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Developing Program andCourse Learning Outcomes in Alignment
with QFEmirates
Ian P. Cumbus
National Qualifications Authority
To consider the:
requirements in relation to the Qualifications Framework(QFEmirates).
principles underpinning the development of soundlearning outcomes for programs and constituent courses.
alignment process of outcomes with QFEmirates leveldescriptors and the evidence needed to demonstratealignment.
Introduction- purpose and outcomes
2
Delegated Responsibilities to
Commissions
NQA Board
National Qualifications
Authority (NQA)
MOHESR
MoE
Others
Delegated responsibility
Commission for
Academic Accreditation
(CAA)
New entity
Vocational Education
Training and Awards
Commission (VETAC)
Delegated responsibility
General Education
Commission (GEC)
Existing body
Op
era
tio
nal
Level Qualification Knowledge SkillsAutonomy &
responsibility
Self-
development
Role in
context
10 Doctoral
9 Master
8 Graduate Diploma
7 Bachelor
6 Higher Diploma
5 Diploma
1-4 Certificates
Level descriptors must reflect all five strands Increasing
level of
complexity
QFEMIRATES: GRID OF LEVEL
DESCRIPTORS
Level descriptors are:
statements for each level, found in each of the 5 strands
cumulative: assumes the inclusion of all the outcomes in preceding levels.
The 10 levels and 5 strands form a grid of ‘level descriptors’
• Level descriptors are a SET of learning outcomes thatdefine LEVELS in a framework of qualifications.
• 10 levels in UAE - Levels 5-10 relate to HE qualifications.
• Each level has 5 strands:
Knowledge
Skill
Autonomy and Responsibility
Self-development
Role in Context
Grid Structure
5
Rationale for UAE NQF
• Single framework
• Common benchmark
• Common language
• Transferability
• Quality and consistency
• International alignment
• Lifelong learning
QFEmirates
6
QFEMIRATES GRID OF
LEVEL DESCRIPTORS
Level Knowledge (Version 01022141) Skill Autonomy and responsibility Self-development Role in context
10
comprehensive, deep and overarching knowledge at the frontier of a field of work or learning and at the interface between different fields
new knowledge, as judged by independent experts applying international standards, created through research or scholarship, that contributes to the development of a field of work or learning
a range of advanced and specialised skills and techniques, including synthesis, evaluation and reflection, required to extend and redefine existing knowledge or professional practice or to produce new and original knowledge
advanced skills in developing innovative solutions to critical problems in research using highly developed cognitive and creative expert skills and intellectual independence to the field of work or learning
highly developed expert communication and technology skills to present, explain and/or critique highly complex and diverse matters
can act with substantial authority, creativity, autonomy, independence, scholarly and professional integrity in a sustained commitment to the development of new ideas or processes or systems in challenging and novel work or study contexts
can account for overall governance of processes and systems
can lead action to build and transform socio-cultural norms and relationships
can analyse and critique the state of learning in a field and contribute to its advancement
can originate and manage complex professional processes
can lead and take full responsibility for the development and strategic deployment of professional teams and self
9
comprehensive, highly specialised knowledge in a field of work or learning and at the interface between different fields, including frontier concepts; including advanced knowledge of applicable research principles and methods
critical awareness of knowledge issues, as the basis for original thinking; encompassing appropriate processes of enquiry and current processes of knowledge production
detailed body of knowledge of recent developments in a field of learning or work and/or professional practice
specialised skills required in research, analysis, evaluation and/or innovation of complex ideas, information, concepts and/or activities
advanced problem-solving skills required to develop new knowledge and procedures and to integrate knowledge from different fields using highly developed cognitive and creative skills and intellectual independence to the field of work or learning
highly developed specialist communication and technology skills to present, explain and/or critique highly complex matters
can take responsibility for managing professional practice or work, processes or systems, or learning contexts that are complex, unpredictable and require new strategic approaches and/or intervention or conceptual abstract solutions
can account for high level governance of processes and systems
can analyse and reflect on socio-cultural norms and relationships and act to build and transform them
can self-evaluate and take responsibility for contributing to professional knowledge and practice, as well as implementing ethical standards and further learning
can initiate and manage professional activity
can take responsibility for leading the strategic performance and development of professional teams and self
8
advanced or specialised knowledge and critical understanding in a specialised field of work or learning and at the interface between fields
critical approach to a systematic and coherent body of knowledge and concepts gained from a range of sources
problem-solving skills applied to a specialist field and the integration of knowledge from different fields of work or learning to solve complex unpredictable and/or abstract problems with intellectual independence
critical selection of appropriate research tools and strategies associated with the discipline field of work or learning
highly developed advanced communication and technology skills to present, explain and/or critique substantively complex matters
can take responsibility for developing and implementing new or creative approaches to managing complex work processes and organisation, resources or learning, including leading and managing teams within a technical or professional activity
can work effectively as an individual or in team leadership contexts
can express a comprehensive, internalised, personal world view, while accepting responsibility to society at large and to socio-cultural norms and relationships
can self-evaluate and take responsibility for contributing to professional practice and further learning, in complex and sometimes unfamiliar learning contexts
can lead, contribute and observe ethical standards
can manage professional activity
can take responsibility for leading the strategic performance of professional teams and self
can coordinate peer relationships with qualified practitioners and lead multiple, complex groups
7
specialised factual and theoretical knowledge and an understanding of the boundaries in a field of work or learning, encompassing a broad and coherent body of knowledge and concepts, with substantive depth in the underlying principles and theoretical concepts
familiarity with sources of new research and knowledge with integration of concepts from outside fields
technical, creative and analytical skills appropriate to solving specialised problems using evidentiary and procedural based processes to predictable and new contexts associated with a field of work or learning, encompassing evaluating, selecting and applying appropriate methods, procedures or techniques in processes of investigation to identified solutions
selection of appropriate research tools and strategies associated with the field of work or learning
highly developed advanced communication and technology skills to present, explain and/or critique complex matters
can take responsibility for developing new and advanced approaches to managing or evaluating complex and unpredictable work procedures and processes, resources or learning, including leading teams within a technical or professional activity
