How do we design Programmes at Third Level using Learning Outcomes within the Bologna Framework?

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How do we design Programmes at Third Level using
Learning Outcomes within the Bologna Framework?

• Presentation 2
• 20 May 2016
• Don State Technical University
• Rostov-on-Don, Russia.
• Dr Declan Kennedy,
• Department of Education,
• University College Cork, Ireland.

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1. What are Programme Learning Outcomes?
2. How do I write Programme Learning Outcomes?
3. How do I link Programme Learning Outcomes to
   Module Learning Outcomes.
4. How do I design programmes using Learning
   Outcomes within the Bologna Framework?

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Writing Programme Learning Outcomes

• Programme learning outcomes are learning outcomes
  that describe the essential knowledge, skills and
  attitudes that it is intended that graduates of
  the programme will be able to demonstrate.
• The rules for writing learning outcomes for
  programmes are the same as those for writing
  learning outcomes for modules.
• The general guidance in the literature is that
  there should be 5 10 learning outcomes for a
  programme and that only the minimum number of
  outcomes considered to be essential be included.

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Two types of Programme Learning Outcomes

1. The first type of learning outcome refers to
   those learning outcomes that can be assessed
   during the programme, i.e. within the various
   modules.
2. Aspirational or desirable learning outcomes
   indicate what a good quality student would be
   expected to achieve by the end of the programme.
   This type of learning outcome may not be assessed
   at all but gives an indication to employers and
   other agencies the type of standard of practical
   performance that graduates of the programme will
   display at the end of the 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 Learning Outcomes
Undergraduate Engineering Degree

• On successful completion of this programme,
  students should be able to
• Derive and apply solutions from knowledge of
  sciences, engineering sciences, technology and
  mathematics.
• Identify, formulate, analyse and solve
  engineering problems.
• Design a system, component or process to meet
  specified needs and to design and conduct
  experiments to analyse and interpret data.
• Work effectively as an individual, in teams and
  in multi-disciplinary settings together with the
  capacity to undertake lifelong learning.
• Communicate effectively with the engineering
  community and with society at large.
  

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Further Example of Programme Learning Outcomes

• On successful completion of this programme,
  students should be able to
• Perform problem solving in academic and
  industrial environments.
• Use, manipulate and create large computational
  systems.
• Work effectively as a team member.
• Organise and pursue a scientific or industrial
  research project.
• Write theses and reports to a professional
  standard, equivalent in presentational qualities
  to that of publishable papers.
• Prepare and present seminars to a professional
  standard.
• Perform independent and efficient time
  management.
• Use a full range of IT skills and display a high
  standard of computer literacy. Postgrad Comp Sc
  degree

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Skills in broad sense
Cognitive
Affective
Note the overlap!
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Beware of this Tuning Publication!

• The authors of this publication
• Have invented their own incorrect definition of
  learning outcomes and give incorrect information
  on how to write Learning Outcomes
• Use a definition of Competences which is in
  conflict with the definition of Competence used
  in the European Qualifications Framework.
• Are confused about the relationship between
  Competence and Learning Outcomes and Incorrectly
  links learning outcomes to competences
• Confuses the concept of learning outcomes with
  the assessment of learning outcomes. The authors
  do not appear to realise that the extent to which
  a learning is achieved is measured by the
  assessment of the learning outcome.
• Incorrectly link learning outcomes to particular
  levels in degree programmes.
• Many of the exemplars given of Learning Outcomes
  are incorrectly written.
• Give misleading statements implying that in order
  to be compliant with Bologna you must be
  compliant with Tuning. The authors fail to point
  out that the Bologna Process does not require any
  compliance with Tuning project.
• Fail to point out the problem with Competences
  and Quality Assurance Systems.
• A dreadful publication!

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Gibbs, A, Kennedy D and Vickers A (2012) Learning
Outcomes, Degree Profiles, Tuning Project and
Competences. Journal of the European Higher
Education Area 15 (5) 71 87
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Relating competences, objectives and learning
outcomes

• The relationship between competences, objectives
  and learning outcomes is discussed by Hartel and
  Foegeding (2004) in area of Food Engineering.
• In this paper they define competence as a
  general statement detailing the desired knowledge
  and skills of students graduating from our course
  or program.

