Writing Learning Outcomes

Mohamed Nadzri Mohd Yusoff (Hj.)

Presentation OutcomesAt the end of the presentation, the participants will be able to:• Explain the components in an outcome statement• Write effective learning outcomes for different taxonomy level of the

cognitive, psychomotor and affective domains based on 3 components

WRITING PROGRAMME EDUCATIONAL OBJECTIVES (PEO)

The QUALIFICATION

What the graduates can become in 4-5 years (THE JOB(S)) with the qualification

What skills they have as (THE JOB(S))

Which MOE 9 Learning Outcomes they have mastered?

Bachelor of Civil Engineering

Civil Engineers PEO1 Knowledgeable and technically competent in civil engineering discipline in-line with the industry requirement.

Knowledge (LO1) Practical skill (LO2)

PEO2 Effective in communication and demonstrate good leadership quality in an organisation.

Communication (LO4) Leadership (LO9) Teamwork (LO5)

PEO3 Capable to solve civil engineering problems innovatively, creatively and ethically through sustainable approach.

Critical Thinking (LO3) Ethics (LO6)

PEO4 Able to demonstrate entrepreneurship skills and recognize the need of life long learning for successful career advancement.

Entrepreneurship (LO8) Life-long Learning (LO7)

PEOs

• 4-5 statements on what the graduates are in 4-5 years time

• Must include all 9 MOE learning outcomes in the statements (for degree programmes and above)

• Usually in-line with the industry/profession’s needs• Can include non-measurable verbs such as

understand, know, acquire, etc.

1. Knowledge 2. Practical Skills 3. Thinking and scientific skills4. Communication skills5. Social skills, teamwork and responsibility6. Values, ethics, moral and professionalism 7. Information management and lifelong learning

skills8. Managerial and entrepreneurial skills 9. Leadership skills

WRITING PROGRAMME LEARNING OUTCOMES(PLO)

The QUALIFICATION

PLO’s What skills they have as (THE JOB(S))

Bachelor of Civil Engineering

PLO1 Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field. (LO1)

PLO2 Demonstrate comprehensive technical expertise in civil engineering. (LO2)

PLO3 Communicate effectively both in written and spoken form with engineers, other professionals and community.(LO3)

PLO4 Identify, formulate and provide creative, innovative and effective solution to civil engineering problems.(LO4)

PLO5 Function individually or in teams, effectively, with a capability to be a leader.(LO5)

PLO6 Recognise the need for and to engage in, life-long learning and professional development.(LO6)

PLO7 Self motivate and enhance entrepreneurship skills for career development.(LO7)

PLO8 Understand and commit professionally, ethically and with humane responsibility, in line with the engineer’s code of conduct.(LO8)

PLO9 Realise and demonstrate effective leadership responsibility.(LO9)

PLOs• Statements on what skills the students will have

upon graduation (in line with programme standards or professional bodies)

• Must include all 9 MOE learning outcomes in the statements (for degree programmes and above) i.e at least 9 PLOs

• Usually a one-to-one mapping to the 9 MOE learning outcome (i.e PLO1 map to MOE LO1, PLO2 map to MOE LO2)

• Can include non-measurable verbs such as understand, know, acquire, etc.

1. Knowledge 2. Practical Skills 3. Thinking and scientific skills4. Communication skills5. Social skills, teamwork and responsibility6. Values, ethics, moral and professionalism 7. Information management and lifelong learning

skills8. Managerial and entrepreneurial skills 9. Leadership skills

WRITING COURSE LEARNING OUTCOMES (CLO)

Characteristics of a Good Course Outcome

should be mapped to the learning domain in Blooms or other Taxonomy .

Must state the major skills, knowledge, attitude or ability that students will acquire.

expressed in terms of measurable and/or observable behaviors (hint: ask yourself how you would test the outcome).

more general than objectives.

Characteristics of a Good Course Outcome (Cont.)

Each course will usually have between 3 and 5 major outcomes. (Garispanduan Penulisan Akademik , JPT, KPM)

Should be written in clear language and in the future tense

These outcomes should be the same across courses with the same code.

Begin with an action verb (e.g., write, install, solve, and apply).

