Osters and Tiu)

““Try to avoid ambiguous verbs such as “understand”, “know”, “be Try to avoid ambiguous verbs such as “understand”, “know”, “be aware” and “appreciate”. (Sheffield Hallam Guide).aware” and “appreciate”. (Sheffield Hallam Guide).

““Care should be taken in using words such as ‘understand’ and Care should be taken in using words such as ‘understand’ and ‘know’ if you cannot be sure that students will understand what it ‘know’ if you cannot be sure that students will understand what it means to know or understand in a given context” (Univ NSW).means to know or understand in a given context” (Univ NSW).

Certain verbs are unclear and subject to different interpretations in Certain verbs are unclear and subject to different interpretations in terms of what action they are specifying…… These types of verbs terms of what action they are specifying…… These types of verbs should be avoided: know, become aware of, appreciate, learn, should be avoided: know, become aware of, appreciate, learn, understand, become familiar with. (American Association of Law understand, become familiar with. (American Association of Law Libraries). Libraries).

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Checklist for writingChecklist for writing learning outcomes learning outcomes

for modulesfor modules

Have I begun each outcome with an active verb?Have I begun each outcome with an active verb? Have I avoided terms like Have I avoided terms like knowknow, , understandunderstand, ,

learnlearn, , be familiar withbe familiar with, , be exposed tobe exposed to, , be be acquainted withacquainted with, , be aware ofbe aware of and and appreciateappreciate??

Have I included learning outcomes across the Have I included learning outcomes across the range of levels of Bloom’s Taxonomy?range of levels of Bloom’s Taxonomy?

Are my outcomes observable and measurable?Are my outcomes observable and measurable? Do all the outcomes fit within the aims and Do all the outcomes fit within the aims and

content of the module?content of the module?

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Writing Programme Learning Writing Programme Learning OutcomesOutcomes

The rules for writing learning outcomes for The rules for writing learning outcomes for programmes are the same as those for writing programmes are the same as those for writing learning outcomes for modules.learning outcomes for modules.

The general guidance in the literature is that there The general guidance in the literature is that there should be 5 – 10 learning outcomes for a should be 5 – 10 learning outcomes for a programme and that only the minimum number of programme and that only the minimum number of outcomes considered to be essential be included. outcomes considered to be essential be included.

Programme learning outcomes describe the Programme learning outcomes describe the essential knowledge, skills and attitudes that it is essential knowledge, skills and attitudes that it is intended that graduates of the programme will be intended that graduates of the programme will be able to demonstrate. able to demonstrate.

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Two types of Programme Two types of Programme Learning OutcomesLearning Outcomes

1.1. The first type of learning outcome refers to those The first type of learning outcome refers to those learning outcomes that can be assessed during the learning outcomes that can be assessed during the programme, i.e. within the various modules. programme, i.e. within the various modules.

2.2. ““Aspirational” or “desirable” learning outcomes indicate Aspirational” or “desirable” learning outcomes indicate what a good quality student would be expected to what a good quality student would be expected to achieve by the end of the programme. This type of achieve by the end of the programme. This type of learning outcome may not be assessed at all but gives learning outcome may not be assessed at all but gives an indication to employers and other agencies the type an indication to employers and other agencies the type of standard of practical performance that graduates of of standard of practical performance that graduates of the programme will display at the end of the the programme will display at the end of the programme. programme.

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Example of Programme Learning Outcomes [BSc(Ed)]

On successful completion of this programme, students should be able to:Recognise and apply the basic principles of classroom management and discipline.Identify the key characteristics of excellent teaching in science.Develop comprehensive portfolios of lesson plans that are relevant to the science curricula in schools. Evaluate the various theories of Teaching and Learning and apply these theories to assist in the creation of effective and inspiring science lessons. Critically evaluate the effectiveness of their teaching of science in the second-level school system. Display a willingness to co-operate with members of the teaching staff in their assigned school.Foster an interest in science and a sense of enthusiasm for science subjects in their pupils. Synthesise the key components of laboratory organisation and management and perform laboratory work in a safe and efficient manner. Communicate effectively with the school community and with society at large in the area of science education.