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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 and Boon (2002) 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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• Van der Klink and Boon (2002) attempt to trace
  the different interpretations of the concept of
  competence within the educational systems of
  various countries
• There is considerable confusion about what
  competency actually means First, differences can
  be observed between nations along the lines of
  different national educational policies and
  different types of relations between education
  and the labour market, many of which have an
  historic origin. In the British approach it
  refers to the ability to meet the performance
  standards for functions and professions such as
  those developed for National Vocational
  Qualifications (NVQs) in the UK. In the USA,
  competencies refer to the skills, knowledge and
  characteristics of persons, that is traits,
  motives and self-concept, which contribute to
  performance excellence. .. More than in the UK
  or the USA, the German perspective stresses a
  holistic view of competency. It is not just a
  random collection of skills and knowledge.
  Competencies are defined as integrated action
  programmes that enable individuals to perform
  adequately in various job contexts within a
  specific profession
• 
  (Van der Klink and Boon, 2002)

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Conclusions re Competence

• There is no single definition of the term
  competence. Descriptions of the term competence
  range from that of a broad overarching attribute
  to that of a very specific task. This is in
  contrast with the clear definition of the concept
  of a learning outcome found in the literature .
• One of the big problems encountered when using
  competences is that there does not appear to be
  any clear guidelines on how they should be
  written. In contrast to this, the guidelines for
  writing learning outcomes are very clearly laid
  out in the literature.
• In general, if someone achieves a Learning
  Outcome they reach a level of competence.
  Competence may be viewed as a result of achieving
  a set of Learning Outcomes in the workplace.
• Achieving of Learning Outcomes is a stage on a
  way to becoming competent, i.e. Learning Outcomes
  and Competences can complement each other but we
  must be careful how we define competences.

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• One of the reasons for the debate about the
  usefulness of managerial competence may be the
  soft focus and blurred edges of the term
  competence. Social science has the habit of
  taking a word from our common vocabulary and
  altering the meaning by it adoption as a
  technical or academic term. This process is still
  happening to competence and a common consensus
  has yet to be established as to what the word
  should mean when used in management applications.
• (Brown, 1994)

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• The fact that the concept of competencies
  serves as a remedy for solving rather different
  problems probably has to do with its diffuse
  nature. It is actually an ill-defined concept
  with no clear content, thus allowing ample
  interpretations. This major vagueness is partly
  caused by the application of the concept in
  various countries, different settings and for
  different purposes. Its vagueness is probably at
  the same time the explanation for its prominent
  status today but it makes it difficult to use the
  concept as a sound cornerstone for designing HRD
  Human Resource Development and educational
  practices.
• (Van der Klink and Boon, 2003)

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Recommendations

• It is obvious from the literature that within
  certain professions, the term competence has a
  shared meaning. Hence, there is no problem with
  using the concept of competence since there is a
  common understanding of its meaning among the
  members of that profession.
• The problem arises when the term competence is
  used in a general context without defining what
  is meant by the term.
• Given the considerable confusion in the
  literature, if the term competence must be used,
  then its meaning needs to be clearly defined for
  the context in which it is being used.

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• Therefore, in order to avoid confusion it is
  recommended that when using the term competence,
  the following guidelines should be followed
• State the definition of competence that is being
  used in the particular context.
• To ensure clarity of meaning, write competences
  using the vocabulary of learning outcomes, i.e.
  express the required competence in terms of the
  students achieving specific programme learning
  outcomes or module learning outcomes.

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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!

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

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

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

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Examples of Language used when writing Programme
Learning Outcomes

• Knowledge
• Discuss a wide variety of.
• Outline a broad range of fundamental concepts..
• Describe the theories and concepts in the field
  of.
• Identify a range of processes used in.
• Discuss relationships between the various areas
  of..
• Examine current theory in the area of
• Critique modern theories in the area of .
• Examine and evaluate current problems in the area
  of .. etc.

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• Skills (in broad sense as in European
  Qualifications Framework)
• Apply a range of techniques to solve
• Modify techniques in the area of .. to solve.
• Link theory with practice in order to
• Analyse data to facilitate decision making in the
  area of
• Utilise appropriate methods, skills and
  techniques to solve.
• Exhibit proficiency in using a broad range of
  routine laboratory techniques in the field of..
• Recognise limitations in the areas of
• Link relevant theories to the development of a
  design to.
• Utilise appropriate models and techniques in the
  area of . to
• Select and apply the most suitable techniques to
  solve problems in the areas of..

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• Skills (continued)
• Apply appropriate decision making to achieve high
  standards of performance in the area of.
• Identify appropriate solutions to plan future
  developments in the area of
• Select appropriate instrumental methods to
• Utilise existing strategies to design
• Evaluate existing problems in the area of .in
  order to.
• Initiate research ides and evaluate research
  related publications in the area of.
• Implement work objectives and exercise leadership
  in ..