can manage technical, supervisory or design processes in unpredictable contexts
can work creatively and/or efficiently as an individual or in team leadership or managing contexts
can express an internalised, personal view, and accept responsibility to society at large and to socio-cultural norms and relationships
can self-evaluate and take responsibility for contributing to professional practice and further learning
can manage learning tasks independently and professionally, in complex and sometimes unfamiliar learning context
can take initiative to address learning needs and function independently within learning groups
can contribute and observe ethical standards
can function with full autonomy in technical and supervisory contexts and adopt professional roles with little guidance
can take responsibility for the setting and achievement of group or individual outcomes and for the management and supervision of the work of others or self in the case of a specialisation in field of work or learning
can take responsibility for managing the professional development of individuals and groups
can participate in peer relationships with qualified practitioners and lead multiple, complex groups
6
comprehensive, specialised factual knowledge and an understanding of the boundaries in a field of work or learning, encompassing a broad and coherent body of knowledge and concepts, with depth in the underlying understanding of the principles and concepts
familiarity with sources of existing knowledge and the integration of concepts from outside fields
specialist technical, creative and conceptual skills appropriate to solving complex problems associated with a field of work or learning
a comprehensive range of specialist cognitive and practical skills appropriate to planning and implementing solutions to varied, unpredictable and unfamiliar problems within a field
identification and use of appropriate research tools and strategies associated with the field of work or learning
advanced communication and technology skills to present, explain and/or critique complex matters
can take responsibility for developing appropriate approaches to managing complex work procedures and processes, resources or learning, including leading teams within a technical or professional activity
can manage technical, supervisory or design processes in varied, unpredictable and unfamiliar contexts
can work effectively as a specialist role or in team leadership contexts
can express an internalised, personal world view, reflecting engagement in society at large and in socio-cultural relationships
can take initiative to address learning needs and function independently within learning groups
can support and observe ethical standards
can evaluate own learning and identify learning needs in a familiar and unfamiliar environment
can function with full autonomy in technical and supervisory contexts and adopt professional roles under guidance
can take responsibility for the setting and achievement of group outcomes and for the supervision of the work of others
can take responsibility for managing the development of individuals and groups
can participate in peer relationships with qualified practitioners and lead multiple groups
5 comprehensive, specialised knowledge within a broad field of work or learning, including an understanding of the underlying theoretical and abstract concepts with significant depth in some areas
technical, creative and conceptual skills appropriate to solving a range of problems associated with a field of work or learning
a comprehensive range of specialist cognitive and practical skills appropriate to identifying and implementing solutions to familiar and non-routine problems within a field
use of appropriate research tools and strategies associated with the field of work or learning
comprehensive communication and technology skills to present, explain and/or critique complex matters
can take responsibility for coordinating the implementation of appropriate approaches to complex work procedures and processes, resources or learning, including leading teams within a technical or paraprofessional activity
can exercise coordination and/or supervision in routine, familiar and some non-routine work or learning contexts
can coordinate technical, supervisory or design processes in routine, familiar and non-routine contexts
can express an internalised, personal world view, in the context of an understanding of socio-cultural relationships
can take responsibility for own learning within a managed and non-routine environment
can comprehend and observe ethical standards
can evaluate own learning and identify learning needs in a developed environment
can function with autonomy in technical and coordination contexts and support professional and adopt paraprofessional roles under guidance
can function both independently and in a coordination role within multiple groups
can take responsibility for coordinating the development of individuals and groups
can review and develop the performance of self and others
QFEMIRATES: AUTHORITY TO
ISSUE QUALIFICATIONS
• Commission for Academic Accreditation (Ministry of Higher Education and Scientific
Research)
• Licensure of institutions and accreditation of academic programs of one academic year
or longer
• Once licensed and accredited for programs, institutions can issue qualifications
Higher education sector
• Vocational Education and Training Awards Commission (VETAC)
• VETAC has authority to issue qualifications, however may delegate this function to
Registered Training Providers (RTPs) that meet VETAC’s quality assurance conditions.
Vocational education and training sector
• General Education Commission (Ministry of Education, ADEC and KHDA)
• General Education (G12) Secondary School Certificate or any equivalent qualifications.
General education sector
CAA STANDARDS FOR
HIGHER EDUCATION
Standards for Licensure and Accreditation 2011
e-Learning Standards
for Licensure and
Accreditation 2007
Standards for Licensure
and Accreditation of
Technical and
Vocational Education
and Training 2009
http://www.caa.aeProcedural Guidelines 2011
3. The Educational Program
The academic programs and courses offered by the institution are
appropriate to its mission. International academic norms are reflected
in program design and composition, in the delivery of teaching and
instruction, and in the assessment of student achievement. The
institution demonstrates that academic programs and courses are
delivered as they are specified, are reviewed and continuously
improved, and that students meet the intended outcomes. Program
learning outcomes are appropriate to the level of qualifications
awarded, consistent with the National Qualifications Framework.
EXTRACTS FROM CAA
STANDARDS 2011
The burden of proof is on the institution to evidence alignment and demonstrate
that there is a consistent approach across the organisation to alignment.
• The implication is that the institution has (should have) an internal protocol
and process that supports alignment and that it is applied consistently to all
programs before they are submitted for accreditation.
INSTITUTIONAL RESPONSIBILITIES
The institution ensures that a suite of documentation and evidence of supporting
practice is produced that will enable it to confirm alignment BEFORE submission for
accreditation.
• Standard documents /templates should be used.
• The documentation will need to address the criteria in CAA’s Standards and
Procedural Guidelines for Accreditation, particularly Section 3.
Statements of what a student is expected to know,understand and/or be able to demonstrate on successfulcompletion of their studies.
They represent a move away from traditional models oflearning, which emphasise inputs such as content andteaching hours, to a more modern ‘student-centred’approach which emphasises outputs in terms ofcompetencies.
