LEARNING OUTCOMES: Their Role in The Curriculum

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LEARNING OUTCOMESTheir Role in The Curriculum

• by
• Nik Safiah Nik Ismail

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LEARNING OUTCOMES

• At the end of this session, the participants will
  be able to
• 1. define learning outcomes.
• 2. explain why learning outcomes are important.
• 3. define domains of learning outcomes.
• 4. identify levels within these domains.
• 5. assess learning outcomes for their
  understandability, measurability and
  achievability.
• 6. explain the relationship between learning
  outcome, teaching-learning methods and student
  assessment.
• 7. describe the MQF outcome competencies and
  their differences between qualification levels.

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INTRODUCTION

• Successful universities are in the performance of
  the students
• Requires clear definition of competencies to be
  achieved at the end of the program
• Competencies should reflect qualification levels.

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WHAT ARE LEARNING OUTCOMES?

• Learning Outcomes
• specify what learners NEW BEHAVIOURS will be
  after a learning experience
• state the knowledge, skills and attitudes
  students will gain
• begin with an action verb which is measurable.

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EXAMPLES OF LEARNING OUTCOMES

• At the end of this course/session you will be
  able to
• 1. explain the terms relevance, integration
  and application.
• 2. demonstrate CPR.
• 3. make a summary of a given composition.
• 4. give intravenous injection correctly.
• 5. design a Bachelor of Business Administration
  curriculum.

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LEARNING OUTCOMES MUST BE

• Understandable
• Measurable
• Achievable
• Participant-oriented

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CRITIQUE THE FOLLOWING LEARNING OUTCOMES

• At the end of this session on you will be able
  to
• 1. know the difference between deductive and
  inductive approach.
• 2. really understand CPR.
• 3. be knowledgeable about Malaysian politics.
• 4. have faith in alternative medicine.
• 5. grasp the significance of the dangers of
  atomic energy.
• 6. appreciate the importance of confidentiality
  in a counseling session.

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WHY ARE LEARNING OUTCOMES IMPORTANT?

• For Students
• define type and depth of learning
• clearly communicate learning expectations
• provide objective assessment

• For Teachers
• guide instructions
• provide objective benchmark for assessment
• define unit of learning and delivery

• For Institution
• clearly communicate graduates skills to
  prospective employers

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DOMAINS OF LEARNING OUTCOMES

• 3 POSSIBLE DOMAINS
• 1. COGNITIVE - thinking, knowledge.
• 2. PSYCHOMOTOR - doing, skills.
• 3. AFFECTIVE - feeling, attitude.
• Some units of learning may occur in more than one
  domain at the same time.

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COGNITIVE DOMAIN(Thinking, Knowledge)
EVALUATION
Judges the value of.

SYNTHESIS
Formulates new structure
ANALYSIS
Understands both content structure
APPLICATION
Uses learning in new concrete situation
COMPREHENSION
Grasps the meaning
KNOWLEDGE
Remembers previous material
(Benjamin S. Bloom, 1956)
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PSYCHOMOTOR DOMAIN(Doing, Skills)

ORGANIZATION
Creates new pattern.
ADAPTION
Adjusts, modifies, translates..
COMPLETE OVERT RESPONSE
Reforms automatically
MECHANISM
Performs with increasing efficiency
GUIDES RESPONSE
Imitates the practice skills
SET
Mentally, emotionally physically ready
PERCEPTION
Senses
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AFFECTIVE DOMAIN(Feeling, Attitude)

INTERNALIZING
Integrates value into value system
ORGANIZATION
Conceptualizes value and resolves conflict
VALUING
Attaches value / worth
RESPONDING
Conform to stimuli
RECEIVING
Selectively attends to.
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RELATIONSHIP BETWEEN LEARNING OUTCOMES AND
TEACHING-LEARNING METHODS STUDENT ASSESSMENT
EXAMPLE
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MQF OUTCOMES COMPETENCIES

• Mastery of
• 1. Body of Knowledge
• 2. Practical Skills
• 3. Social Skills Responsibility
• 4. Ethics and Professionalism
• 5. Scientific Method, Critical Thinking and
  Problem Solving
• 6. Communication Skills Team Work
• 7. Information Management Lifelong Learning
• 8. Entrepreneurship Management

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QUALIFICATION DESCRIPTORS
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MQF OUTCOMES COMPETENCIES (GENERIC) AND
QUALIFICATION LEVELS

• For each qualification level (Certificate,
  Diploma,
• Degree),the generic outcomes differ in at least 5
  ways
• 1. Depth and complexity of knowledge and
  understanding
• 2. Application of knowledge and skills
• 3. Degree of autonomy and creativity in
  decision-making
• 4. Communication skills
• 5. Breadth and sophistication of practice

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EXAMPLE Communication Skills
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SUMMARY

• LEARNING OUTCOMES - Resultant behaviors
• FOR WHOM ? - Students (not teachers)
• WHY ? - Guide learning, instruction,
• delivery and assessment
• PRINCIPLES - Understandable, measurable,
• achievable, student-oriented
• Competencies should reflect qualification levels

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SUMMARY

• SUCCESSFUL UNIVERSITIES / COLLEGES ARE IN THE
  PERFORMANCE OF THE STUDENTS
• THE END