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How do we write Module Learning How do we write Module Learning Outcomes and Programme Outcomes and Programme

Learning Outcomes?Learning Outcomes?

Ljubljana Dec 2015Ljubljana Dec 2015

Dr Declan Kennedy, Dr Declan Kennedy, Department of Education, Department of Education, University College Cork, University College Cork, Ireland. Ireland.

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Bologna Process:Bologna Process:As a step towards achieving greater As a step towards achieving greater clarity in the description of clarity in the description of qualifications, by 2010 all modules qualifications, by 2010 all modules and programmes in third level and programmes in third level institutions throughout the European institutions throughout the European Union had to be written in terms of Union had to be written in terms of learning outcomes. learning outcomes. ““Learning outcomes represent one of Learning outcomes represent one of the essential building blocks for the essential building blocks for transparency within higher education transparency within higher education systems and qualifications”systems and qualifications”

- Bologna Working Group, p.18 (December 2004)Major contribution of exemplar material from staff taking “Postgraduate Certificate / Diploma in Teaching and Learning at Higher Education”. Staff training in UCC – lunchtime session and setting up of “Postgraduate Certificate / Diploma in Teaching and Learning at Higher Education”. To date, translated into 13 languages. Order from WWW.NAIRTL.IE

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Arabic Translation

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Kennedy D, Hyland A and Ryan N (2006) Writing and using Learning Outcomes, Bologna Kennedy D, Hyland A and Ryan N (2006) Writing and using Learning Outcomes, Bologna Handbook, Implementing Bologna in your Institution, C3.4-1, 1 – 30.Handbook, Implementing Bologna in your Institution, C3.4-1, 1 – 30.

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How do I write Learning How do I write Learning Outcomes? Outcomes?

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Benjamin BloomBenjamin Bloom(1913 – 1999)(1913 – 1999)

He looked on learning as a He looked on learning as a process – we build upon our former process – we build upon our former learning to develop more complex levels oflearning to develop more complex levels of understandingunderstanding

Carried out research in the development of Carried out research in the development of classification of levels of thinking behaviours in the classification of levels of thinking behaviours in the process of learning. PhD University of Chicago in process of learning. PhD University of Chicago in 1942. 1942. Worked on drawing up levels of these thinking Worked on drawing up levels of these thinking behaviours from the simple recall of facts at the lowest behaviours from the simple recall of facts at the lowest level up to evaluation at the highest level. level up to evaluation at the highest level.

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Bloom’s Taxonomy of Bloom’s Taxonomy of Educational ObjectivesEducational Objectives

Bloom’s taxonomy (1956) is a very useful aid to Bloom’s taxonomy (1956) is a very useful aid to writing learning outcomes.writing learning outcomes.The taxonomy consists of a hierarchy of The taxonomy consists of a hierarchy of increasingly complex processes which we want increasingly complex processes which we want our students to acquire.our students to acquire.Provides the structure for writing learning Provides the structure for writing learning outcomesoutcomesBloom’s Taxonomy is frequently used by Bloom’s Taxonomy is frequently used by teachers in writing learning outcomes as it teachers in writing learning outcomes as it provides a ready made structure and list of provides a ready made structure and list of verbs. verbs.

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Bloom (1956) proposed that knowing is composed of six successive levels

arranged in a hierarchy.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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This area is commonly called the cognitive (“knowing” or “thinking”) domain (involving thought processes). Bloom suggested certain verbs that characterise the ability to demonstrate these processes. These verbs are the key

to writing learning outcomes.The list of verbs has been

extended since his original publication.

The “toolkit” for writing learning outcomes!The “toolkit” for writing learning outcomes!

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1. Knowledge - ability to recall or 1. Knowledge - ability to recall or remember facts without necessarily remember facts without necessarily

understanding themunderstanding them

Use action verbs such as:Use action verbs such as:

Arrange, collect, define, Arrange, collect, define, describe, duplicate, describe, duplicate, enumerate, examine, find, enumerate, examine, find, identify, label, list, locate, identify, label, list, locate, memorise, name, order, memorise, name, order, outline, present, quote, outline, present, quote, recall, recognise, recollect, recall, recognise, recollect, record, recount, relate, record, recount, relate, repeat, reproduce, show, repeat, reproduce, show, state, tabulate, tell.state, tabulate, tell.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: KnowledgeExamples: KnowledgeRecallRecall genetics terminology: homozygous, heterozygous, genetics terminology: homozygous, heterozygous, phenotype, genotype, homologous chromosome pair, etc. phenotype, genotype, homologous chromosome pair, etc. IdentifyIdentify and consider ethical implications of scientific and consider ethical implications of scientific investigations.investigations.DescribeDescribe how and why laws change and the consequences how and why laws change and the consequences of such changes on society.of such changes on society.ListList the criteria to be taken into account when caring for a the criteria to be taken into account when caring for a patient with tuberculosis.patient with tuberculosis.DefineDefine what behaviours constitute unprofessional practice what behaviours constitute unprofessional practice in the solicitor – client relationship.in the solicitor – client relationship.Outline the history of the Celtic peoples from the earliest Outline the history of the Celtic peoples from the earliest evidence to the insular migrations.evidence to the insular migrations.DescribeDescribe the processes used in engineering when the processes used in engineering when preparing a design brief for a client. preparing a design brief for a client. Recall the axioms and laws of Boolean algebra. Recall the axioms and laws of Boolean algebra.