What are Learning Outcomes?
What is the difference between Aims, Objectives and Outcomes?
• Aims are broad purposes or Goals (College)
• Objectives are intentions of the instructor in measurable terms (Faculty)
• Outcomes are what results from the learning process (students/learners) – Minimum acceptable level for a pass (threshold level)
• Myths say the level of LOs is based largely onthe verbs used, e.g.
• ‘describe’ is level 5• ‘analyse’ level 6• ‘critically analyse’ is level 7
• Scope and quality of guidance are moreimportant
Myths about learning outcomes
JUDGING THE LEVEL OF
LEARNING OUTCOMES
Scope of what students
are asked to do:
The detail, the depth of
understanding, the amount
of complexity, the use and
evaluation of different
theories and approaches, and
the amount of uncertainty.
Quality of guidance
How much guidance they will
be given by the instructors
and how much they are
capable of doing things
independently.
• Learning Outcomes should be judged by scope and guidance.
• Don’t get too focused on technical detail – try to get an overview of level and progression. Do the teaching team members know how it fits together to make a coherent and progressive whole for students?
Learning Outcomes are an art not a science!
Are writing learning outcomesan art or science?
Level 5 (year 1 undergraduate)
• Analysis: can analyse with guidance using givenclassifications /principles;
Level 7 (final year undergraduate)
• Analysis: can analyse new and/or abstract data andsituations without guidance, using a range oftechniques appropriate to the subject.
Distance travelled ?
This is an opportunity to practice writing a programlearning outcome for a skill – the skill of analysis -
• and to practice pitching it at postgraduatelevel building on lower undergraduate leveloutcomes.
• Working with the person next to you look atthe following slide and write a programoutcome for level 9 (Masters) for analysis.
Group Exercise and Discussion
Level 5 (year 1 undergraduate)
• Analysis: can analyse with guidance using givenclassifications /principles;
Level 7 (final year undergraduate)
• Analysis: can analyse new and/or abstract data andsituations without guidance, using a range oftechniques appropriate to the subject.
Level 9 (Masters level)
• Analysis: ??
Group Exercise and Discussion
Level 9 (Masters level)
• Analysis: can analyse new and/or abstract data(including incomplete data)and situations using a rangeof advanced techniques relevant to the subject anddemonstrate self direction and originality in explainingand interpreting outcomes.
• Look at skill at Level 9 in NQF. Does this match?
• Does yours match?
Feedback
Should include three things:
• What students should be able to do at the end of the program –active verbs.
• The conditions under which they should be able to do it.
• The standard or level to which they should know or be able to do it.
What should be included
in writing learning outcomes
21
1. Written in the future tense
2. Identify the MOST IMPORTANT learning requirements –danger is that people try to use too many
3. Be achievable and assessable - LO’s are the ESSENTIAL thingsstudents need to achieve to pass and gain the qualification
4. Use language which students will understand
5. Must be able to relate to the level descriptors in theQFEmirates
Writing Program Outcomes - some tips.
22
Intended program learning outcomes
On completion of the program, the student will be able to:
LO1 Medical knowledge:
Describe the structure, development and function of human reproductive system
including the deviations from normal, the cytogenetic and molecular basis of disease
and apply this knowledge in the diagnosis and management of infertility.
LO2 Patient care:
Demonstrate patient care through clerking, diagnosing and managing the patients at
the level of a practitioner entering the specialty.
LO3 Communication:
Communicate appropriately with patients, relatives, agencies, peers, superiors and other
concerned parties through verbal, written, electronic and other relevant channels.
Etc……………………….
EXAMPLE: MASTERS’ LEVEL
PROGRAM OUTCOMES
• Apply fundamental security concepts to network communications, infrastructure and operations √
• Design, implement and document a security policy and disaster recovery plan for large-scale networks √
• Recognize the need for, and an ability to engage in life-long learning?????
2/7/2017 24
Examples of Program Outcomes:Information Security
• Explain the basic characteristics of domestic animals and their husbandry in arid environments √
• Conduct research using appropriate statistical methods for data analysis √
• Foster the animal production and fisheries sector in the UAE and Arab world ????
• Engage in life-long learning ????
2/7/2017 25
Examples of Program Outcomes:Marine Fisheries & Animal Science
• Ensure that program outcomes are achieved at the point of successful completion of the program – not in employment (See BSc Hort.)
• Select a variety of active verbs appropriate to the increasing level through a program (See CIT – “ability to…” and BSc Nutritional Science “understand…)
• Active Verbs to avoid: Foster, Know, Understand, Appreciate (See BSc Fisheries…)
2/7/2017 26
Common issues for attention:
• Knowledge is the cognitive representation of ideas,events or happenings. It can be learned from practicalor professional experience as well as from formalinstruction or study and can comprise description,memory, understanding, thinking, analysis, synthesis,debate and research.
• The UAEQF descriptors refer to theoretical and/or factualaspects of knowledge.
Strand Definitions- Knowledge
• Skill is the learned ability to perform a function that in someway responds to or manipulates the physical, informationalor social environment of the person. This strand of learningoutcome incorporates the concept of ‘know-how’, which isthe procedural knowledge required to carry out a task.Know-how may be assessed directly or implied fromperformance; otherwise skill can only be measured byperformance.
• The UAEQF descriptors refer to skills as cognitive (use oflogical, intuitive, creative and conceptual thinking) andpractical (involving manual dexterity and the use ofmethods, techniques, processes, materials, tools andinstruments).
Strand Definitions- Skill
• Aspects of competence, is the effective and creativedeployment of knowledge and skill in human situations,including general social and civic, as well as specificoccupational contexts. Aspects of competence, alsoencompasses the learner’s ability to acknowledge theboundaries of their knowledge and skill and plan totranscend these through further learning. Aspects ofcompetence, is typically acquired by practice andreflection. For the description of aspects of competence, itis essential to make explicit the contexts in which thelearner can apply their knowledge and skill.