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Further Example of Programme Further Example of Programme Learning OutcomesLearning Outcomes

On successful completion of this programme, students should be able to:

Derive and apply solutions from knowledge of sciences, Derive and apply solutions from knowledge of sciences, engineering sciences, technology and mathematics.engineering sciences, technology and mathematics.

Identify, formulate, analyse and solve engineering problems.Identify, formulate, analyse and solve engineering problems.

Design a system, component or process to meet specified Design a system, component or process to meet specified needs and to design and conduct experiments to analyse and needs and to design and conduct experiments to analyse and interpret data.interpret data.

Work effectively as an individual, in teams and in multi-Work effectively as an individual, in teams and in multi-disciplinary settings together with the capacity to undertake disciplinary settings together with the capacity to undertake lifelong learning.lifelong learning.

Communicate effectively with the engineering community and Communicate effectively with the engineering community and with society at large. with society at large. [Undergraduate engineering degree][Undergraduate engineering degree]

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Further Example of Programme Further Example of Programme Learning OutcomesLearning Outcomes

On successful completion of this programme, students should be On successful completion of this programme, students should be able to:able to:

Perform problem solving in academic and industrial environments.Perform problem solving in academic and industrial environments.

Use, manipulate and create large computational systems.Use, manipulate and create large computational systems.

Work effectively as a team member.Work effectively as a team member.

Organise and pursue a scientific or industrial research project. Organise and pursue a scientific or industrial research project.

Write theses and reports to a professional standard, equivalent in Write theses and reports to a professional standard, equivalent in presentational qualities to that of publishable papers. presentational qualities to that of publishable papers.

Prepare and present seminars to a professional standard.Prepare and present seminars to a professional standard.

Perform independent and efficient time management.Perform independent and efficient time management.

Use a full range of IT skills and display a mature computer literacy.Use a full range of IT skills and display a mature computer literacy.[Postgrad Comp Sc degree][Postgrad Comp Sc degree]

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What are the benefits and potential What are the benefits and potential problems of Learning Outcomes?problems of Learning Outcomes?

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“Learning Outcomes represent one of the essential building blocks for transparent higher education systems and qualifications… It is important that there should be no confusions about their role, nature and significance or the educational foundations of the Bologna process will be weakened”

(Adams S, 2004)

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“Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting point for a viable model for the design of curricula in higher education which shifts the emphasis form input and process to the celebration of student learning”

(Allan J, 1996)

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The benefits of Learning OutcomesThe benefits of Learning Outcomes

Help to explain more clearly to students what is Help to explain more clearly to students what is expected of them and thus help to guide them in expected of them and thus help to guide them in their studies – motivation and sense of purposetheir studies – motivation and sense of purposeHelp teachers to focus more clearly on what Help teachers to focus more clearly on what exactly they want students to achieve in terms of exactly they want students to achieve in terms of knowledge and skills.knowledge and skills.Help teachers to define the assessment criteria Help teachers to define the assessment criteria more effectively.more effectively.Help to provide guidance to employers about the Help to provide guidance to employers about the knowledge and understanding possessed by knowledge and understanding possessed by graduates of programmes.graduates of programmes.Help to start discussion on Teaching and Help to start discussion on Teaching and Learning in third level institutionsLearning in third level institutions . .

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Potential problems with Learning Potential problems with Learning OutcomesOutcomes

Could limit learning if learning outcomes written Could limit learning if learning outcomes written within a very narrow framework – lack of within a very narrow framework – lack of intellectual challenge to learners.intellectual challenge to learners.Learning outcomes should not be reductionist Learning outcomes should not be reductionist but rather expansive and intended to promote but rather expansive and intended to promote the higher order thinking skills. the higher order thinking skills. Danger of assessment-driven curriculum if Danger of assessment-driven curriculum if learning outcomes too confined.learning outcomes too confined.Could give rise to confusion among students Could give rise to confusion among students and staff if guidelines not adhered to when and staff if guidelines not adhered to when drawing up learning outcomes, etc. drawing up learning outcomes, etc.