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2. Comprehension - ability to 2. Comprehension - ability to understand and interpret learned understand and interpret learned

informationinformationUse action verbs such as:Use action verbs such as:

Associate, change, clarify, Associate, change, clarify, classify, construct, classify, construct, contrast, convert, decode, contrast, convert, decode, defend, describe, defend, describe, differentiate, discriminate, differentiate, discriminate, discuss, distinguish, discuss, distinguish, estimate, explain, estimate, explain, express, extend, express, extend, generalise, identify, generalise, identify, illustrate, indicate, infer, illustrate, indicate, infer, interpret, locate, predict, interpret, locate, predict, recognise, report, restate, recognise, report, restate, review, select, solve, review, select, solve, translate.translate.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: ComprehensionExamples: ComprehensionDifferentiateDifferentiate between civil and criminal law between civil and criminal lawIdentifyIdentify participants and goals in the development of electronic participants and goals in the development of electronic commerce. commerce. DiscussDiscuss critically German literary texts and films in English. critically German literary texts and films in English.PredictPredict the genotype of cells that undergo meiosis and mitosis. the genotype of cells that undergo meiosis and mitosis. TranslateTranslate short passages of contemporary Italian. short passages of contemporary Italian.Convert number systems from hexadecimal to binary and vice versa. Convert number systems from hexadecimal to binary and vice versa. ExplainExplain the social, economic and political effects of World War I on the the social, economic and political effects of World War I on the post-war world. post-war world. ClassifyClassify reactions as exothermic and endothermic. reactions as exothermic and endothermic.RecogniseRecognise the forces discouraging the growth of the educational the forces discouraging the growth of the educational system in Ireland in the 19th century.system in Ireland in the 19th century.ExplainExplain the impact of Greek and Roman culture on Western civilisation. the impact of Greek and Roman culture on Western civilisation. RecogniseRecognise familiar words and basic phrases concerning familiar words and basic phrases concerning themselves….when people speak slowly and clearly. themselves….when people speak slowly and clearly.

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3. Application: ability to use learned 3. Application: ability to use learned material in new situations, e.g. put ideas material in new situations, e.g. put ideas

and concepts to work in solving problemsand concepts to work in solving problems

Use action verbs such as:Use action verbs such as: Apply, assess, calculate, Apply, assess, calculate,

change, choose, complete, change, choose, complete, compute, construct, compute, construct, demonstrate, develop, design, demonstrate, develop, design, discover, dramatise, employ, discover, dramatise, employ, examine, experiment, find, examine, experiment, find, illustrate, interpret, illustrate, interpret, manipulate, modify, operate, manipulate, modify, operate, organise, practice, predict, organise, practice, predict, prepare, produce, relate, prepare, produce, relate, schedule, select, show, schedule, select, show, sketch, solve, transfer, use. sketch, solve, transfer, use.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples applicationExamples applicationConstructConstruct a timeline of significant events in the history of a timeline of significant events in the history of Australia in the 19Australia in the 19thth century. century. ApplyApply knowledge of infection control in the maintenance of knowledge of infection control in the maintenance of patient care facilities. patient care facilities. SelectSelect and employ sophisticated techniques for analysing the and employ sophisticated techniques for analysing the efficiencies of energy usage in complex industrial processes.efficiencies of energy usage in complex industrial processes.ShowShow proficiency in the use of vocabulary and grammar, as proficiency in the use of vocabulary and grammar, as well as the sounds of the language in different styles…..well as the sounds of the language in different styles…..RelateRelate energy changes to bond breaking and formation. energy changes to bond breaking and formation.ModifyModify guidelines in a case study of a small manufacturing guidelines in a case study of a small manufacturing firm to enable tighter quality control of production.firm to enable tighter quality control of production.ShowShow how changes in the criminal law affected levels of how changes in the criminal law affected levels of incarceration in Scotland in the 19th century. incarceration in Scotland in the 19th century. ApplyApply principles of evidence-based medicine to determine principles of evidence-based medicine to determine clinical diagnoses.clinical diagnoses.

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4. Analysis: ability to break down information 4. Analysis: ability to break down information into its components, e.g. look for inter-into its components, e.g. look for inter-

relationships and ideas (understanding of relationships and ideas (understanding of organisational structure)organisational structure)

Use action verbs such as:Use action verbs such as:Analyse, appraise, arrange, break Analyse, appraise, arrange, break