• The UAEQF descriptors include statements describingaspects of competence in terms of autonomy andresponsibility competence, self-development competenceand role competence.
Strand DefinitionsAspects of Competence
• Autonomy and responsibility can be thought of asopposite ends of a spectrum of learned abilities to applyknowledge and skill in situations of varying challenge andcomplexity.
• Autonomy refers to the level of internalised self-management and individuation achieved by the learner.Responsibility refers to the learner’s acquired ability tounderstand, appreciate and interact with the social andcultural structures of his/her community and society.
• The UAEQF descriptors contain statements describing theoutcomes that signify balanced achievement in both ofthese aspects of learning appropriate to each level.
Strand Definitions-Aspects of Competence –
Autonomy and Responsibility
• This strand encompasses the learned ability of anindividual to recognise and acknowledge theboundaries of his/her current knowledge, skill andcompetence and engage to transcend these limitationsthrough further learning.
• Self-development competence relates to how and towhat extent the learner can manage his/her ownlearning processes.
Strand Definitions –Aspects of Competence -
Self-Development
• For many purposes, functioning in various kinds of groups is akey aspect of how knowledge and skills are put to effectiveuse. This requires learning to adopt appropriate roles withinthe group and apply social skills and an understanding of thetasks of the group.
• Higher levels of competence are associated with the ability toadopt multiple roles as well as with roles requiring leadership,initiative, autonomy and responsibility as well as participationin more complex groups.
• The UAEQF detailed level indicators include statements aboutthe ability to adopt appropriate roles in specified operationalcontexts.
Strand Definitions Aspects of Competence
Role in Context
1. To describe what alignment means, the evidence to
demonstrate it, and possible changes to underlying
practices in teaching, learning, and assessment, to
ensure student outcomes are aligned to QFEmirates.
2. To define the approaches to alignment, including how
student outcomes are aligned across the relevant Level
Descriptor.
INTENDED SESSION
OUTCOMES
WHY?
• The alignment of all qualifications in the Emirates tothe QFEmirates signifies a move from IMPLICITVALUES to EXPLICIT STANDARDS
• From an unspoken currency to tangible evidence ofstudent outputs that can be benchmarked against asingle reference point – QFEmirates
36
• The major type of qualification associated with formal recognition at
each level of the framework.
PRINCIPAL
QUALIFICATIONS
• Provide formal recognition for learners who achieve a multiple set of
cohesive learning outcomes encompassing, in varying combinations, all
five strands of learning outcomes, but not the full combination of learning
outcomes required for a Principal Qualification.
COMPOSITE
AWARDS
• Provide the smallest parcel of cohesive learning outcomes that can be
achieved by learners for formal recognition purposes within the
Framework. It may relate to all or only some of the five strands of learning
outcomes defining the level.
COMPONENT
AWARDS
QFEMIRATES:
QUALIFICATION TYPES
QFEMIRATES:
A TEN (10) LEVEL NQF
Each of the levels represent a
hierarchy of relative difficulty,
complexity and depth.
Levels:
• Simplest: level 1
• Most complex: level 10
• Post-secondary education:
levels 5 to 10
• Compliance or alignment – what is required?
• CAA Standards require that “Program learningoutcomes are APPROPRIATE to the level ofqualifications awarded and CONSISTENT with theQFEmirates”
• The qualifications descriptors are generic statementsof the outcomes of study; thus compliance notpossible but alignment is.
40
• What does this mean for universities andcolleges?
• What evidence is required to demonstratealignment?
Alignment to QFEmirates
41
1. Burden of proof is on the university to evidencealignment and ensure that there is a consistentapproach across the university to alignment.
• Implication is that the University has (shouldhave) an internal protocol and process thatsupports alignment and that is appliedconsistently to all programs before they aresubmitted to CAA for accreditation
Our (the university’s) responsibilities
42
2. The University ensures that a suite ofdocumentation and evidence of supporting practiceis produced that will enable it (the University) toconfirm alignment BEFORE submission to CAA foraccreditation.
• Standard documents/templates should be used
• The documentation will need to address thecriteria in CAA’s Procedural Guidelines forAccreditation, particularly Section 3.
Our (the university’s) responsibilities
43
INPUTS
• Universities will need to test out and be satisfiedthat:
Program learning outcomes align across the SETof outcomes in the qualification descriptor
Program learning outcomes align with the LEVELof outcomes in the qualification descriptor
What will universities need to ensure before submission to CAA?
44
OUTPUTS
Universities will need to be convinced that:
the design and content of the curriculum enablesstudents to acquire the knowledge and skills across theSET of learning outcomes at the correct LEVEL in thequalification descriptor;
The range of learning opportunities and assessmentpractice proposed will enable students to demonstratethe achievement of the SET of learning outcomes at theright LEVEL
What will universities need to be convinced of?
45
• It’s not just a paper exercise
• Implies changes to our curriculum design aswell as approaches to teaching, learning andassessment practice
Implications of this?
46
• No magic formula!
• But there are effective approaches which canbe developed and built upon
How?
47
Actual student learning outcomes align withQFEmirates
• What’s on paper is just that – what’s on paper!!
• Alignment of actual student outcomes requiresplanning, effort and coherent practice in learningteaching and assessment as well as curriculumdesign
Remember our Goal
48
• Bad practice- where the LO’s align to theQFEmirates BUT that's where it ends!
• Very bad practice is where even the LO’s do notalign!
Bad practice and... very bad practice
49
Alignment of existing programs
• Existing programs will need to be re-examinedand changes to current LO’s and underlyingteaching, learning and assessment practice arelikely to be required in order to achievealignment
Alignment of existing and new programs to QFEmirates
50
• Knowledge is no longer “king”- look at thestrands
• Shift of focus to what our students will learn,know and be able to do – NOT what we teachthem
• Assessment covers a range of methods toenable students to demonstrate achievementof the LO’s
Effective practice that supports good alignment
51
• State clear expectations – learners know what they need to achieve
• Describe achievements that are significant, essential and verifiable
• Preferably state one achievement per outcome.