3 components of a course outcome

1) Action verb (describes what the learner will be doing, or the behaviour)By the end of this course/semester, students should be able to:• describe the principles used in designing X.• evaluate the strengths and weakness of …

Well-written verbs must be (SMART)- Specific - Measurable- Achievable- Realistic- Time frame - Observable

Avoid these words- understand - appreciate- know- learn- aware- familiar

2) Condition (context under which the behaviour is to occur)

• describe the principles used in designing X.(V)• orally describe the principles used in designing X. (V&C)

• design a beam. (V)• design a beam using Microsoft Excel design template . (V&C)

3 components of a course outcome

3) Standard (criteria of acceptable level of performance)

• describe the principles used in designing X.(V)• orally describe the principles used in designing X. (V&C)• orally describe the five principles used in designing X. (V&C&S)

• design a beam. (V)• design a beam using Microsoft Excel design template . (V&C)• design a beam using Microsoft Excel design template based on

BS 5950:Part 1. (V&C&S)

3 components of a course outcome

Course Outcomes: An example

Identify the a) verb b) condition c) standard.

• From the first principles, calculate the beam deflection at the centre to within one decimal point.

Identify the a) verb b) condition c) standard.

• write an effective course outcomes that include lower and higher order cognitive skills for a one-semester course.

• Must have at least V+C or V+S• Can have more than 1 action verb, BUT must measure them

Common weaknesses in writing CO

• Non-observable/Non-measurable CO• Vague CO or CO that are too broad or general

At the end of the course, the students are able to:1. understand the theory of X.2. know how to write an effective learning outcomes3. appreciate the importance of keeping the environment

clean.

By the end of the course, students should be able to:1. use the computer.2. make presentations. 3. comment on designs.4. design research

Improve on the following learning outcomes by adding a condition and standard

Poor• Students should be able to design research.

Better• Students should be able to independently design and carry out

experimental and correlational research.Best• Students should be able to independently design and carry out

experimental and correlational research that yields valid results.

Source: Bergen, R. 2000. A Program Guideline for Outcomes Assessment at Geneva College

By the end of the course, students should be able to:

1) independently seek and present information on the collapse of the WTC (Lifelong Learning & Communication Skills)

2) participate actively in class discussion on issues related to ... (Communication Skills)

3) work collaboratively in groups to complete an assigned project on… (Teamworking)

4) demonstrate positive teamworking attributes by contributing actively in group projects. (Teamworking)

Writing Course Outcomes for Psychomotor and Affective Domains

Cont…Cont…

5) state and critically evaluate the main principles of .... (Problem Solving)

6) analyse data gathered from a target situation analysis and design instructional materials for a specific group of learners. (Problem Solving)

7) orally present information and answer questions with confidence on an assigned project. (Comm. Skills and Self-Esteem)

8) apply principles of management in organising an assigned project within stipulated schedules and with available resources. (Teamworking & Adaptability)

Writing Course Outcomes for Psychomotor and Affective Domains

Planning CO at Subject Level: A Reminder

• Examine the curriculum and refer to the programme outcomes.• Examine the type of students and resources available.• Include course outcomes for cognitive, psychomotor and

affective domains.• Include higher order skills/ taxonomy level.• As far as possible, embed the affective and psychomotor domain

in content (eg. incorporate generic skills through the content of the course).

Checklist for writing course outcomes

Focus on outcomes, not processes Start each outcome with an action verb. Its good to use only one action verb per learning outcomeAvoid vague verbs such as know and understand. Check that the verbs used reflect the level of learning required. Ensure that outcomes are observable and measurable. Write the outcomes in terms of what the learner does, not what the

instructor does.Check that the outcomes reflect knowledge, skills, or attitudes required

in the workplace.Include outcomes that are woven into the entire course (such as work

effectively in teams).Check that there are the appropriate number of outcomes (no more than

three per major topic)List the sub-outcomes for each outcomeCheck that the outcomes fit within program and course goals

Improve on these CO where necessary:

At the end of this course, the students should be able to:

1) have better understanding on the structural steel design concept.

2) be more aware on the design code requirements.

3) design steel structures based on the code requirements

Improve on these CO where necessary:

Orally describe the structural steel design concept according to the code requirements

At the end of this course, the students should be able to:

1) have better understanding on the structural steel design concept.

Improve on these CO where necessary:

Identify/describe the design requirements clearly according to BS5950 code of practice

At the end of this course, the students should be able to:

2) be more aware on the design code requirements.