down, calculate, categorise, down, calculate, categorise, classify, compare, connect, classify, compare, connect, contrast, criticise, debate, contrast, criticise, debate, deduce, determine, differentiate, deduce, determine, differentiate, discriminate, distinguish, divide, discriminate, distinguish, divide, examine, experiment, identify, examine, experiment, identify, illustrate, infer, inspect, illustrate, infer, inspect, investigate, order, outline, point investigate, order, outline, point out, question, recognise, relate, out, question, recognise, relate, separate, solve, sub-divide, test.separate, solve, sub-divide, test.1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: AnalysisExamples: AnalysisAnalyseAnalyse why society criminalises certain behaviours. why society criminalises certain behaviours.CompareCompare and contrast the different electronic business models. and contrast the different electronic business models. CategoriseCategorise the different areas of specialised interest within the different areas of specialised interest within dentistry. dentistry. DebateDebate the economic and environmental effects of energy the economic and environmental effects of energy conversion processes.conversion processes.IdentifyIdentify and and quantifyquantify sources of errors in measurements. sources of errors in measurements.CalculateCalculate gradient from maps in m, km, % and ratio. gradient from maps in m, km, % and ratio. Critically Critically analyseanalyse a broad range of texts of different genres and a broad range of texts of different genres and from different time periods. from different time periods. CompareCompare the classroom practice of a newly qualified teacher the classroom practice of a newly qualified teacher with that of a teacher of 20 years teaching experience. with that of a teacher of 20 years teaching experience. Calculate logical functions for coders, decoders and Calculate logical functions for coders, decoders and multiplexers.multiplexers.Recognise trends in atomic radii in the Periodic Table of the Recognise trends in atomic radii in the Periodic Table of the Elements. Elements.

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5. Synthesis - ability to put parts together 5. Synthesis - ability to put parts together and create new ideas from old conceptsand create new ideas from old concepts

Use action verbs such as:Use action verbs such as:

Argue, arrange, assemble, Argue, arrange, assemble, categorise, collect, categorise, collect, combine, compile, combine, compile, compose, construct, compose, construct, create, design, develop, create, design, develop, devise, establish, explain, devise, establish, explain, formulate, generalise, formulate, generalise, generate, infer, integrate, generate, infer, integrate, invent, make, manage, invent, make, manage, modify, organise, originate, modify, organise, originate, plan, prepare, propose, plan, prepare, propose, rearrange, reconstruct, rearrange, reconstruct, relate, reorganise, revise, relate, reorganise, revise, rewrite, set up, summarise. rewrite, set up, summarise. 1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: SynthesisExamples: SynthesisRecogniseRecognise and formulate problems that are amenable to and formulate problems that are amenable to energy management solutions.energy management solutions.ProposePropose solutions to complex energy management solutions to complex energy management problems both verbally and in writing. problems both verbally and in writing. Assemble sequences of high-level evaluations in the Assemble sequences of high-level evaluations in the form of a program. form of a program. Integrate concepts of genetic processes in plants and Integrate concepts of genetic processes in plants and animals.animals.SummariseSummarise the causes and effects of the 1917 Russian the causes and effects of the 1917 Russian revolutions.revolutions.Relate Relate the sign of enthalpy changes to exothermic and the sign of enthalpy changes to exothermic and endothermic reactions.endothermic reactions.

OrganiseOrganise a patient education programme. a patient education programme.

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6. Evaluation: Ability to make a judgement of 6. Evaluation: Ability to make a judgement of the value of material for a given purpose the value of material for a given purpose

(Summative and Judgemental)(Summative and Judgemental)

Use action verbs such as:Use action verbs such as:

Appraise, ascertain, argue, Appraise, ascertain, argue, assess, attach, choose, assess, attach, choose, compare, conclude, compare, conclude, contrast, convince, contrast, convince, criticise, decide, defend, criticise, decide, defend, discriminate, explain, discriminate, explain, evaluate, interpret, judge, evaluate, interpret, judge, justify, measure, predict, justify, measure, predict, rate, recommend, relate, rate, recommend, relate, resolve, revise, score, resolve, revise, score, summarise, support, summarise, support, validate, value.validate, value.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: EvaluationExamples: Evaluation

Assess the importance of key participants in bringing Assess the importance of key participants in bringing about change in Irish history about change in Irish history Evaluate marketing strategies for different electronic Evaluate marketing strategies for different electronic business models.business models.Appraise the role of sport and physical education in Appraise the role of sport and physical education in health promotion for young people.health promotion for young people.Predict the effect of change in temperature on the Predict the effect of change in temperature on the position of equilibrium in the given reaction. position of equilibrium in the given reaction. Summarise the main contributions of Michael Faraday to Summarise the main contributions of Michael Faraday to the field of electromagnetic induction.the field of electromagnetic induction.Assess the Arrhenius acid-base theory in the light of the Assess the Arrhenius acid-base theory in the light of the Bronsted-Lowry theory of acids and bases. Bronsted-Lowry theory of acids and bases.

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Bloom Revisited: Anderson and Krathwohl (2001)

Bloom (1956)

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Anderson and Krathwohl (2001)

To remember

To understand

To apply

To analyse

To evaluate

To create

Analysis, Synthesis, Evaluation – Higher Order Thinking Skills

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AFFECTIVE DOMAIN (“Feeling”) concerned AFFECTIVE DOMAIN (“Feeling”) concerned with value issues : involves attitudes. with value issues : involves attitudes.

Two other domains in Bloom’s TaxonomyTwo other domains in Bloom’s Taxonomy

1. Receiving

2. Responding

3. Valuing

4. Organisation

5. Characterisation

Willingness to receive information

Active participation in own learning

Commitment to a value

Comparing, relating, synthesising values

Integration of beliefs, ideas and attitudes

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Active verbs for affective domainActive verbs for affective domain Appreciate, accept, Appreciate, accept,

assist, attempt, assist, attempt, challenge, combine, challenge, combine, complete, defend, complete, defend, demonstrate (a belief demonstrate (a belief in), discuss, dispute, in), discuss, dispute, embrace, follow, hold, embrace, follow, hold, integrate, order, integrate, order, organise, join, share, organise, join, share, judge, praise, judge, praise, question, relate, share, question, relate, share, support, synthesise, support, synthesise, value. value.