• Refer to learning that is transferable
• Do not dictate curriculum There may be a number of ways to achieve the outcome)
• Try to accommodate the needs of diverse learners
• Represent the minimal acceptable level of performance that a student needs to demonstrate in order to be considered successful
Learning outcomes at the course level should:
In the 1990’s global economies and work place requirements shifted towards broad based transferable skills. For example, the Conference Board of Canada lists the following skills as essential for the workplace:
• Ability to work in teams
• Effective communication
• Ability to solve problems
Global Influences
• Understand what alignment means in thiscontext, the evidence to demonstrate it andpossible changes to underlying practice relatingto teaching, learning and assessment to ensureSTUDENT OUTCOMES are aligned to QFEmirates
• Have developed approaches to alignmentincluding an appreciation of how studentoutcomes are aligned ACROSS the LEVELDESCRIPTOR and WITH the LEVEL
Outcomes – delegates will:
54
• In UK, we had to face up to a number ofchanges in some areas of our academicpractice and thinking
• Early days - we got the paperwork right but theunderlying practice did not enable students toachieve the outcomes
Effective practice that supports good alignment
55
• LO’s are those specific outcomes which areobservable through students’ performances andwhich constitute the basis on which we asacademics can make an assessment students’achievements
• LO’s are what students will know and be able todo as a result of engaging in the learning process
Writing LO’s to
align with QFEmirates
56
• Using the program and course alignment guidesyou have been provided with we will workthrough the steps that you will need to take.
Steps to alignment
57
Alignment of Program LO’s
Identify the level of the qualification in QFEmirates and the essentials of each strand at that level
Interpret these for your program as a series of learning outcomes
For each strand develop a summary of how teaching and learning practice will enable students to develop the knowledge, skills and competencies required and how the assessment practice will enable them to demonstrate achievement of the LO’s.
58
QFEMIRATES LEVELS
Remember how we judge the QFEmirates level at which we need to
pitch the outcomes for our courses and program?
Two very important factors:
Verbs used
Scope, and
quality of guidance
At Program level, we will have:
a set of learning outcomes which are aligned to a qualification level
in QFEmirates and underlying teaching and learning practice that
enables students to develop the knowledge, skills and
competencies required.
underlying assessment practice that is linked to the learning
outcomes and allows students to demonstrate the achievement of
the learning outcomes.
WHERE ARE WE NOW?
But what about the individual courses which need to contribute to
the program learning outcomes?
Alignment of course outcomes with program outcomes
Course learning outcomes must:
fulfil the requirements of one or more of the program learning outcomes;
be specific enough to describe what a student will be able to do
determine the content, delivery and assessment of each course; and
along with other courses meet the program outcomes
Alignment must be planned and tested to ensure all program outcomes areaddressed;
The contribution of each course to the overall program outcomes must be calculated
61
HOW TO ALIGN ACTUAL STUDENT
OUTCOMES - 5 STEPS TO SUCCESS
This is the responsibility of your colleagues who form the program team.
1Identify essential elements of each strand at the level of the qualification –
Bachelors degree = level 7.
2Interpret these for your subject and program and turn them into program learning
outcomes – the essentials form the basis for the program learning outcomes.
3
Decide how individual courses at each level of the program – so for a bachelors
degree this is levels 5, 6 and 7 – will develop the breadth, depth of the essential
elements through the program and collectively contribute to students achieving
the learning outcomes – use map or matrix.
4Design and plan assessment that enables students to demonstrate they have
acquired the learning outcomes – needs to be done across the program.
5Be able to describe and demonstrate the nature of change between the levels (L5
and L6) so that student outcomes at level 7 match those in QFEmirates.
PROCESS TO DEMONSTRATE PROGRAM
ALIGNMENT WITH QFEMIRATES
Institutional/College Program
Review Committee
Program team to modify
curriculum
Negative alignment and need
for curriculum revision
CAA Substantive Change
Submission
Next CAA Program
Accreditation Review
Report changes Report no changes
Oversight and
guidance from
Institutional
QA Office
Positive alignment with
appropriate QFEmirates level
Outcomes Matrix Map against
QF level descriptors
National Standards of Learning Outcomes for Master
Program (QFEmirates level 9)
Learning Outcomes of Masters in Human
Reproductive Biology
KNOWLEDGE LO 1 LO2 LO3 LO4 LO5 LO6 LO7
1. Comprehensive and highly specialised knowledge in
a field of work, discipline and/or professional
2. Practice, and at the interface between different fields,
including frontier concepts and recent developments
3. Advanced knowledge of applicable research
principles and methods
4. Critical awareness of knowledge issues, as the basis
for original thinking; encompassing appropriate
processes of enquiry and current processes of
knowledge production
5. Detailed body of knowledge of recent developments
in a field of work, and/or discipline
OUTCOMES MAPPING MATRIX
• Program learning outcomes must align to the allessential elements in each strand so thatstudents achieve the SET of outcomes thatcomprise the qualification descriptor at the rightLEVEL
• Universities must have a process that allowsthem to confirm alignment in a consistentmanner
Conclusions
65
• Underlying learning, teaching and assessmentpractice must direct attention to enablingstudents to achieve and demonstrate theachievement of the LO’s if alignment is to bemore than just a paper exercise.
• University program documentation mustevidence this.
• Role of CAA accreditation should be to verifywhat the university is doing.