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How do I link Learning How do I link Learning Outcomes to Teaching Outcomes to Teaching and Learning Activities and Learning Activities

and Assessment?and Assessment?

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“The adoption of a learning outcomes approach represents more than simply expressing learning in terms of outcomes. It entails much more due to their significant implications for all aspects of curriculum design, delivery, expression, assessement and standards”.

Adam S, 2004

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Assessment of Learning OutcomesHaving designed modules and programmes in terms of learning outcomes, we must now find out if our students have achieved these intended learning outcomes.How will I know if my students have achieved the desired learning outcomes? How will I measure the extent to which they have achieved these learning outcomes?Therefore, we must consider how to match the method of assessment to the different kinds of learning outcomes e.g. a Learning Outcome such as “Demonstrate good presentation skills” could be assessed by the requirement that each student makes a presentation to their peers. When writing learning outcomes the verb is often a good clue to the assessment technique. How can we design our examination system so that it tests if learning outcomes have been achieved?

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Formative AssessmentFormative Assessment Assessment Assessment FORFOR learning – gives learning – gives

feedback to students and teachers feedback to students and teachers to help modify teaching and to help modify teaching and learning activities, i.e. helps inform learning activities, i.e. helps inform teachers and students on progress teachers and students on progress being made.being made.

Assessment is integrated into the Assessment is integrated into the teaching and learning process. teaching and learning process.

Clear and rich feedback helps Clear and rich feedback helps improve performance of students improve performance of students (Black and Williams, 1998).(Black and Williams, 1998).

Usually carried out at beginning or Usually carried out at beginning or during a programme, e.g. during a programme, e.g. coursework which gives feedback coursework which gives feedback to students. to students.

Can be used as part of continuous Can be used as part of continuous assessment, but some argue that it assessment, but some argue that it should not be part of grading should not be part of grading process (Donnelly and Fitzmaurice, process (Donnelly and Fitzmaurice, 2005)2005)

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Summative AssessmentSummative Assessment

Assessment that Assessment that summarises student learning summarises student learning at end of module or at end of module or programme – Assessment programme – Assessment OF Learning. OF Learning. Sums up achievement – no Sums up achievement – no other use. other use. Generates a grade or mark.Generates a grade or mark.Usually involves assessment Usually involves assessment using the traditional using the traditional examination. examination. Only a sample of the Only a sample of the Learning Outcomes are Learning Outcomes are assessed – cannot assess assessed – cannot assess all the Learning Outcomes. all the Learning Outcomes.

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Continuous AssessmentContinuous Assessment

A combination of A combination of summative and summative and formative assessment. formative assessment. Usually involves Usually involves repeated summative repeated summative assessments. assessments. Marks recorded.Marks recorded.Little or no feedback Little or no feedback given.given.

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Assessment

“Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experiences” (Huba and Freed, 2000)

“A way of finding out what our students know and can do”

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Assessing learning outcomes: points to consider

• Learning outcomes: “statements of what a student will know, understand, and/or be able to do at the end of a learning experience”.

• Having described your courses in terms of learning outcomes, you now want to find out whether students have achieved them

• Specify the types of student performance that will provide evidence of learning

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“Techniques” of assessment

Written: tests, examinations, assignments

Practical: skills testing; lab/workshop practice

Oral: interviews, various formats

Aural: listening tests

Project work: individual/group; research/design

Field work: data collection and reporting

Competence testing: threshold standards

Portfolio : combination of techniques

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Example of Matching the Assessment to the Learning

Outcome Learning outcomes1. Demonstrate good

presentation skills.2. Formulate food

product3. Identify an area for

research4. Identify signs and

symptoms of MS in a patient

Assessment?a) Multiple choice

questions b) Prepare a 1000-

word research proposal

c) Lab-based projectd) Make a presentation

to peers

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Assessing your assessment – is it doing the job you want it to do? Is it comprehensive?

