VISER –School of electrical and computer engineering of applied study TEMPUS project: 517022-TEMPUS-1-2011-1-RS-TEMPUS-JPCR

Activity: Teacher training

Lecturer: Ana Savic, Dragoljub Martinovic

Lecture:

Learning Outcomes

Belgrade, 31st May, 2012Tirana, 5th June, 2012

Subject

�� Focus on Learning Outcomes Focus on Learning Outcomes –– Bologna Bologna AgreementAgreement�� Focus on Learning Outcomes Focus on Learning Outcomes –– Bologna Bologna AgreementAgreement

� What are Learning Outcomes?

� How to write Learning Outcomes?

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

� How to link Learning Outcomes, Teaching and Learning

Activities and Assessment? Activities and Assessment?

ReferenceReferenceDr Declan Kennedy:Dr Declan Kennedy: Learning Outcomes and their Relationship to Learning Outcomes and their Relationship to

Teaching and learning Activities and to AssessmentTeaching and learning Activities and to Assessment, Department of , Department of Education, University College Cork, Ireland, Council of Europe Education, University College Cork, Ireland, Council of Europe Conference Belgrade, Serbia, 27, November 2009.Conference Belgrade, Serbia, 27, November 2009.

Focus on Learning Outcomes Focus on Learning Outcomes –– Bologna Bologna AgreementAgreement

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 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 terms higher education in Europe in terms of academic standards of degrees of academic standards of degrees and quality assurance standards. and quality assurance standards.

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and quality assurance standards. and quality assurance 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)

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

Non-European Union

AlbaniaAndorraArmenia

EstoniaFinlandFranceGermanyGreeceHungaryIrelandItalyLatviaLithuaniaLuxembourgMaltaNetherlands

ArmeniaAzerbaijanBosnia and

HerzegovinaCroatiaGeorgiaHoly SeeIcelandLiechtensteinMontenegroMoldovaNorway

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NetherlandsPolandPortugalRomaniaSlovakiaSloveniaSpainSwedenUnited Kingdom

NorwayMacedoniaRussiaSerbiaSwitzerlandTurkeyUkraine

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 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

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�‘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

‘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 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.’

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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.

“The three Bologna cycles are based on generic descriptors of learning outcomes, so it is clear that describing higher education programmes in terms of learning outcomes is a precondition for achieving many of the goals of achieving many of the goals of the Bologna Process by 2010.

Learning outcomes are critically important in the development of national qualifications frameworks, systems for credit transfer and accumulation, the diploma supplement,

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diploma supplement, recognition of prior learning and quality assurance.”

- Bologna Process Stocktaking

London 2007, p. 51.

“If the Bologna Process is to be successful in meeting the needs and expectations of learners, all countries need to use learning outcomes as a basis for their national basis for their national qualifications frameworks, systems for credit transfer and accumulations, the diploma supplement, recognition of prior learning and quality assurance. This is a precondition for achieving

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a precondition for achieving many of the goals of the Bologna Process by 2010.”Bologna ProcessStocktakingLondon 2007, p. 2.

Bologna ProcessBologna 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 qualifications, by 2010 2010 all modules and all modules and programmes in third level institutions programmes in third level institutions throughout the European Union must be throughout the European Union must be written in terms of written in terms of learning outcomelearning outcomess. .

�� ““Learning outcomes Learning outcomes represent one of represent one of �� ““Learning outcomes Learning outcomes represent one of represent one of the essential building blocks for the essential building blocks for transparency within higher education transparency within higher education systems and qualificationssystems 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”.

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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 Irish, Spanish, German, Albanian, Serbian, Russian, Lithuanian.

Order from WWW.NAIRTL.IE

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What are Learning OutcomesWhat are Learning Outcomes??

Learning Outcomes areLearning Outcomes are specific statements of what students specific statements of what students

should know and be able to do as a result of learning (Morss and Murray)should know and be able to do as a result of learning (Morss and Murray)

Learning outcomes areLearning outcomes are statements of what is expected that a student will statements of what is expected that a student will Learning outcomes areLearning outcomes are statements of what is expected that a student will statements of what is expected that a student will

be able to DO as a result of a learning activity….(Jenkins and Unwin).be able to DO as a result of a learning activity….(Jenkins and Unwin).