Conclusions
66
Level Knowledge Skill
Aspects of Competence
Autonomy and
responsibilityRole in context Self-development
10
comprehensive, deep
and overarching
knowledge at the
frontier of a
professional field of
work or discipline and
at the interface
between different fields
or disciplines
new knowledge, as
judged by independent
experts applying
international standards,
created through
research or scholarship,
that contributes to the
development of a field
of work or discipline
a range of mastered skills and
techniques, including
synthesis, evaluation,
planning and reflection,
required to extend and
redefine existing knowledge
or professional practice or to
produce original knowledge
advanced skills in developing
innovative solutions to critical
problems in research using
highly developed cognitive
and creative expert skills and
intellectual independence
highly developed expert
communication and
information technology skills
to present, explain and/or
critique highly complex and
diverse matters to specialist
academic, peer
specialists/experts and/or
professional audiences
can act with substantial
authority, creativity,
autonomy,
independence, scholarly
and professional integrity
in a sustained
commitment to the
development of new
ideas or processes or
systems in challenging
and novel work or
learning contexts
can account for overall
governance of processes
and systems can lead
action to build and
transform socio-cultural
norms and relationships
can originate and
manage complex
professional processes
can lead and take full
responsibility for the
development and
strategic deployment of
professional teams and
self
can initiate and deploy
qualities associated with
professional
leadership of peer groups
and teams
can analyse and critique
the state of learning in a
specialised field and
contribute to its
advancement
can self-evaluate and
lead contributions to
professional knowledge,
ethics and practice
including in unfamiliar
and unpredictable
learning contexts
can consistently and
sensitively manage highly
complex and diverse
ethical issues leading to
informed, fair and valid
judgements
Level Knowledge Skill
Aspects of Competence
Autonomy and
responsibilityRole in context Self-development
9
comprehensive, highly
specialized knowledge
in a field of work,
discipline and/or
professional practice,
and at the interface
between different fields,
including frontier
concepts and recent
developments
advanced knowledge of
applicable research
principles and methods
critical awareness of
knowledge issues, as
the basis for original
thinking; encompassing
appropriate processes
of enquiry and current
processes of knowledge
production
detailed body of
knowledge of recent
developments in a field
of work, and/or
discipline
advanced skills required in research,
analysis, evaluation and/or innovation of
complex ideas, information, concepts
and/or activities
skills to develop new knowledge and
procedures and to integrate knowledge
from different fields using highly
developed cognitive and creative skills
and intellectual independence to the
field of work or discipline
advanced problem-solving skills to
analyse highly complex issues
with incomplete data and develop
innovative solutions and proposals
relevant to an academic/professional
field, field of work or discipline
planning skills to develop and execute a
major project or comparable activities
(that includes a significant range of
variables and complexity) with
appropriately selected research
methodologies producing sound
conclusions
highly developed specialist
communication and information
technology skills to present, explain
and/or critique highly complex matters
can function
autonomously and/
or take responsibility
for managing
professional practices,
work, processes or
systems, or learning
contexts that are
highly complex,
unpredictable and
unfamiliar, and
require new strategic
approaches and/or
intervention or
conceptual abstract
solutions
can account for high
level governance of
processes and systems
can analyse and reflect
on socio-cultural
norms and
relationships
and act to build and
transform them
can initiate and
manage professional
activities that may
include a highly
complex
environment
can take responsibility
for leading the
strategic performance
and development of
professional
teams and self
can self-evaluate and
take responsibility for
contributing to
professional
knowledge and
practice including
unfamiliar learning
contexts
can develop and
implement further
learning consistently
and sensitively
can consistently and
sensitively manage
highly complex ethical
issues leading to
informed, fair and valid
decisions
Level Knowledge SkillAspects of Competence
Autonomy and
responsibilityRole in context Self-development
8
advanced specialised
knowledge and critical
understanding in a
specialised field of work or
discipline and at the
interface between fields
comprehensive
understanding of
critical approaches to
creating a systematic and
coherent body of
knowledge and concepts
gained from a range of
sources
comprehensive knowledge
of current research and
innovations in a field of
work, discipline or
professional practice and
impact of these
developments on
accepted theory and
practice
problem-solving skills applied
to a specialist field and the
integration of knowledge from
different fields of work or
disciplines to solve complex
unpredictable and/or abstract
problems with intellectual
independence
identify appropriate sources of
information or analytical
techniques in investigations
that lead to conclusions and
solutions to problems
critical selection of appropriate
research instruments and
strategies associated with the
field of work or discipline
highly developed advanced
communication and
information technology skills
to present, explain and/or
critique substantively complex
matters
can take responsibility
for designing and
developing creative
approaches to
managing and
evaluating complex
work processes and
organisation, resources
or learning, including
leading and managing
teams within a
technical or
professional activity or
working effectively as
an individual
can express a
comprehensive,
internalised, personal
world view, while
accepting responsibility
to society at large and
to sociocultural
norms and relationships
can manage professional
activity that may be in a
complex environment
can take responsibility
for leading the strategic
performance of
professional teams and
self
can coordinate peer
relationships with
qualified practitioners
and lead multiple,
complex groups
can initiate and support
the management of
professional
development mentoring
activities
can self-evaluate and
take responsibility for
contributing to
professional practice in
complex and
sometimes unfamiliar
learning contexts
can self-evaluate and
take responsibility for
maintaining and
enhancing currency in
the profession
or discipline
can lead, contribute
and implement
ethical standards
Level Knowledge Skill
Aspects of Competence
Autonomy and
responsibilityRole in context Self-development
7
specialised factual and
theoretical knowledge and an
understanding
of the boundaries in a field of
work or discipline,
encompassing a broad and
coherent body of knowledge
and concepts, with substantive
depth in the underlying
principles and theoretical
concepts
an understanding of allied
knowledge and theories in
related fields of work or
disciplines and in the case of
professional disciplines
including related regulations,
standards, codes, conventions
understanding of critical
approach to the creation and
compilation of a systematic and
coherent body of knowledge
and concepts gained
from a range of sources
a comprehensive understanding
of critical analysis, research
systems and methods and
evaluative problem-solving
techniques
familiarity with sources of
current and new research and
knowledge with integration of
concepts from outside fields
technical, creative and analytical
skills appropriate to solving
specialised problems using
evidentiary and procedural based
processes in predictable and new
contexts that include devising and
sustaining arguments associated
with a field of work or discipline
evaluating, selecting and applying
appropriate methods, procedures
or techniques in processes of
investigation towards identified
solutions evaluating and
implementing appropriate research
tools and strategies associated with
the field of work or discipline
highly developed advanced
communication and information
technology skills to present, explain
and/or critique complex and
unpredictable matters
can take responsibility for
developing innovative and
advanced approaches to
evaluating and managing
complex and unpredictable
work procedures and