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Examples of Learning Outcomes in Examples of Learning Outcomes in Affective DomainAffective Domain

Accept the need for professional ethical standards.Accept the need for professional ethical standards.Appreciate the need for confidentiality in the professional Appreciate the need for confidentiality in the professional client relationship.client relationship.Display a willingness to communicate well with patients.Display a willingness to communicate well with patients.Relate to participants in an ethical and humane manner.Relate to participants in an ethical and humane manner.Resolve conflicting issues between personal beliefs and Resolve conflicting issues between personal beliefs and ethical considerations.ethical considerations.Embrace a responsibility for the welfare of children taken Embrace a responsibility for the welfare of children taken into care.into care.Participate in class discussions with colleagues and with Participate in class discussions with colleagues and with teachers. teachers.

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PSYCHOMOTOR (“Doing”) DOMAIN: PSYCHOMOTOR (“Doing”) DOMAIN:

Work never completed by Bloom.Work never completed by Bloom.

Involves co-ordination of brain and Involves co-ordination of brain and muscular activity. Active verbs for this muscular activity. Active verbs for this domain: bend, grasp, handle, operate, domain: bend, grasp, handle, operate, perform, reach, relax, shorten, stretch, perform, reach, relax, shorten, stretch, differentiate (by touch), perform (skilfully).differentiate (by touch), perform (skilfully).

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Laboratory skillsLaboratory skillsOperate the range of instrumentation specified in the module safely Operate the range of instrumentation specified in the module safely and efficiently in the chemistry laboratory.and efficiently in the chemistry laboratory.Perform titrations accurately and safely in the laboratory.Perform titrations accurately and safely in the laboratory.Construct simple scientific sketches of geological features in the field. Construct simple scientific sketches of geological features in the field.

Clinical SkillsClinical Skills Perform a comprehensive history and physical examination of Perform a comprehensive history and physical examination of patients in the outpatient setting and the general medical wards, patients in the outpatient setting and the general medical wards, excluding critical care settings. excluding critical care settings. Perform venipuncture and basic CPR. Perform venipuncture and basic CPR.

Presentation skillsPresentation skillsDeliver an effective presentation.Deliver an effective presentation.Demonstrate a range of graphic and CAD communication techniques. Demonstrate a range of graphic and CAD communication techniques. Perform basic voice and movement tasks (theatre studies). Perform basic voice and movement tasks (theatre studies).

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Module TitleModule Title: Dental Surgery – 5th Year Dental Students: Dental Surgery – 5th Year Dental StudentsModule CodeModule Code: DS5001: DS5001

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

Summarise relevant information regarding the patient’s current condition Summarise relevant information regarding the patient’s current condition to generate a differential diagnosisto generate a differential diagnosisFormulate an appropriate treatment plan and justify the proposal giving Formulate an appropriate treatment plan and justify the proposal giving due consideration to patient expectations and limitations due consideration to patient expectations and limitations Arrange appropriate tests and demonstrate the ability to interpret tests Arrange appropriate tests and demonstrate the ability to interpret tests and reportsand reportsAdminister local anaesthetics safely and perform basic dento-alveolar Administer local anaesthetics safely and perform basic dento-alveolar surgical procedures in a professional manner showing good clinical surgical procedures in a professional manner showing good clinical governance governance Recognise, evaluate and manage medical and dental emergencies Recognise, evaluate and manage medical and dental emergencies appropriatelyappropriatelyDifferentiate between patients that can/can not be safely treated by a Differentiate between patients that can/can not be safely treated by a GDPGDPManage competing demands on time, including self-directed learning & Manage competing demands on time, including self-directed learning & critical appraisalcritical appraisalMaster the therapeutic and pharmacological management of patients with Master the therapeutic and pharmacological management of patients with facial pain and oro-facial disease facial pain and oro-facial disease

(Learning outcomes written by Dr. Eleanor O’Sullivan)(Learning outcomes written by Dr. Eleanor O’Sullivan)

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Learning Outcomes in Advertising

Irish Times 16/12/’08

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The challenge of beginning the task The challenge of beginning the task of writing of writing

Learning OutcomesLearning OutcomesIt is vital that learning outcomes are clearly written so that they It is vital that learning outcomes are clearly written so that they are understood by students, colleagues and external examiners. are understood by students, colleagues and external examiners. When writing learning outcomes it may be helpful to you if you When writing learning outcomes it may be helpful to you if you focus on what you expect students to be able to demonstrate focus on what you expect students to be able to demonstrate upon completion of the module or programme.upon completion of the module or programme.It is standard practice to list the learning outcomes using a phrase It is standard practice to list the learning outcomes using a phrase like “On successful completion of this module, students should be like “On successful completion of this module, students should be able to:”able to:” [list of learning outcomes] [list of learning outcomes]Avoid complicated sentences. If necessary use one than one Avoid complicated sentences. If necessary use one than one sentence to ensure clarity.sentence to ensure clarity.General recommendation: 5 – 8 learning outcomes per module.General recommendation: 5 – 8 learning outcomes per module.Avoid certain words……….Avoid certain words……….