Learning outcomes areLearning outcomes are explicit statements of what we want our students explicit statements of what we want our students

to know, understand or to be able to do as a result of completing our to know, understand or to be able to do as a result of completing our

courses.(Univ. New South Wales, Australia)courses.(Univ. New South Wales, Australia)

Learning outcomes areLearning outcomes are statements that specify what learners will know statements that specify what learners will know

or be able to do as a result of a learning activity. Outcomes are usually or be able to do as a result of a learning activity. Outcomes are usually

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or be able to do as a result of a learning activity. Outcomes are usually or be able to do as a result of a learning activity. Outcomes are usually

expressed as knowledge, skills or attitudes. (American Association of Law expressed as knowledge, skills or attitudes. (American Association of Law

Libraries).Libraries).

Learning outcomes areLearning outcomes are an explicit description of what a learner should an explicit description of what a learner should

know, understand and be able to do as a result of learning. (Learning and know, understand and be able to do as a result of learning. (Learning and

Teaching Institute, Sheffield Hallam University)Teaching Institute, Sheffield Hallam University)

Working DefinitionWorking Definition::

Learning outcomes areLearning outcomes are statements of what a studentstatements of what a student

should know, understand and/or be able to demonstrate should know, understand and/or be able to demonstrate

after completion of a process of learningafter completion of a process of learningafter completion of a process of learningafter completion of a process of learning

The learning activity could be, for example, a lecture, a module or The learning activity could be, for example, a lecture, a module or an entire programme.an entire programme.

Learning outcomes must not simply be a “wish list” of what a Learning outcomes must not simply be a “wish list” of what a student is capable of doing on completion of the learning student is capable of doing on completion of the learning activity.activity.

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activity.activity.

Learning outcomes must be simply and clearly described.Learning outcomes must be simply and clearly described.

Learning outcomes must be capable of being validly assessed. Learning outcomes must be capable of being validly assessed.

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:

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

To give students an understanding of the concept of hybridisation.

To ensure that students know some characteristic properties of alkanes and alcohols.

To make students familiar with a range of families of organic compounds: alkanes, alcohols, carboxylic acids and esters.

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• Aims: Give broad purpose or general intention of the module.

•Objectives: Information about what the teaching of the module

hopes to achieve.

Aims and objectives are focus on teachingAims and objectives are focus on teaching and use of terms like and use of terms like Aims and objectives are focus on teachingAims and objectives are focus on teaching and use of terms like and use of terms like know, understand, be familiar with.know, understand, be familiar with.

Learning Outcomes are focus on what we want the student to be Learning Outcomes are focus on what we want the student to be able to doable to do -- use of terms like define, list, name, recall, analyse, use of terms like define, list, name, recall, analyse, calculate, design, etc.calculate, design, etc.Learning Outcome emphasis on the learner’s ability to do something.Learning Outcome emphasis on the learner’s ability to do something.

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••Learning outcomes are not designed to replace the traditional Learning outcomes are not designed to replace the traditional

way of describing teaching and learning but to supplement it.way of describing teaching and learning but to supplement it.

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Learning Outcomes relation with ECTS and Competences

The ECTS is the common currency for education.

Learning Outcomes are the common language for education and Learning Outcomes are the common language for education and facilitate comparability across the various systems in different countries and diversity – formal learning, informal learning, life long learning, etc.

The term “competency” is commonly used to point the learner in thegeneral direction but caution must be exercised when using thisterm.

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term.

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 skillsacquired by training” (Stephen Adam, 2004)

In Tuning project, the term competence is used to represent acombination of attributes in terms of knowledge and its application,skills, responsibilities and attitudes and an attempt is made todescribe the extent to which a person is capable of performing them

ECTS Users’ Guide (2005) describes competences as “a dynamic

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ECTS Users’ Guide (2005) describes competences as “a dynamiccombination of attributes, abilities and attitudes. Fostering thesecompetences is the object of educational programmes. Competencesare formed in various course units and assessed at different stages.They may be divided in subject-area related competences (specific toa field of study) and generic competences (common to any degreecourse)” (ECTS, 2005)

Examples

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.