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• Skills (continued)
• Combine technical skills to define a problem in
  the area of .. and implement suggested
  solutions to.
• Apply technical knowledge in the area of to
  solve problems related to
• Recognise existing strategies to facilitate
  solutions in the area of..
• Formulate options and solutions to
• Diagnose problems and suggest solutions in the
  area of.
• Transfer methodologies to new applications in the
  area of..
• Integrate a range of acquired transferable skills
  such as .

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• Skills (continued)
• Develop your personal capabilities in order to .
• Engage with new developments and practices in
  order to
• Recognise the need for life-long learning and
  professional development in the area of.
• Identify and address continuing requirements for
  professional development in the area of
• Contribute to the future development of the field
  of.
• Interpret relevant regulations in the area of ..
• Recognise the relationship between science,
  technology and society in the area of.
• Critically appraise research in the area of.
  and evaluate the work of peers.
• etc.
• 
  

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• Attitudes
• Display an appropriate standard of professional
  practice in the area of
• Embrace responsibility for the welfare of
  others.
• Display personal ethical standards in the area
  of
• Articulate and defend the need for personal
  responsibility and ethical considerations in the
  workplace for..
• Work ethically and professionally as part of a
  team..
• Act appropriately in unfamiliar situations in the
  area of.
• Apply appropriate ethical considerations when
• Work as a member of a team to manage.
• Accept accountability for achieving
• Work autonomously or as a member of a team in
  order to.. etc.

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HOW DO I MAP PROGRAMME LEARNING OUTCOMES TO
MODULE LEARNING OUTCOMES?
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Example Programme Learning Outcomes for MSc in
Toxicology

• PLO1 Discuss the interdisciplinary relationship
  between the various specialised areas of
  Toxicology in providing informed scientific
  debate of current, topical issues in Toxicology.
• PLO2 Evaluate current scientific problems which
  are at the forefront of Toxicology, Pharmacology,
  Biotechnology, Molecular Biology, Environmental
  Science, Nanomaterials and Food Science.
• PLO 3 Exhibit proficiency in a broad range of
  routine laboratory experimental and advanced
  specialised research techniques in the field of
  Toxicology.
• PLO 4 Select and apply the most suitable
  experimental techniques necessary to solve a
  Toxicological problem and develop new skills to a
  high level in emerging experimental techniques in
  the field.

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• PLO 5 Integrate the range of acquired generic,
  transferable skills (e.g. business skills,
  communication skills, numerical and statistical
  skills, ITC, problem- solving, decision making,
  management, team-work, innovation and
  entrepreneurship) necessary for graduates
  working as a Professional Toxicologists.
• PLO 6 Initiate research proposals, interpret and
  critically evaluate research related publications
  in the domain of Toxicology and demonstrate
  leadership skills as part of an interdisciplinary
  scientific research/industrial or management
  group.
• PLO 7 Contribute professionally to the future
  development of the field of Toxicology through
  applied study or further research.
• PLO 8 Critically appraise scientific research and
  apply integrated approaches to accurately assess
  and critically evaluate the work of scientific
  peers.

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Example of Mapping of Programme Learning Outcomes
on to Module Learning Outcomes
Programme Learning Outcomes
Module Learning Outcomes
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What are the benefits and potential problems of
Learning Outcomes?
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The benefits of Learning Outcomes

• Help to explain more clearly to students what is
  expected of them and thus help to guide them in
  their studies motivation and sense of purpose
• Help teachers to focus more clearly on what
  exactly they want students to achieve in terms of
  knowledge and skills.
• Help teachers to clarify their thinking about
  what they want to achieve and the common language
  of learning outcomes helps to facilitates
  discussion with colleagues.
• Helps to define the assessment criteria more
  effectively.
• Help to provide guidance to employers about the
  knowledge and understanding possessed by
  graduates of programmes, i.e. show the value of
  the programme in terms of programme learning
  outcomes and module learning outcomes.
• Help to start discussion on Teaching and Learning
  in third level institutions.

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Transnational Implications of Learning Outcomes

• Learning Outcomes have applications at three
  levels
• Local level individual third level institutions
  for describing modules and programmes.
• National level within each country for
  describing National Qualification Frameworks and
  systems for Quality Assurance.
• International Level facilitate clarity and
  transparency of qualifications and mutual
  recognition of qualifications.
• Learning outcomes provide the common language in
  the clear description of programmes and modules.
  The ECTS system provides the common currency.

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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?. 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.

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Potential problems with Learning Outcomes

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

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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 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.