Assessment Task 1

e.g. Written Exam

Assessment Task 2

e.g. Project

Assessment Task 3

e.g. Presentation

Assessment Task 4

e.g. Lab work

Learning Outcome 1

Describe…

Learning Outcome 2

Investigate..

Learning Outcome 3

Demonstrate..

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To what extent has each Learning Outcome been achieved?

Not a question of “yes” or “no” to achievement of Learning Outcomes.

Rubric: A grading tool used to describe the criteria which are used in grading the performance of students.

Rubric provides a clear guide as to how students’ work will be assessed.

A rubric consists of a set of criteria and marks or grade associated with these criteria.

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Linking learning outcomes and assessment criteria.

Learning outcome

Assessment criteria

Grade 1 Grade 2 : 1

Grade 2 :2

Pass Fail

On successful completion of this module, students should be able to:

Summarise evidence from the science education literature to support development of a line of argument.

Outstanding use of literature showing excellent ability to synthesise evidence in analytical way to formulate clear conclusions.

Very good use of literature showing high ability to synthesise evidence in analytical way to formulate clear conclusions.

Good use of literature showing good ability to synthesise evidence in analytical way to formulate clear conclusions

Limited use of literature showing fair ability to synthesise evidence to formulate conclusions.

Poor use of literature showing lack of ability to synthesise evidence to formulate conclusions

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Important to ensure that there is alignment between teaching methods, Important to ensure that there is alignment between teaching methods, learning outcomes and assessment criteria. learning outcomes and assessment criteria.

Clear expectations on the part of students of what is required of them are Clear expectations on the part of students of what is required of them are a vitally important part of students’ effective learning (Ramsden, 2003) a vitally important part of students’ effective learning (Ramsden, 2003)

This correlation between teaching, learning outcomes and assessment This correlation between teaching, learning outcomes and assessment helps to make the overall learning experience more transparent and helps to make the overall learning experience more transparent and meaningful for students. meaningful for students.

For the good teacher, earning outcomes do not involve a “paradigm shift”. For the good teacher, earning outcomes do not involve a “paradigm shift”.

Teaching forunderstanding

Learning outcomes

There is a dynamic equilibrium between teaching strategies and Learning Outcomes.

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Teacher Learning Teaching Perspectives: Objectives Outcomes Activities Assessment

StudentPerspectives: Assessment Learning Activities Outcomes

It is important that the assessment tasks mirror the Learning Outcomes since, as far as the students are concerned, the assessment is the curriculum: “From our students’ point of view, assessment always defined the actual curriculum” (Ramsden, 1992). Biggs (2003) represents this graphically as follows:

“To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning. If the curriculum is reflected in the assessment, as indicated by the downward arrow, the teaching activities of the teacher and the learner activities of the learner are both directed towards the same goal. In preparing for the assessment, students will be learning the curriculum” (Biggs 2003)

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Steps involved in linking Learning Outcomes, Teaching Steps involved in linking Learning Outcomes, Teaching and Learning Activities and Assessmentand Learning Activities and Assessment

1.1. Clearly define the learning Clearly define the learning outcomes.outcomes.

2.2. Select teaching and Select teaching and learning methods that are learning methods that are likely to ensure that the likely to ensure that the learning outcomes are learning outcomes are achieved.achieved.

3.3. Choose a technique or Choose a technique or techniques to assess the techniques to assess the achievement of the achievement of the learning outcomes. learning outcomes.

4.4. Assess the learning Assess the learning outcomes and check to outcomes and check to see how well they match see how well they match with what was intended with what was intended

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If the learning outcomes are clearly written,

the assessment is quite easy to

plan!

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Linking Learning Outcomes, Teaching and Linking Learning Outcomes, Teaching and Learning Activities and AssessmentLearning Activities and Assessment

Learning Outcomes Teaching and Learning Activities

Assessment

Cognitive(Demonstrate:Knowledge, Comprehension, Application, Analysis,Synthesis, Evaluation)

Affective(Integration of beliefs, ideas and attitudes)

Psychomotor(Acquisition of physical skills)

Lectures

Tutorials

Discussions

Laboratory work

Clinical work

Group work

Seminar

Peer group presentation etc.