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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.

Writing learning outcomes

It is vital that learning outcomes are clearly written so that they are understood by students, colleagues and external examiners.

When writing learning outcomes it may be helpful to you if you focus on what you expect students to be able to demonstrate upon completion of the module or programme.

It is standard practice to list the learning outcomes using a phrase like “On successful completion of this module, students should be able to:” [list of learning outcomes]

Avoid complicated sentences. If necessary use one than one sentence to ensure clarity.

General recommendation: 5 – 8 learning outcomes per module.

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Avoid certain words……….

•• RecommendationsRecommendations

“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)outcomes is to use active verbs”. (Jenkins and Unwin)

“They [Learning Outcomes] are statements describing observable “They [Learning Outcomes] are statements describing observable behaviour and therefore must use ‘action verbs’”… Words like behaviour and therefore must use ‘action verbs’”… Words like “appreciate” and “understand” do not help students because there are so “appreciate” and “understand” do not help students because there are so “appreciate” and “understand” do not help students because there are so “appreciate” and “understand” do not help students because there are so many interpretations of their meaning. It is more transparent and helpful many interpretations of their meaning. It is more transparent and helpful to be specific about expectations (Morss and Murray). to be specific about expectations (Morss and Murray).

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

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

“Care should be taken in using words such as ‘understand’ and ‘know’ if “Care should be taken in using words such as ‘understand’ and ‘know’ if

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

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

Checklist for writing learning outcomes for modulesChecklist for writing learning outcomes for 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 be familiar

withwith, , be exposed tobe exposed to, , be acquainted withbe acquainted with, , be aware ofbe aware of and and appreciateappreciate??appreciateappreciate??

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

Are my outcomes observable and measurable?Are my outcomes observable and measurable?

Do all the outcomes fit within the aims and content of the Do all the outcomes fit within the aims and content of the module?module?

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Writing Programme Learning OutcomesWriting Programme Learning Outcomes

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

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

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be included. be included.

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

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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 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.

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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.

Further Example of Programme Learning Outcomes

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

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

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

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

Work effectively as an individual, in teams and in multiWork 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 with Communicate effectively with the engineering community and with

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

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Further Example of Programme Learning OutcomesFurther Example of Programme Learning Outcomes

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

Perform problem solving in academic and industrial Perform problem solving in academic and industrial environments.environments.environments.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 Write theses and reports to a professional standard, equivalent in presentational qualities to that of publishable papers. in presentational qualities to that of publishable papers.

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in presentational qualities to that of publishable papers. in 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 Use a full range of IT skills and display a mature computer literacy.literacy. [Postgrad Comp Sc degree][Postgrad Comp Sc degree]

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Some relevant meaning

`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 confusions about their role, nature and significance or the educational foundations of the Bologna process will be weakened”

(Adams S, 2004)

“Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting

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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)

“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 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 expected of them and thus Help to explain more clearly to students what is expected of them and thus help to guide them in their studies help to guide them in their studies –– motivation and sense of purpose.motivation and sense of purpose.

Help teachers to focus more clearly on what exactly they want students to Help teachers to focus more clearly on what exactly they want students to achieve in terms of knowledge and skills.achieve in terms of knowledge and skills.

Help teachers to clarify their thinking about what they want to achieve and the Help teachers to clarify their thinking about what they want to achieve and the common language of learning outcomes helps to facilitates discussion with common language of learning outcomes helps to facilitates discussion with colleagues.colleagues.

Helps to define the assessment criteria more effectively.Helps to define the assessment criteria more effectively.

Help to provide guidance to employers about the knowledge and understanding Help to provide guidance to employers about the knowledge and understanding

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Help to provide guidance to employers about the knowledge and understanding Help to provide guidance to employers about the knowledge and understanding possessed by graduates of programmes, i.e. show the value of the programme possessed by graduates of programmes, i.e. show the value of the programme in terms of programme learning outcomes and module learning outcomes. in terms of programme learning outcomes and module learning outcomes.