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Words of advice …..Words of advice …..““The key word is DO and the key need in drafting learning The key word is DO and the key need in drafting learning outcomes is to use active verbs”. (Jenkins and Unwin, Fry et al.)outcomes is to use active verbs”. (Jenkins and Unwin, Fry et al.)““They [Learning Outcomes] are statements describing observable They [Learning Outcomes] are statements describing observable behaviour and therefore must use ‘action verbs’”… Words like behaviour and therefore must use ‘action verbs’”… Words like “appreciate” and “understand” do not help students because there “appreciate” and “understand” do not help students because there are so many interpretations of their meaning. It is more transparent are so many interpretations of their meaning. It is more transparent and helpful to be specific about expectations (Morss and Murray). and helpful to be specific about expectations (Morss and Murray). Avoid verbs like “know”, “understand”, “be familiar with”, “be Avoid verbs like “know”, “understand”, “be familiar with”, “be exposed to” (Osters and Tiu)exposed to” (Osters and Tiu)““Try to avoid ambiguous verbs such as “understand”, “know”, “be Try to avoid ambiguous verbs such as “understand”, “know”, “be aware” and “appreciate”. (Sheffield Hallam Guide).aware” and “appreciate”. (Sheffield Hallam Guide).““Care should be taken in using words such as ‘understand’ and Care should be taken in using words such as ‘understand’ and ‘know’ if you cannot be sure that students will understand what it ‘know’ if you cannot be sure that students will understand what it means to know or understand in a given context” (Univ NSW).means to know or understand in a given context” (Univ NSW).Certain verbs are unclear and subject to different interpretations in Certain verbs are unclear and subject to different interpretations in terms of what action they are specifying…… These types of verbs terms of what action they are specifying…… These types of verbs should be avoided: know, become aware of, appreciate, learn, should be avoided: know, become aware of, appreciate, learn, understand, become familiar with. (American Association of Law understand, become familiar with. (American Association of Law Libraries). Libraries).

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Checklist for writingChecklist for writing learning outcomes learning outcomes

for modulesfor modules

Have I begun each outcome with an active verb?Have I begun each outcome with an active verb? Have I avoided terms like Have I avoided terms like knowknow, , understandunderstand, ,

learnlearn, , be familiar withbe familiar with, , be exposed tobe exposed to, , be be acquainted withacquainted with, , be aware ofbe aware of and and appreciateappreciate??

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

Are my outcomes observable and measurable?Are my outcomes observable and measurable? Do all the outcomes fit within the aims and Do all the outcomes fit within the aims and

content of the module?content of the module?

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

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“Learning Outcomes represent one of the essential building blocks for transparent higher education systems and qualifications… It is important that there should be no confusions about their role, nature and significance or the educational foundations of the Bologna process will be weakened”

(Adams S, 2004)

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“Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting point for a viable model for the design of curricula in higher education which shifts the emphasis form input and process to the celebration of student learning”

(Allan J, 1996)

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

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Learning Outcomes - Facilitating Transnational Mobility

Traditional approach focuses on input (e.g. emphasis on just listing content of programmes) but Learning Outcomes provide a clear and comprehensive set of statements outlining what students have achieved after successfully completing a course of study.Greater participation in higher education in many countries has resulted in the need for clearer information about programmes, qualifications, clarity about standards and levels of qualifications, i.e. more precision in curriculum design. Internationally, statements of Learning Outcomes contribute to the mobility of students since recognition of qualifications is made easier due to the explicit nature of Learning Outcomes and the clarity associated with them. Hence, qualifications are made more transparent and this simplifies credit transfer. Learning outcomes provide a common language for describing different structures of teaching and learning, e.g. traditional formal teaching, distance education, part-time, full-time, etc. Learning Outcomes help to form a link at both national and international level between vocational/training courses and higher education enhancing the concept of lifelong learning.

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Transnational Implications of Learning Outcomes

Learning Outcomes have applications at three levels:1. Local level – individual third level institutions for

describing modules and programmes. 2. National level – within each country for describing

National Qualification Frameworks and systems for Quality Assurance.

3. 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 OutcomesPotential problems with Learning OutcomesCould limit learning if learning outcomes written within a Could limit learning if learning outcomes written within a very narrow framework – lack of intellectual challenge to very narrow framework – lack of intellectual challenge to learners.learners.Learning outcomes should not be reductionist but rather Learning outcomes should not be reductionist but rather expansive and intended to promote the higher order thinking expansive and intended to promote the higher order thinking skills. skills. Danger of assessment-driven curriculum if learning Danger of assessment-driven curriculum if learning outcomes too confined.outcomes too confined.Could give rise to confusion among students and staff if Could give rise to confusion among students and staff if guidelines not adhered to when drawing up learning guidelines not adhered to when drawing up learning outcomes, etc. outcomes, etc. Caution needs to be exercised when using learning Caution needs to be exercised when using learning outcomes in curriculum design. The depth of treatment for outcomes in curriculum design. The depth of treatment for each learning outcomes needs to be indicated. Problems each learning outcomes needs to be indicated. Problems have been encountered with syllabi designed by National have been encountered with syllabi designed by National Council for Curriculum and Assessment (NCCA) in Ireland. Council for Curriculum and Assessment (NCCA) in Ireland.