•End of module exam.•Multiple choice tests.•Essays.•Reports on lab work and research project.•Interviews/viva.•Practical assessment.•Poster display.•Fieldwork.•Clinical examination.•Presentation.•Portfolio.•Performance.•Project work.•Production of artefact etc. 7979

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Learning outcomesModule ED2100

Teaching and Learning Activities

Assessment 10 credit moduleMark = 200

Cognitive•Recognise and apply the basic principles of classroom management and discipline. •Identify the key characteristics of high quality science teaching.•Develop a comprehensive portfolio of lesson plans

Lectures (12) Tutorials (6) Observation of classes (6) of experienced science teacher (mentor)

End of module exam.  Portfolio of lesson plans    (100 marks)

Affective•Display a willingness to co-operate with members of teaching staff in their assigned school.•Participate successfully in Peer Assisted Learning project

Participation in mentoring feedback sessions in school (4) Participation in 3 sessions of UCC Peer Assisted Learning (PAL) Programme.  Peer group presentation

Report from school mentor   End of project report.   (50 marks)

Psychomotor •Demonstrate good classroom presentation skills•Perform laboratory practical work in a safe and efficient manner.

Teaching practice 6 weeks at 2 hours per week. Laboratory work

Supervision of Teaching Practice   Assessment of teaching skills  (50 marks)

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Programme Accreditation

Module descriptors with clearly written Learning Outcomes – see handout (1) CIT. Framework for Accreditation e.g. Engineer’s Ireland.Mapping of Programme Areas vs Programme Outcomes – see handout (2) CIT. Mapping of Module Learning Outcomes vs Programme Learning Outcomes

Prog. Outcome

1

Prog. Outcome

2

Prog. Outcome

3

Prog. Outcome

4

etc

Module

1 Module

2 Module

3 Module

4 Module

5 Module

6

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Does every learning outcome have to be assessed?

In theory “yes” but in practice “no”.In some cases they have to be assessed, e.g. licence to practice (e.g. medicine) or to perform essential tasks (e.g. aircraft pilot).When assessment is limited purely to an examination paper, it may not be possible to assess all the Learning Outcomes in such a short space of time – sampling of Learning Outcomes.Even if all the Learning Outcomes are assessed on an examination paper, due to choice of questions, a student may not be assessed on all of them.

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ModularisationA module is a self-contained fraction of a student’s workload for the year and carries a unique examination/assessment mark. The size of a module is indicated by its credit weighting.Under ECTS system, each year of degree programme = 60 credits.Modules are allocated 5, 10, 15 or 20 credits depending on the fraction of the programme workload covered in the module. Each module is given a unique code, e.g. ED2013 ED2013

Education Year 2 Number assigned to this module

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Advantages of modularisationGives greater clarity of structure and helps to establish clear relationship between credits and student workload in ECTS system.Reflects more accurately the various elements of students’ workload. Facilitates work abroad, work placement, off-campus study as modules for degree examinations.Gives greater clarity and consistency in assessment.Provides flexibility in the design of degree programmes by incorporating modules from different areas.Facilitates credit accumulation, i.e. increases number of pathways to final degree award. Hence, encourages greater diversity of students, e.g. mature and part time students.Allows third level institutions to participate in schemes like SOCRATES so that students obtain ECTS credits towards their degree. Facilitates greater ease of student transfer between institutions offering ECTS-based programmes.

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Modules, Marks, Exams in UCC

Module Student Workload

Marks Exam Paper

5 credits* 125 – 150 hours 100 1.5 hours

10 credits 250 – 300 hours 200 3 hours

15 credits 375 – 450 hours 300 3 hours

20 credits 500 – 600 hours 400 2 x 3 hours

Note: Total per year = 60 credits = 1200 marks

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In University College Cork, a 5-credit module normally consists of 24 hours of lectures plus associated tutorials/essays / readings/practical/coursework OR

The equivalent in student workload such as literature projects, field courses, or indeed set reading assessed by written examination, work for problem sets, studying of legal material and cases outside of lecture hours, etc.