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Formative Assessment

• Assessment FOR learning gives feedback to
  students and teachers to help modify teaching and
  learning activities, i.e. helps inform teachers
  and students on progress being made.
• Assessment is integrated into the teaching and
  learning process.
• Clear and rich feedback helps improve performance
  of students (Black and Williams, 1998).
• Usually carried out at beginning or during a
  programme, e.g. coursework which gives feedback
  to students.
• Can be used as part of continuous assessment, but
  some argue that it should not be part of grading
  process (Donnelly and Fitzmaurice, 2005)

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Summative Assessment

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

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Continuous Assessment

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

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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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Common assessment techniques in Higher Education

• Paper/thesis
• Project
• Product development
• Performance
• Exhibition
• Case study.

• Clinical evaluation
• Oral exam
• Interview
• Research assignment
• Portfolio
• Others??

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• One of the big challenges is to move away from
  assessment based solely on terminal exams not
  intelligence fair, forcing all kinds of learning
  to fit into the paper and pencil test straight
  jacket.
• Purposes of Assessment feedback, diagnosis,
  motivation, guidance, learning support,
  selection, grading, certification, progression,
  professional recognition, gate-keeping..

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Example of Matching the Assessment to the
Learning Outcome

• Learning outcomes
• Demonstrate good presentation skills.
• Formulate food product
• Identify an area for research
• Identify signs and symptoms of MS in a patient

• Assessment?
• Multiple choice questions
• Prepare a 1000-word research proposal
• Lab-based project
• 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 Assessment criteria Assessment criteria Assessment criteria 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, learning outcomes and
  assessment criteria.
• 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.
• For the good teacher, learning outcomes do not
  involve a paradigm shift.

Teaching for understanding
Learning outcomes
There is a dynamic equilibrium between teaching
strategies and Learning Outcomes.
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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
Teacher Learning Teaching Perspectives Object
ives Outcomes Activities Assessment Student Pe
rspectives Assessment Learning
Activities Outcomes
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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Constructive Alignment (Biggs, 2005)

• Constructive
• The students construct understanding for
  themselves through learning activities. Teaching
  is simply a catalyst for learning (Biggs, 2003).
  
• If students are to learn desired outcomes in a
  reasonably effective manner, then the teachers
  fundamental task is to get students to engage in
  learning activities that are likely to result in
  their achieving those outcomes. It is helpful to
  remember that what the student does is actually
  more important in determining what is learned
  than what the teacher does (Shuell, 1986)
• Alignment
• Alignment refers to what the teacher does in
  helping to support the learning activities to
  achieve the learning outcomes.
• The teaching methods and the assessment are
  aligned to the learning activities designed to
  achieve the learning outcomes.
• Aligning the assessment with the learning
  outcomes means that students know how their
  achievements will be measured.

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• Constructive alignment is the deliberate linking
  within curricula of aims, learning outcomes,
  learning and teaching activities and assessment.
• Learning Outcomes state what is to be achieved in
  fulfilment of the aims.
• Learning activities should be organised so that
  students will be likely to achieve those
  outcomes.
• Assessment must be designed such that students
  are able to demonstrate that they have met the
  learning outcomes.
• Constructive alignment is just a fancy name for
  joining up the dots.
• (Morss and
  Murray, 2005)

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

1. Clearly define the learning outcomes.
2. Select teaching and learning methods that are
   likely to ensure that the learning outcomes are
   achieved.
3. Choose a technique or techniques to assess the
   achievement of the learning outcomes.
4. Assess the learning outcomes and check to see how
   well they match with what was intended

If the learning outcomes are clearly written, the
assessment is quite easy to plan!
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Linking Learning Outcomes, Teaching and Learning
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.
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Learning outcomes Module ED2100 Teaching and Learning Activities Assessment 10 credit module Mark 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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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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Learning Outcomes and Level Descriptors on
Qualification Frameworks

• A Learning outcome on its own does not give us an
  indication of the level of that learning outcome
  in a National Qualifications Framework.
• The level of the programme in which the learning
  outcome (programme learning outcome or module
  learning outcome) is written must be indicated in
  the programme description.
• The institution in which the programme is being
  taught must ensure
• (a) that the programme learning outcomes map on
  to the relevant level in the National
  Qualifications Framework
• (b) that the module learning outcomes map on to
  the programme learning outcomes.
• (c) that within each module there is alignment
  between the Learning Outcomes, the Teaching and
  Learning Activities and the Assessment.

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What other information, apart from the Learning
outcomes is needed to describe a module?