Help to start discussion on Teaching and Learning in third level institutionsHelp to start discussion on Teaching and Learning in third level institutions. .

International Recognition and Mobility

“Learning outcomes are important for recognition, since the basis for recognition procedures is in the process of shifting from quantitative criteria such as the length and type of courses studied, to the outcomes reached and competencies obtained during these studies.

The principal question asked of the student or the graduate will therefore no longer be “What did you do to obtain your degree?” but rather “What can you do now you have obtained your degree?”.

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This approach is of more relevance to the labour market and is certainly more flexible when taking into account issues of lifelong learning, non-traditional learning and other forms of non-formal educational experiences”

Council of Europe, 2002.

Potential problems with Learning OutcomesPotential problems with Learning Outcomes

Could limit learning if learning outcomes written Could limit learning if learning outcomes written within a very narrow framework within a very narrow framework –– lack of lack of within a very narrow framework within a very narrow framework –– lack of lack of intellectual challenge to learners.intellectual challenge to learners.

Learning outcomes should not be reductionist but Learning outcomes should not be reductionist but rather expansive and intended to promote the higher rather expansive and intended to promote the higher order thinking skills. order thinking skills.

Danger of assessmentDanger of assessment--driven curriculum if learning driven curriculum if learning

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Danger of assessmentDanger of assessment--driven curriculum if learning driven curriculum if learning outcomes too confined.outcomes too confined.

Could give rise to confusion among students and Could give rise to confusion among students and staff if guidelines not adhered to when drawing up staff if guidelines not adhered to when drawing up learning outcomes, etc. learning outcomes, etc.

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

Learning Activities and Learning Activities and Assessment?Assessment?

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Assessment of Learning Outcomes

Having 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 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.

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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?

Formative AssessmentFormative Assessment

��Assessment Assessment FORFOR learning learning –– gives gives feedback to students and teachers to feedback to students and teachers to help modify teaching and learning help modify teaching and learning activities, i.e. helps inform teachers and activities, i.e. helps inform teachers and students on progress being made.students on progress being made.students on progress being made.students on progress 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 improve Clear and rich feedback helps improve performance of students (Black and performance of students (Black and Williams, Williams, 19981998).).

Usually carried out at beginning or Usually carried out at beginning or during a programme, e.g. coursework during a programme, e.g. coursework

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during a programme, e.g. coursework during a programme, e.g. coursework which gives feedback to students. which gives feedback 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 process should not be part of grading process (Donnelly and Fitzmaurice, (Donnelly and Fitzmaurice, 20052005))

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Summative AssessmentSummative Assessment

Assessment that summarises Assessment that summarises student learning at end of student learning at end of module or programme module or programme ––Assessment OF Learning. Assessment OF Learning. Assessment OF Learning. Assessment OF Learning.

Sums up achievement Sums up achievement –– no 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.

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examination. examination.

��Only a sample of the Learning Only a sample of the Learning Outcomes are assessed Outcomes are assessed –– cannot cannot assess all the Learning assess all the Learning Outcomes.Outcomes.

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Continuous AssessmentContinuous Assessment

A combination of A combination of summative and summative and summative and summative and formative assessment. formative assessment.

Usually involves Usually involves repeated summative repeated summative assessments. assessments.

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assessments. assessments.

Marks recorded.Marks recorded.

Little or no feedback Little or no feedback given.given.

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Common assessment techniques in Higher Education

Paper/thesis

Project

Clinical evaluation

Oral examProject

Product

development

Performance

Oral exam

Interview

Research assignment

Portfolio

Others??

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Performance

Exhibition

Case study.

Others??

Example of Matching the Assessment to the Learning Outcome

Learning outcomes

Demonstrate good

Assessment?

a) Multiple choice Demonstrate good presentation skills.

Formulate food product

Identify an area for research

a) Multiple choice questions

b) Prepare a 1000-word research proposal

c) Lab-based project

d) Make a presentation to

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research

Identify signs and symptoms of MS in a patient

d) Make a presentation to peers

Giving feedback to students

Make it quick, clear and focussed

Relate it to the assessment criteria and learning outcomes

Use rubrics or formal marking schemes to show how well the requirements are met.