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Curriculum design

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The practice of the NCCA in designing syllabi that consist solely of a list of topics and learning outcomes is not good practice in syllabus design and that “this researcher has not come across any centralised or public examination syllabus at this level which provides only a list of topics and learning outcomes. (p.5 Hyland Report). In addition, Professor Hyland points out that “while learning outcomes are a very valuable tool for identifying what learners should know and be able to do at the end of a course or programme, it is not appropriate to use learning outcomes alone to define a syllabus and its assessment.” (p. 5 Hyland Report).

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What are Programme Learning What are Programme Learning

Outcomes and how do we write them?Outcomes and how do we write them?

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Writing Programme Learning Writing Programme Learning OutcomesOutcomes

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

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

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

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Two types of Programme Two types of Programme Learning OutcomesLearning Outcomes

1.1. The first type of learning outcome refers to those The first type of learning outcome refers to those learning outcomes that can be assessed during the learning outcomes that can be assessed during the programme, i.e. within the various modules. programme, i.e. within the various modules.

2.2. ““Aspirational” or “desirable” learning outcomes indicate Aspirational” or “desirable” learning outcomes indicate what a good quality student would be expected to what a good quality student would be expected to achieve by the end of the programme. This type of achieve by the end of the programme. This type of learning outcome may not be assessed at all but gives learning outcome may not be assessed at all but gives an indication to employers and other agencies the type an indication to employers and other agencies the type of standard of practical performance that graduates of of standard of practical performance that graduates of the programme will display at the end of the the programme will display at the end of the programme. programme.

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Example 1 Programme Learning Outcomes [Undergraduate degree in Science Education]

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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Example 2 Programme Learning Outcomes [Undergraduate Degree in Engineering]

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

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

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

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

Work effectively as an individual, in teams and in multi-Work effectively as an individual, in teams and in multi-disciplinary settings together with the capacity to undertake disciplinary settings together with the capacity to undertake lifelong learning.lifelong learning.

Communicate effectively with the engineering community and Communicate effectively with the engineering community and with society at large. with society at large.

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Example 3 Programme Learning Outcomes [Masters in Computer Science Degree]

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

Perform problem solving in academic and industrial Perform problem solving in academic and industrial environments.environments.

Use, manipulate and create large computational systems.Use, manipulate and create large computational systems.

Work effectively as a team member.Work effectively as a team member.

Organise and pursue a scientific or industrial research project. Organise and pursue a scientific or industrial research project.

Write theses and reports to a professional standard, equivalent Write theses and reports to a professional standard, equivalent in presentational qualities to that of publishable papers. in presentational qualities to that of publishable papers.

Prepare and present seminars to a professional standard.Prepare and present seminars to a professional standard.

Perform independent and efficient time management.Perform independent and efficient time management.

Use a full range of IT skills and display a high standard of Use a full range of IT skills and display a high standard of computer literacy.computer literacy.

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Example 4 Programme Learning Outcomes [Masters in Education Degree]

On successful completion of this programme, students should be able toOn successful completion of this programme, students should be able toBehave in a professional manner with members of the teaching placement school Behave in a professional manner with members of the teaching placement school communities and with all other professionals in the context of the Teaching Council’s communities and with all other professionals in the context of the Teaching Council’s Code of Practice. Code of Practice. Critically evaluate the various theories of Teaching and Learning, including Critically evaluate the various theories of Teaching and Learning, including curriculum design, and apply these theories to assist in teaching effective and curriculum design, and apply these theories to assist in teaching effective and inspiring lessons in the classroom. inspiring lessons in the classroom. Select from complex and advanced skills in the field of Education and develop new Select from complex and advanced skills in the field of Education and develop new skills, including those of pedagogy and assessment practices, to a high level. skills, including those of pedagogy and assessment practices, to a high level. Synthesise the key components of some areas of current research in the field of Synthesise the key components of some areas of current research in the field of Education and carry out a small scale research project to a professional standard. Education and carry out a small scale research project to a professional standard. Develop comprehensive portfolios that chart their progress as reflective practitioners Develop comprehensive portfolios that chart their progress as reflective practitioners carrying out research in the areas of professional tasks and experiences in their carrying out research in the areas of professional tasks and experiences in their placements schools and at university. placements schools and at university. Discuss topics in the field of Education to demonstrate a critical awareness of current Discuss topics in the field of Education to demonstrate a critical awareness of current problems and new insights informed by development in this area. problems and new insights informed by development in this area. Appraise the role of the teacher in the modern classroom to help manage their own Appraise the role of the teacher in the modern classroom to help manage their own learning and professional development. learning and professional development. Foster an interest in and enthusiasm for their specialist subject among their pupils. Foster an interest in and enthusiasm for their specialist subject among their pupils. Display a willingness to participate in all aspects of the programme in a spirit of co-Display a willingness to participate in all aspects of the programme in a spirit of co-operation and enthusiasm. operation and enthusiasm. Communicate effectively key aspects of knowledge and understanding in the field of Communicate effectively key aspects of knowledge and understanding in the field of Education to specialist and non-specialist audiences.Education to specialist and non-specialist audiences.