• Credit Weighting Number of ECTS credits.
• Teaching Period(s) Term 1, Term 2 or both. .
• No. of Students Maximum number of students
  allowed to take the module.
• Pre-requisite(s) Module(s) that should already
  have been passed by student.
• Co-requisite(s) Another module that the student
  must take with this module.
• Teaching Methods Details of number of lectures,
  tutorials, etc.
• Module Co-ordinator Name of person in charge of
  module.
• Lecturer(s) Name(s) of person(s) teaching the
  module. .

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Module Description (continued)

• Module Objective A sentence stating the
  objective of the module.
• Module Content A list of topics covered in the
  module.
• Learning Outcomes On successful completion of
  this module, students should be able to
• List of learning outcomes.
• Assessment Details of total mark for module and
  details of the breakdown of this total mark, e.g.
  written paper, continuous assessment, project,
  etc.
• Compulsory Elements Any part of assessment that
  MUST be passed in order to pass the module, e.g.
  professional practice component.
• Penalties (for late submission of Course/Project
  Work etc.) Details of marks deducted for late
  submission.
• Pass Standard and any Special Requirements for
  Passing Module The minimum mark that must be
  obtained in order to pass the module.
• End of Year Written Examination Profile Number
  and duration of examination papers.
• Requirements for Supplemental Examination Number
  and duration and date of repeat examination for
  those who fail the module.

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Introducing Learning Outcomes at Third Level
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Learning Outcomes in UCC

• UCC participated in the European Universities
  Association Network on Quality in Teaching and
  Learning in 2003 2004. Implementing a Learning
  Outcomes Approach to Teaching Quality Culture
  Project IV (EUA).
• Network of six EU universities involved.
• Headed up by Prof. Aine Hyland, Education Dept.
  and Dr Norma Ryan Quality Promotion Unit UCC  An
  18 month project - the report was published in
  2005. The project concentrated on Learning
  Outcomes rather than Competences

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A number of international conferences on Bologna
Process were held in University College Cork
how I became involved.  
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Centre for the Integration of Research, Teaching
and Learning

• Set up in October 2006 Dr Marian McCarthy and
  Dr Bettie Higgs.
• Has provided a continuous series of lunchtime
  seminars on Teaching and Learning throughout each
  academic year.
• Taking a Learning Outcomes approach to Teaching
  and Learning
• Learning Outcomes-how can we be sure they have
  been achieved?
• Getting to Grips with Assessing Creative and
  Original Student work - Unpredictable Learning
  Outcomes
• Drop-in workshops on Learning Outcomes.

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Postgraduate Certificate, Diploma and MA in
Teaching and Learning in Higher Education

• Initiated in October 2004.
• To date 4 cycles of the Postgraduate Certificate
  course have been completed involving 170 staff
  now online.
• A total of 90 staff members have completed the
  Postgraduate Diploma course.
• The MA in Teaching and Learning at Higher
  Education has been completed by 20 staff members.
  
• Has provided a great resource throughout the
  university seminars based in individual
  Departments.

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1. Identify aims and objectives of module
Bottom up approach for existing modules
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. Check for Constructive Alignment. If necessary
modify module content, Teaching and Learning
Strategies and Assessment in light of findings
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1. Identify Programme Learning Outcomes
Top Down Approach for designing new programmes
2. Design modules so that all Programme Learning
Outcomes are reflected in the module Learning
Outcomes
3. Assign ECTS credits to each module (1 year
60 ECTS credits)
4. Design Teaching, Learning and Assesment
strategies for each module (module descriptions).
5. Check that Constructive Alignment exists
between module LOs, Teaching and Learning
Activities and Assessment
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Issues raised when introducing Learning Outcomes

• Opposition to Bloom's Taxonomy. This should not
  present a problem to the writing of Learning
  Outcomes AS mentioned already, Bloom's Taxonomy
  is simply a very useful toolkit to assist us in
  writing learning outcomes. If staff members do
  not wish to use Blooms Taxonomy, they can use
  other taxonomies or use their own system to write
  learning outcomes. As long as staff members write
  learning outcomes that are correctly written,
  that is all that is important.
• Preference to write competences. It is not a
  problem if people like to describe their courses
  in terms of competences. However, the Bologna
  Agreement specifies that modules and programmes
  must be written in Learning Outcomes. If staff
  members wish to write competences as well as
  Learning Outcomes, that is not a problem.
  Learning outcomes bring clarity to competences.

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Concluding Points

• Momentum 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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Writing Learning Outcomes is a Process not an
Event
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