Learning Outcomes are usually written at threshold level. Learning Outcomes are usually written at threshold level.

Steps in feedback:

– Affirm what is done well

– Clarify: ask questions about specific aspects

– Make suggestions for improvement

– Give guidance about what the student needs to do next

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I cannot tell you what a first class honours is but I will know it when it see it!

To what extent has each Learning Outcome been achieved?

Not a question of “yes” or “no” to achievement of

Learning Outcomes.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.

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work will be assessed.

A rubric consists of a set of criteria and marks or

grade associated with these criteria.

Linking learning outcomes and assessment criteria.

Poor use of Limited Good use Very good Outstanding On successful

FailPassGrade 2 :2Grade 2 : 1Grade 1

Assessment criteriaLearning

outcome

Poor use of

literature

showing

lack of

ability to

synthesise

evidence to

formulate

Limited

use of

literature

showing

fair

ability to

synthesis

e

Good use

of

literature

showing

good

ability to

synthesise

evidence

in

Very good

use of

literature

showing

high ability

to

synthesise

evidence in

Outstanding

use of

literature

showing

excellent

ability to

synthesise

evidence in

On successful

completion of

this module,

students

should be able

to: Summarise

evidence from

the science

education

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formulate

conclusions

e

evidence

to

formulat

e

conclusi

ons.

in

analytical

way to

formulate

clear

conclusion

s

evidence in

analytical

way to

formulate

clear

conclusions.

evidence in

analytical

way to

formulate

clear

conclusions.

education

literature to

support

development of

a line of

argument.

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

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

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

Teaching forunderstanding

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more transparent and meaningful for students.

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

Learning outcomes

There is a dynamic equilibrium between teaching strategies and Learning 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:

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).

“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

(Ramsden, 1992).

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, the teaching activities of the teacher and the learner activities of the learner are both directed towards the same

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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)

activities of the learner are both directed towards the same goal. In preparing for the assessment, students will be learning the curriculum” (Biggs 2003)

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

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

Select teaching and learning Select teaching and learning

If the learning outcomes are

clearly written, Select teaching and learning Select teaching and learning methods that are likely to ensure methods that are likely to ensure that the learning outcomes are that the learning outcomes are achieved.achieved.

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

clearly written, the assessment is

quite easy to plan!

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learning outcomes. learning outcomes.

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

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

Learning Outcomes Teaching and Learning Activities

Assessment

Cognitive(Demonstrate:

Lectures •End of module exam.•Multiple choice tests.(Demonstrate:

Knowledge, Comprehension, Application, Analysis,Synthesis, Evaluation)

Affective(Integration of beliefs, ideas and attitudes)

Tutorials

Discussions

Laboratory work

Clinical work

Group work

•Multiple choice tests.•Essays.•Reports on lab work and research project.•Interviews/viva.•Practical assessment.•Poster display.•Fieldwork.•Clinical examination.•Presentation.

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Psychomotor(Acquisition of physical skills)

Seminar

Peer group presentationetc.

•Portfolio.•Performance.•Project work.•Production of artefact

etc.

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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 topractice (e.g. medicine) or to perform essential tasks (e.g.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 Outcomesin such a short space of time – sampling of Learning

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in such a short space of time – sampling of LearningOutcomes.

Even if all the Learning Outcomes are assessed on anexamination paper, due to choice of questions, a studentmay not be assessed on all of them.

1. Identify aims and objectives of module

2. Write learning outcomes using standard guidelines

Basic teaching methodology

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

4. Design assessment to check if learning outcomes

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4. Design assessment to check if learning outcomes have been achieved

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

“Writing Learning Outcomes is a Process not an Event”Event”

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Control questions and tasksControl questions and tasks

What are Learning Outcomes?What are Learning Outcomes?

How to write Learning Outcomes?

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

How to link Learning Outcomes, Teaching and Learning Activities and Assessment? Write an Write an essayessay about about Learning OutcomesLearning Outcomes in Your course.in Your course.

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