processes, resources or
learning
can manage technical,
supervisory or design
processes in unpredictable,
unfamiliar and varying
contexts
can work creatively and/or
effectively as an individual, in
team leadership, managing
contexts, across technical or
professional activities
can express an internalised,
personal view, and accept
responsibility to society at
large and to socio-cultural
norms and relationships
can function with full
autonomy in technical and
supervisory contexts and
adopt para-professional roles
with little guidance
can take responsibility for the
setting and achievement of
group or individual outcomes
and for the management and
supervision of the work of
others or self in the case of a
specialisation in field of work
or discipline
can participate in peer
relationships with qualified
practitioners and lead
multiple, complex groups
can take responsibility for
managing the professional
development and direct
mentoring of individuals and
groups
can self-evaluate and take
responsibility for contributing
to professional practice, and
undertake regular
professional development
and/ or further learning
can manage learning
can manage learning tasks
independently and
professionally, in complex and
sometimes unfamiliar
learning contexts
can contribute to and observe
ethical standard
Level Knowledge Skill
Aspects of Competence
Autonomy and
responsibilityRole in context Self-development
6
specialised factual knowledge and an
understanding of the boundaries in a
field of work or discipline,
encompassing a broad and coherent
body of knowledge and concepts, with
depth in the underlying understanding
of the principles and concepts
an understanding of allied knowledge
and theories in related fields of work or
disciplines and in the case of para-
professional respective discipline
including related regulations,
standards, codes, conventions
an understanding of critical approach
and analysis, research approaches and
methods and analytical problem-
solving techniques from a range of
sources familiarity with sources of
current and existing knowledge and
the integration of concepts from
related fields
literacy to comprehend and/or
produce coherent texts, covering
complex and/or diverse relations from
a wide-range of information
numeracy covering a wide-range of
mathematical procedures and
representations used across a broad-
range of contexts
specialist technical, creative and
conceptual skills appropriate to
solving complex problems associated
with a field of work or discipline
a comprehensive range of specialist
cognitive and practical skills
appropriate to planning and
implementing solutions to varied,
unpredictable and unfamiliar
problems within a field of work or
discipline
selection and use of appropriate
research tools and strategies
associated with the field of work or
discipline
advanced communication and
information technology skills to
present, explain and/or critique
interdependent complex matters
literacy skills to comprehend and/
or produce, from a wide-range of
information, coherent texts covering
complex and/or diverse
relations
numeracy skills to select, apply,
assess and communicate a wide
range of mathematical procedures
and representations in a broad-range
of contexts
can take responsibility for
developing appropriate
approaches to managing
complex work procedures
and processes, resources or
learning, including
leading teams within a
technical or professional
activity with little
support
can supervise technical,
supervisory or design
processes in varied,
unpredictable, unfamiliar
and a broad-range of
contexts
can work effectively as a
specialist or in team
leadership roles
can express an internalised,
personal world view,
reflecting engagement in
society at large and in
socio-cultural relationships
can function with full
autonomy in technical and
supervisory contexts and
adopt para-professional
roles under guidance
can take responsibility for
the setting and
achievement of group
outcomes and for the
supervision of the work of
others
can take responsibility for
supervising the
development of
individuals and groups
can participate in peer
relationships with qualified
practitioners and lead
multiple groups
can evaluate own learning
and identify learning
weaknesses and needs, in a
familiar and unfamiliar
environment
can take initiative to
address learning
needs and function
independently and
within learning groups
can support and observe
ethical standards
Level Knowledge Skill
Aspects of Competence
Autonomy and
responsibilityRole in context
Self-
development
5
comprehensive, specialised
knowledge within a broad field
of work or discipline, including
an understanding of the
underlying theoretical and
abstract concepts with significant
depth in some areas
a broad understanding of allied
knowledge and theories in
related fields of work or
disciplines including related
regulations, standards, codes,
conventions and procedures
an understanding of information
assembly, retrieval methods and
logical problem-solving
techniques from a range of
sources
recognition of sources of current
knowledge and the integration of
concepts from related fields
literacy to comprehend and/or
produce coherent texts covering
complex relations from an array
of information and contexts
numeracy covering an array of
mathematical procedures and
representations and contexts
technical, creative and conceptual
skills appropriate to solving
a wide-range of problems
associated with a field of work or
discipline that include a
comprehensive range of specialist
cognitive and practical skills
appropriate to diagnosing and
implementing solutions to
abstract, familiar and non-routine
problems within a field of work or
discipline
use of appropriate information
retrieval methods and tools and
techniques associated with the
field of work or discipline
comprehensive communication
and information technology skills
to present, explain and/or critique
complex matters literacy skills to
comprehend and/or produce,
from array of information,
coherent texts covering complex
relations
numeracy skills to select, apply,
reflect and communicate an array
of mathematical procedures and
representations and contexts
can take responsibility for
coordinating the implementation
of appropriate approaches to
complex work procedures and
processes, resources or learning,
including leading teams within a
technical or para-professional
activity
can exercise coordination and/
or supervision in routine, familiar
and some non-routine work or
learning contexts can coordinate
technical, design processes in
routine, familiar, nonroutine and
an array of contexts with support
available, if required
can express an internalised,
personal world view, in the
context of an understanding of
socio-cultural relationships
can function with autonomy
in technical and coordination
contexts and support
paraprofessional roles under
guidance
can function both
independently and in a
coordination role with
multiple groups
can take responsibility for
coordinating the
development of
individuals and groups
can review and develop the
performance of self and
others
can evaluate own
learning and
identify learning
needs in a familiar
environment
can take
responsibility for and
plan own learning
within a managed
and non-routine
environment
can comprehend and
observe ethical
standards
Level Summary Level Descriptors
10
Learning outcomes at Level 10 indicate a systematic mastery of a highly specialised field of knowledge that is
comprehensive, deep and overarching and at the frontier of a professional field of work or discipline, with the
capacity for critical analysis, evaluation and synthesis of
new and complex ideas. It also includes:
conceptualising, designing, implementing and adapting substantial research processes using highly
developed cognitive and creative expert skills and intellectual independence
leadership experience and expertise in the development of new and creative approaches that extend or
redefine existing knowledge or professional practice, encompassing responding with substantial authority and
autonomy to the development of new ideas or processes or systems in challenging and novel work or
learning contexts
accounting for overall governance of processes and systems
analysing and critiquing the state of learning in a specialised field and contribute to its advancement
self-evaluating and leading contributions to professional knowledge, ethics and practice including in
unfamiliar and unpredictable learning contexts
leading and managing complex professional processes
consistently and sensitively managing highly complex and diverse ethical issues leading to informed, fair and
valid judgements.