Improve on these CO where necessary:

Design structural steel element correctly based on BS 5950 code of practice

At the end of this course, the students should be able to:

3) design steel structures based on the code requirements

EXERCISE 1

• In Handout “Exercise 1”, complete the table.

Outcome example Action verb

Condition Standard Level

By the end of the chemistry program, students will be able to list all of the elements in the Periodic Table.

By the end of the special education program, students will be able to diagnose learning disabilities in elementary school level settings

By the end of the French program, students will be able to translate a paragraph of text from English to French.

By the end of the BIS program, students will be able to apply basic Web development skills to an actual Web page on the internet

By the end of the music education program, students will be able to judge student performances based on musical interpretation.

By the end of the art program, students will be able to create at least 12 original works in oil painting

Outcome example Action verb

Condition Standard Level

By the end of the music theatre program, students will be able to relate types of music to particular dance steps.

By the end of the industrial education program, students will be able to demonstrate proper use of woodworking tools to vocational school students.

By the end of the physical education program, students will be able to demonstrate/show the proper stance for batting a ball.

By the end of the dance program, students will be able to create a dance step.

By the end of the physical education program, students will be able to display/perform a golf swing as demonstrated by the instructor.

By the end of the industrial education program, students will be able to adapt their lessons on woodworking skills for disabled people.

By the end of the biology program, students will be able to assemble laboratory equipment, appropriate for experiments.

Quiz !

1. Which outcome statement is better?A. Students will be able to understand the

connections between morality and law. B. Students will be able to explain the

connections between morality and law.

Quiz !

2. Which outcome statement is better?A. Students will be able to demonstrate

information handling.B. Students will be able to demonstrate

effective information handling and research skills.

Quiz !

3. Which outcome statement is better?A. Students will be able to evaluate the various

criminological theories in relation to drug issues.

B. Students will be able to appreciate the various criminological theories in relation to drug issues.

Quiz !

4. Which outcome statement is better?A. Students will be able to demonstrate

proficiency in Japanese.B. Students will be able to demonstrate

proficiency in conversational Japanese by the end of the semester.

Quiz !

5. Which outcome statement is better?A. Students will be able to get an introduction

to statistics and its practical application. B. Students will be able to explain the basic

foundations of statistics and its practical application.

Quiz !

6. Which outcome statement is better?A. Students will be able to be a part of a team.B. Students will be able to work effectively as

part of a team.

Quiz !

7. Which outcome statement is better?A. Students will be able to provide an overview

of the issues, principles, and practices associated with higher education.

B. Students will be able to discuss the issues, principles, and practices associated with higher education.

Quiz !

8. Which outcome statement is better?A. Students will be able to know the behavioral,

cognitive, and social interaction models of learning.

B. Students will be able to compare and contrast the behavioral, cognitive, and social interaction models of learning.

Quiz !

9. Which outcome statement is better?A. Students will be able to design and deliver a

lesson which addresses a variety of student learning style.

B. Students will be familiar with a lesson which addresses a variety of student learning style.

Quiz !

10.Which outcome statement is better?A. Students will be able to analyse various

learning style of mature students. B. Students will be able to consider various

learning style of mature students.

What are the courses/ subjects the students should learn in the proposed programme?

• Must comply with Programme Standards– What subjects (core/elective/major/minor etc)– What percentages (core vs electives, etc)– How long is the duration of the programme

What level of learning should the subjects offer?

• Bloom’s Taxonomy of Learning– Cognitive, Affective, Psychomotor

• Diploma (C3,P4,A3)• Undergraduate (C4, P4, A3)• Masters (C5, P5, A4)• PhD (C6, P6, A5)

• General Rule of Thumb –at least 5% of total no.of courses for the programme must achieve proposed Bloom’s level

E.g. • For Undergraduate programme with total no.of courses = 40 courses/subject• Hence, at least 2 courses must achieve C4, at least 2 courses must achieve P4, and

at least 2 courses must achieve A3.

For each course/ subject what are the outcomes?

• CO – Course Outcomes• Must be aligned to PO• Must outline level of learning taxonomy• Must be written clearly

– Action verb > condition/performance > standard/ criteria

• Must have at least V+C or V+S• Can have more than 1 action verb, BUT must measure them