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1. Identify aims and objectives of module

2. Write learning outcomes using standard guidelines

3. Develop a teaching and learning strategy to enable students to

achieve learning outcomes

4. Design assessment to check if learning outcomes have been

achieved

5. If necessary modify module content and assessment in light of feedback

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“Writing Learning Outcomes is a Process not an Event”

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The present situation in UCC

All undergraduate modules written in Learning Outcomes in 2006 – 2007 academic year. Work in progress on postgraduate modules. Sub-committee set up (Quality Promotion Unit, Teaching and Learning Centre, Registrar’s Office and Educationalist) to study Learning Outcomes submitted.Programme co-ordinators working on programme Learning Outcomes at present.Working towards deadline of 2010.

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Looking to the Future

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“Learning outcomes had fundamentally changed the Scottish sector’s approach to learning since the 1990s and had resulted in enhanced coherence of the learning experience, greater transparency, increased dialogue with stakeholders, more opportunity for students to manage their own learning and better support for transitions into and out of learning programmes at points that suited the needs of the student” - Judith Vincent, Univ of West of Scotland (Seminar 21 – 22 February 2008)

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Students’ Perspective on Learning OutcomesLearning outcomes are an important aspect of student-centred learning which focused on student needs. Learning outcomes provided students with – a clear idea of what was expected– helped them to identify their own personal and

professional development– increased their sense of ownership of their

educational experience.– encouraged them to engage more actively in their

learning. – gave a more accurate and meaningful picture of

student achievement than workload. (Jill Little National Union of Students Scotland)

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Recommendations from students

Learning outcomes should not be used in a tokenistic way e.g., only referred to in course handbooks.Learning Outcomes should be communicated to students so that they can articulate the knowledge and skills they have acquired. Learning Outcomes should be neither so prescriptive as to impede freedom of learning nor so broad as to become meaningless.

(Jill Little National Union of Students Scotland)

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Advantages of Learning Outcomes from students’ perspective

The use of learning outcomes with ECTS would result in: A broader, fairer and more accurate recognition of students’ knowledge and skills. A more transparent learning environment Easier to engage with and to choose programmes. Easier mobility within academic fields, education systems and countries. Enhanced employability in EuropeMore student centred learning.

(Jill Little National Union of Students Scotland)

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Issues with Introduction of Learning Outcomes

Learning Outcomes are only part of a massive reform package, e.g. Qualification Frameworks, Lifelong Learning, ECTS, Mutual Recognition, Quality Assurance. How best to introduce Learning Outcomes (“top down” or “bottom up”? Best left to local and National autonomy. How best to deal with sceptical attitude of some staff members – “dumbing down”, “restricting academic freedom”? Hence, important to introduce Learning Outcomes in a proper fashion using sources of good practice and advice. Lack of clarity and lack of shared understanding on key terminology, e.g. learning outcomes and competences.

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Some AdviceIntroducing learning outcomes at institutional level requires a carefully tailored strategy, whose primary goal should be quality enhancement rather than compliance with external directives;Learning outcomes must be capable of assessment and at the module level should be linked to assessment criteria, also expressed in terms of learning outcomes;The best learning outcomes are the product of sincere reflection about realistic and attainable combinations of knowledge and understanding, practical and cognitive skills, levels of autonomy, learning skills etc.Learning Outcomes are challenging but it is impossible to have a meaningful European Higher Education area without their widespread and consistent use

(Stephen Adams, 2008)

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Some Recommendations from Porto Conference (19 – 20 June 2008)

Develop and disseminate user-friendly documentation to explain to all stakeholders the benefits of learning outcomes and credits. Implement a holistic approach, developing learning outcomes as an integral part of teaching, learning and assessment methods within an aligned curriculum. Offer incentives to encourage staff to engage in new approaches to teaching, learning and assessment.