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CognitiveSkills in broad sense

AffectiveNote the overlap!

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Examples of Language used when writing Programme Learning Outcomes

KnowledgeDiscuss 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 ofContribute 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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AttitudesDisplay 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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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 OutcomesUse 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 competencesConfuses 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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Conclusions“Due to the numerous errors and

misunderstandings evident in the Tuning publication, there is a real danger that it will cause confusion among teaching staff in our universities. In addition, the confusion generated by this document could seriously damage the considerable progress made in implementing the Bologna Process in many countries.”

(Gibbs, Kennedy and Vickers, 2012)

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At the end of this presentation you should be able to:

Outline the rules for writing learning outcomes. Apply Bloom’s Taxonomy to construct learning outcomes for a module or an individual teaching session. Discuss the benefits and potential problems of learning outcomes.Distinguish between Module Learning Outcomes and Programme Learning Outcomes. Outline the guidelines in the literature for writing programme learning outcomes. Analyse and discuss Programme Learning Outcomes from a variety of different programmesApply Bloom’s Taxonomy to create a set of programme learning outcomes for a programme in your own specialist area.

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Bloom, B. S., Engelhart, M., D., Furst, E.J, Hill, W. and Krathwohl, D. (1956) Taxonomy of educational objectives. Volume I: The cognitive domain. New York: McKay.Bloom, B.S., Masia, B.B. and Krathwohl, D. R. (1964). Taxonomy of Educational Objectives Volume II : The Affective Domain.. New York: McKay.Brown, R.B. (1993) ‘Meta-competence: a recipe for reframing the competence debate’, Personnel Review, 22(6): 25-36.Brown, R.B. (1994) ‘Reframing the competency debate: management knowledge and meta-competence in graduate education’, Management Learning, 25(2): 289-99.Burgoyne, J. (1988a) Competency Based Approaches to Management Development, Lancaster: Centre for the Study of Management Learning.

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Capel, S, Leask, M and Turner, T (1997). Learning to Teach in the Secondary School. London: Routledge. Chambers, D.W. (1994). Competencies: a new view of becoming a dentist. J Dent Education (58) 342-345Cockerill, T. (1989) ‘The kind of competence for rapid change’, Personnel Management, September, 52-56Council of Europe, Seminar on Recognition Issues in the Council of Europe, Seminar on Recognition Issues in the Bologna Process, Lisbon, 2002. Available at: Bologna Process, Lisbon, 2002. Available at: http://www.coe.inthttp://www.coe.intDave, R H (1975) Dave, R H (1975) Developing and Writing Behavioural Developing and Writing Behavioural ObjectivesObjectives (R J Armstrong, ed.) Educational Innovators (R J Armstrong, ed.) Educational Innovators PressPressDonnelly, R and Fitzmaurice, M. (2005). Designing Donnelly, R and Fitzmaurice, M. (2005). Designing Modules for Learning . In: Modules for Learning . In: Emerging Issues in the Emerging Issues in the Practice of University Learning and TeachingPractice of University Learning and Teaching, O’Neill, G , O’Neill, G et al. Dublin : AISHE.et al. Dublin : AISHE.

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Dooley, K. E., Lindner, J. R., Dooley, L. M. and Alagaraja, M. (2004). Behaviorally anchored competencies: evaluation tool for training via distance., Human Resource Development International, 7(3): 315-332.Elkin, G. (1990) ‘Competency-based human resource development’, Industrial and Commercial Training, 22(4): 20-25ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at: http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdfECTS Users’ Guide (2009). Available at ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdfEuropean Commission (2008) European Qualifications Framework for Lifelong LearningFIN Report (2009). Framework Implementation Network (FIN): University Awards and the National Framework of Qualifications: Issues around the Design of Programmes and the Use and Assessment of Learning Outcomes. Irish Universities Association and National Qualifications Authority of Ireland: Dublin Fry, H., Ketteridge, S., Marshall (2000) Fry, H., Ketteridge, S., Marshall (2000) A Handbook for Teaching and A Handbook for Teaching and Learning in Higher EducationLearning in Higher Education. London: Kogan Page.. London: Kogan Page.Fung M, Lee W and Wong S () A new measure of generic competencies. 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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Hartel, .R.W. and E.A. Foegeding (2004). Learning: Objectives, Competencies, or Outcomes. Journal of Food Science Education, (3) 69 – 70.Hartle, F. (1995) How to re-engineer your Performance Management Process, London: Kogan PageHendry, C., Arthur, M.B. and Jones, A.M. (1995) Strategy through People: Adaptation and Learning in the Small-Medium Enterprise, London: Routledge.HETAC (2006) Explanatory Guidelines on the Direct Application to HETAC for a Named Award. Dublin: Higher Education and Training Awards Council.Huba, M.E. & Freed, J. E. (2000). Learner-centered assessment on college campuses. Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon.Jarvis, P. (1985) The sociology of adult and continuing education. London: Croom Helm. Jenkins, A. and Unwin, D. Jenkins, A. and Unwin, D. How to write learning outcomesHow to write learning outcomes. See the . See the following URL:following URL:

http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.htmloutcomes.html

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Kendall Phillips L. (1994) The Continuing Education Guide: the CEU and Kendall Phillips L. (1994) The Continuing Education Guide: the CEU and Other Professional Development Criteria. Iowa: Hunt Publishing.Other Professional Development Criteria. Iowa: Hunt Publishing.Kennedy D, Hyland A and Ryan N (2006) Writing and using Learning Kennedy D, Hyland A and Ryan N (2006) Writing and using Learning Outcomes, Bologna Handbook, Implementing Bologna in your Institution, Outcomes, Bologna Handbook, Implementing Bologna in your Institution, C3.4-1, 1 – 30. C3.4-1, 1 – 30. Kennedy, D (2007) Kennedy, D (2007) Writing and Using Learning Outcomes – A Practical Writing and Using Learning Outcomes – A Practical GuideGuide. Quality Promotion Unit, University College Cork. Available from . Quality Promotion Unit, University College Cork. Available from www.NAIRTL.ieKennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Competences, Bologna Handbook, Introducing Bologna Objectives and Competences, Bologna Handbook, Introducing Bologna Objectives and Tools, B2.3-3, 1 – 18. Tools, B2.3-3, 1 – 18. McBeath, G. (1990) Practical Management Development: Strategies for Management Resourcing and Development in the 1990s, Oxford: BlackwellMessick, S. (1975) The standard problem: meaning and values in measurement and evaluation. American Psychologist October 1975 : 955-966Messick, S. (1982) Abilities and Knowledge in Educational Achievement Testing: The Assessment of Dynamic Cognitive Structures. Princeton: New Jersey: Education Testing Service. Miller, C, Hoggan, J., Pringle, S. and West, C. (1988) Credit Where Credit’s Due. Report of the Accreditation of Work-based Learning Project. Glasgow. SCOTVEC. Mitriani, A., Dalziel, M and Fitt, D. (1992) Competency Based Human Resource Management, London: Kogan Page.

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Moon, J. (2002). The module and Programme Development Handbook. Kogan Page: London.Morss, K and Murray R (2005) Teaching at University. London: Sage Publications ISBN 1412902975Neary, M. (2002). Curriculum studies in post-compulsory and adult education. Cheltenham: Nelson Thornes.Oliver et al (2008). Curriculum structure: principles and strategy. European Journal of Dental Education. (12) 74 – 84. Ramsden, P (2005) Ramsden, P (2005) Learning to teach in Higher EducationLearning to teach in Higher Education, London: , London: Routledge.Routledge.Shuell, T. J. (1986) Cognitive conceptions of learning. Review of Shuell, T. J. (1986) Cognitive conceptions of learning. Review of Educational Research, 56, 411 – 436.Educational Research, 56, 411 – 436.Smith, B. (1993) ‘Building managers from the inside out: competency based action learning’, Journal of Management Development, 12, 1: 43-8Tate, W. (1995) Developing Managerial Competence: A Critical Guide to Methods and Materials, London: Gower.Training Agency (1989) Development of Accessible Standards for National Certification Guidance: Note No. 1 Sheffield Employment Department/Training Agency.

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Van der Klink, M and Boon, J. (2002) Competencies: The triumph of a fuzzy concept. International Journal Human Resources Development and Management, 3(2), 125 – 137.Winterton J, Delamare-Le Deist F and Stringfellow E (2005) Typology of knowledge, skills and competences: clarification of the concept and prototype. CEDEFORP: Tolouse. Available at: http://www.ecotec.com/europeaninventory/publications/method/CEDEFOP_typology.pdfWolf, A. (1989) Can competence and knowledge mix? In J. W Burke (ed). Competency-based Education and Training. Lewes: Falmer Press. Woodruffle, C. (1991). Competent by any other name., Personnel Management, September, 30-31.

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References – Web SitesReferences – Web SitesBologna Working Group on Qualifications Frameworks (2004). Report on “A Framework for Qualifications of the European Higher Education Area”. Bologna Working Group on Qualifications Frameworks (2004). Report on “A Framework for Qualifications of the European Higher Education Area”.

Bologna Process Stocktaking London 2007. Available at:Bologna Process Stocktaking London 2007. Available at:www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/WGR2007/Stocktaking_report2007.pdf

DeSeCo projet : http://www.deseco.admin.ch/DeSeCo projet : http://www.deseco.admin.ch/ ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at: ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at:

http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf

ECTS Key Features: ECTS Key Features: http://www.bologna.msmt.cz/files/ECTSKeyFeatures.pdfNational Qualifications Frameworks Development and Certification – Report from Bologna Working Group on Qualifications Frameworks. May 2007National Qualifications Frameworks Development and Certification – Report from Bologna Working Group on Qualifications Frameworks. May 2007http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Working_group_reports_2007.htm

Framework website: www.nfq.ie

National Qualifications Authority of Ireland: www.nqai.ie

OECD; http://www.oecd.org/dataoecd/47/61/35070367.pdf

Tuning Educational Structures in Europe: Tuning Educational Structures in Europe: http://tuning.unideusto.org/tuningeu/

Verification of Compatibility of Irish National Framework of Qualifications with the Framework for Qualifications of the European Higher Education Area - Summary of Final Report – November 2006

http://www.nqai.ie/en/International/VerificationofCompatibilityofIrishNationalFrameworkofQualifications/File,1797,en.doc

www.bologna.ie