Level Summary Level Descriptors
9
Learning outcomes at Level 9 indicate self-directed, comprehensive, highly specialised knowledge and practical learning,
some of which is at the forefront of knowledge in a specialised field that provides a basis for originality and advanced
knowledge and skills in research, analysis, evaluation and/or innovation encompassing complex ideas, information, concepts
and/or activities and developing and/or applying ideas, often within a research context. It also includes:
advanced problem-solving skills
the integration of and formulation of judgements
taking account of social and ethical issues and responsibilities and reflecting experience of managing change in a highly
complex, unpredictable and unfamiliar context that requires new strategic approaches and/or intervention or
conceptual abstract solutions
planning skills to develop and execute a major project/activity outcome with appropriately selected research
methodologies to produce sound conclusions
presenting, explaining and/or critiquing highly complex matters
managing professional activities in such context
self-evaluating and taking responsibility for contributing to professional knowledge and practice including unfamiliar
learning contexts
developing and implementing further learning consistently and sensitively
consistently and sensitively managing highly complex ethical issues leading to informed, fair and valid decisions.
Level Summary Level Descriptors
8
Learning outcomes at Level 8 indicate advanced specialised knowledge and critical understanding in a specialised field of
work or discipline and at the interface between fields as well as a comprehensive understanding of critical approaches to
creating a systematic and coherent body of knowledge and concepts gained from a range of sources. It also covers:
acquiring comprehensive knowledge of current research and innovations in a field of work, discipline or professional
practice
specialist field and integration of knowledge from different fields of work or disciplines
skills in solving complex unpredictable and/or abstract problems with intellectual independence and making
judgements that take into account social or ethical issues
skills to adopt a professional approach to operating in a complex environment including the design and development
of creative approaches to the management of complex work processes and organisation, resources or learning
leading and managing teams within a technical or professional activity or working effectively as an individual
leading the strategic performance of professional teams and self
presenting, explaining and/or critiquing substantively complex matters
taking responsibility for contributing to professional practice in complex and sometimes unfamiliar learning contexts
leading, contributing and implementing ethical standards.
Level Summary Level Descriptors
7
Learning outcomes at Level 7 indicate knowledge and critical understanding of the well-established principles and practice in
a field of work or discipline and is specialised factual and theoretical. It includes an understanding of the boundaries in a field
of work or discipline, encompassing a broad and coherent body of knowledge and concepts, with substantive depth in the
underlying principles and theoretical concepts. It also covers:
allied knowledge and theories in related fields of work or disciplines and in the case of professional respective discipline
using methods of enquiry, critically analysis and selection of different approaches to solving problems
an understanding of the limits of the knowledge and skill acquired
technical, creative and analytical skills to solve specialised problems using evidentiary and procedural based processes
in predictable and new contexts that include devising and sustaining arguments associated with a field of work or
discipline
evaluating and implementing appropriate research tools and strategies
evaluating and managing complex and unpredictable work procedures and processes, resources or learning
managing technical, supervisory or design processes in unpredictable, unfamiliar and varying contexts
presenting, explaining and/or critiquing complex and unpredictable matters
self-evaluating and responsibility for contributing to professional practice
undertaking regular professional development
contributing to and observing ethical standards.
Level Summary Level Descriptors
6
Learning outcomes at Level 6 indicate specialised factual knowledge and an understanding of the boundaries in a field of
work or discipline and an understanding of allied knowledge and theories in related fields of work or disciplines. In the case of
the para-professional respective
discipline, it also covers:
applying specialist technical, creative and conceptual skills in planning and developing strategic solutions to varied,
unpredictable and unfamiliar problems, be they abstract and/or concrete
using appropriate research tools and strategies
managing with autonomy complex work procedures and processes, resources or learning, including leading or
supervising teams within a technical or professional activity with little support and adopting, and where appropriate,
para-professional roles under guidance
presenting, explaining and/or critiquing interdependent complex matters
producing from a wide-range of information, coherent texts covering complex and/or diverse relations
selecting, applying, assessing and communicating a wide-range mathematical procedures and representations in a
broad-range of contexts
drawing on experience of operational interaction in work or learning including supervision of people and projects
addressing own learning needs and function independently and within learning groups
supporting and observing ethical standards.
Level Summary Level Descriptors
5
Learning outcomes at Level 5 indicate knowledge is comprehensive and specialised within a field of work or discipline and
encompasses the underlying theoretical and abstract concepts with significant depth in some areas as well as a broad
understanding of allied knowledge and
theories. It also covers:
technical, creative and conceptual skills appropriate to solving a wide-range of problems including diagnosing and
implementing solutions to abstract, familiar and non-routine problems within a field of work or discipline and using
appropriate information retrieval methods, tools and techniques independently with autonomy
supervising others or coordinating subordinates and peer groups
supporting para-professional roles under guidance
presenting, explaining and/or critiquing complex matters
producing from information, coherent texts covering complex relations
applying, reflecting and communicating an array of mathematical procedures and representations and contexts
self-direction in learning and have experience of practice in both common and exceptional situations
comprehending and observing ethical standards.
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