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Concluding PointsMomentum generated by – European University Association project.– International Bologna conferences. – Setting up of Teaching and Learning Centre (Ionad Bairre). – Postgraduate Cert/Diploma and MA in Teaching and Learning in

Higher Education – Lunchtime seminars for staff.

Keep it simple.Provide support to staff.Staff training is the key.Setting up of expertise within each Department – Postgraduate Cert/Diploma course. The UCC Quality Promotion Unit - the driving force. A team effort.

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That’s all Folks. Hope you learned something

about designing curricula based on

Learning Outcomes!

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ReferencesReferencesAdam, S. (2004) Adam, S. (2004) Using Learning OutcomesUsing Learning Outcomes: : A consideration of the nature, A consideration of the nature,

role, application and implications for European education of employing role, application and implications for European education of employing learning outcomes at the local, national and international levels. learning outcomes at the local, national and international levels. Report Report on United Kingdom Bologna Seminar, July 2004, Herriot-Watt on United Kingdom Bologna Seminar, July 2004, Herriot-Watt University.University.

Allan, J. (1996). Learning Outcomes in Higher Education. Studies in Higher Allan, J. (1996). Learning Outcomes in Higher Education. Studies in Higher Education 21 (1) 93 – 108. Education 21 (1) 93 – 108.

Baume, D. (1999). Baume, D. (1999). Specifying Aims and Learning OutcomesSpecifying Aims and Learning Outcomes Milton Keynes: Milton Keynes: Open University.Open University.

Biggs J, (2003) Aligning Teaching and Assessing to Course Objectives. Biggs J, (2003) Aligning Teaching and Assessing to Course Objectives. Teaching and Learning in Higher Education: New Trends and Teaching and Learning in Higher Education: New Trends and InnovationsInnovations. University of Aveiro, 13 – 17 April 2003. University of Aveiro, 13 – 17 April 2003

Biggs, J. (2005) Teaching for Quality Learning at University (2003). Biggs, J. (2005) Teaching for Quality Learning at University (2003). Wiltshire: Open University Press ISBN 0335211682Wiltshire: Open University Press ISBN 0335211682

Bingham, J. (1999) Bingham, J. (1999) Guide to Developing Learning OutcomesGuide to Developing Learning Outcomes, The Learning , The Learning and Teaching Institute Sheffield Hallam University, Sheffield.and Teaching Institute Sheffield Hallam University, Sheffield.

Black, P and William, D (1998) Inside the Black Box: Raising Standards Black, P and William, D (1998) Inside the Black Box: Raising Standards through Classroom Assessment, London: Kings College. through Classroom Assessment, London: Kings College.

Council of Europe, Seminar on Recognition Issues in the Bologna Process, Council of Europe, Seminar on Recognition Issues in the Bologna Process, Lisbon, 2002. Available at: http://www.coe.intLisbon, 2002. Available at: http://www.coe.int

Dave, R H (1975) Dave, R H (1975) Developing and Writing Behavioural ObjectivesDeveloping and Writing Behavioural Objectives (R J (R J Armstrong, ed.) Educational Innovators PressArmstrong, ed.) Educational Innovators Press

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Donnelly, R and Fitzmaurice, M. (2005). Designing Modules for Learning . Donnelly, R and Fitzmaurice, M. (2005). Designing Modules for Learning . In: In: Emerging Issues in the Practice of University Learning and TeachingEmerging Issues in the Practice of University Learning and Teaching, , O’Neill, G et al. Dublin : AISHE.O’Neill, G et al. Dublin : AISHE.

ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at: Culture. Available online at: http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf

Fry, H., Ketteridge, S., Marshall (2000) Fry, H., Ketteridge, S., Marshall (2000) A Handbook for Teaching and A Handbook for Teaching and Learning in Higher EducationLearning in Higher Education. London: Kogan Page.. London: Kogan Page.

Jenkins, A. and Unwin, D. Jenkins, A. and Unwin, D. How to write learning outcomesHow to write learning outcomes. See the . See the following URL:following URL:

http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.htmloutcomes.html

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