Learning Outcome are

Formal statements that articulate:

• What students are able to do after instruction

• Why students need to do this

Learning Outcome are

Are concerned with the learning of the studentPERFORMANCE

• What the student will be able to do

• What the student will know and do

• What the student will understand and do

Must be measurable or observable

What to consider in designing a

module: constructive alignment1. Who are my students?

2. What are my aims/learning outcomes?

3. What outcomes do I hope students will achieve?

4. What do I want to assess?

5. How do I want to assess my students?

6. What segments of content do I think are essential building blocks for students

7. What teaching and learning strategies do I want to use?

8. In what mode(s) will I deliver the course?

Alignment model

Figure 1. Aligning learning outcomes, learning and teaching activities and the

assessment. Adapted from Biggs(1999) p 27

Learning Outcomes

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

Learning outcomes must be simply and clearly described.

Learning outcomes must be capable of being validly assessed.

Learning Outcomes

For students

We need to seriously ask ourselves:

- if students are learning the skills and

knowledge that they will need to be

successful in a career that requires this

degree or certificate?

-if students understand the expectations

of the level of learning and also how they

are assessed?

Objectives vs. Outcomes

Learning objectives, for example, may outline the

material the instructor intends to cover or the

disciplinary questions the class will address.

By contrast, learning outcomes should focus on what

the student should know and realistically be able to

do by the end of an assignment, activity, class, or

course

Objectives vs. Outcomes

Learning outcomes, mean focusing on the

application and integration of the course

content from the perspective of the student.

Learning outcomes can more explicitly and

directly address expectations for student

learning.

Objectives vs. Outcomes

The distinction between learning outcomes and

learning objectives is not universally recognized.

Many instructors may find that the term ‘learning

outcomes’ describes what they have already

understood by the term ‘learning objectives.’

Objectives vs. Outcomes

Which dentist do you want working on your

teeth?

Student A: The student will know how to

successfully drill cavities…

Student B: The student earns 100% on the exam

for drilling cavities….

Student C: The student who successfully drills

out cavities…

HOW MANY Learning outcomes

Programme learning outcomes

Module learning outcomes

Session learning outcomes

Learning Outcomes Formula

Verb Or

Action Phrase

“In Order To”=

Great

Learning

Outcomes

What students need

to know?

“Student evaluates

reference books

appropriate to the topic”

Why do they need to

know this?

“locate background

information and

statistics.”

“In Order To”

+

OR

Why?

ACRL’s IIL Immersion Summer 2005

Purpose of Developing Outcomes

Modify, shape, and improve programs

Evaluate programs not personnel

Assist in meeting accreditation

requirements, models of best practices,

and national benchmarks

Questions before outcomes

Why are you offering this program?

Why are students enrolling in this course?

What knowledge and/or skills will students

gain from using this service?

What knowledge and/or skills will students

gain from taking this course?

Learning Outcomes

Are formulated by the academic staff,

preferably involving student representatives in

the process, on the basis of input of internal

and external stakeholders.

Are statements of what a learner is expected

to know, understand and/or be able to

demonstrate after completion of learning.

It can be a single course unit or module or else

to a period of studies, for example, a first or a

second cycle programme.

Learning outcomes specify the requirements for

Why use learning outcomes?

The use of learning outcomes allows for much

more flexibility than is the case in more

traditionally designed study programmes

They show that different pathways can

lead to comparable outcomes; outcomes which

can be much more easily recognized as part of

another programme or as the basis for entrance

to a next cycle programme.

Bloom’s TaxonomyBloom’s Taxonomy provides a classification of levels of intellectual behavior.

These levels represent the Cognitive Domain.

Higher

Cognitive

Levels

Lower

Cognitive

Levels

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

1. Knowledge - ability to recall or

remember facts without necessarily

understanding them Arrange, collect, define,

describe, duplicate,

enumerate, examine, find,

identify, label, list, locate,

memorise, name, order,

outline, present, quote,

recall, recognise, recollect,

record, recount, relate,

repeat, reproduce, show,

state, tabulate, tell.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

2. Comprehension - ability to

understand and interpret learned

information Associate, change, clarify,

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

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

3. Application: ability to use learned

material in new situations, e.g. put ideas

and concepts to work in solving problems

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

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

4. Analysis: ability to break down information

into its components

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

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

Examples: Analysis

Analyse why society criminalises certain behaviours.

Compare and contrast the different electronic business models.

Categorise the different areas of specialised interest within dentistry.

Calculate gradient from maps in m, km, % and ratio.

Critically analyse a broad range of texts of different genres and from different time periods.

Compare the classroom practice of a newly qualified teacher with that of a teacher of 20 years teaching experience.

5. Synthesis - ability to put parts together

and create new ideas from old concepts Argue, arrange, assemble,

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

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

6. Evaluation: Ability to make a judgement of

the value of material for a given purpose

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

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

AFFECTIVE DOMAIN (“Feeling”) concerned

with value issues : involves attitudes.

Two 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

Knowledge

Knowledge: the ability to recall, understand, and

present information, including:

knowledge of specific facts

knowledge of concepts, principles and theories

answers may be memorized or closely paraphrased

from assigned material

define, list, name, recall

knowledge of procedures.

Cognitive Skills

Cognitive skills: the ability to:

apply conceptual understanding of concepts, principles, and

theories

apply procedures involved in critical thinking and creative

problem solving, both when asked to do so, and when faced

with unanticipated new situations

Investigate issues and problems in a field of study using a

range of sources and draw valid conclusions

Ability to comprehend the meaning of material

Answers must be in the student’s own words while still using

terminology appropriate to the course material

Explain, summarize, distinguish between, restate

Interpersonal Skills and

Responsibility

Including the ability to:

Take responsibility for their own learning and

continuing personal and professional development,

Work effectively in groups and exercise leadership

when appropriate,

Act responsibly in personal and professional

relationships,

Act ethically and consistently with high moral

standards in personal and public forums.

Competencies Competences are obtained or developed during the

process of learning by the student/learner.

They represent a dynamic combination of knowledge,

understanding, skills and abilities. Fostering

competences is the object of educational

programmes.

Competences will be formed in various course units

and assessed at different stages.

Time and attention should also be devoted to the

development of generic competences or transferable

skills.

Types of generic competences Instrumental competences: cognitive abilities,

methodological abilities, technological abilities and

linguistic abilities;

Interpersonal competences: individual abilities

like social skills (social interaction and co-

operation);

Systemic competences: abilities and skills

concerning whole systems (combination of

understanding, sensibility and knowledge; prior

acquisition of instrumental and interpersonal

competences required).

Examples of generic competencies

The capacity for analysis and synthesis (Instrumental

competency)

The capacity to learn and problem solving skills (Instrumental competency)

The capacity for applying knowledge in practice (Instrumental competency)

The capacity to adapt to new situations (Systemic

competency)

36

Examples of generic competencies

Concern for quality (Instrumental competency)

Information management skills (Systemic competency)

Ability to work autonomously (Systemic competency)

Team work (Interpersonal competency)

The capacity for organizing and planning, oral and

written communication as well as interpersonal skills (Interpersonal competency).

37

Assessing Learning Outcomes An assessment plan should provide “an objective

means of supporting the outcomes, quality,

efficiency, or productivity”

When designing an assessment plan for Student

Learning Outcomes, your plan should

– Be designed to generate meaningful evidence

that can be easily evaluated

– Be manageable in scale and scope

– Be adaptable

– Based on a timeline to keep your assessment

cycle on schedule; when will you assess your

outcomes?

How to assess learning

outcome?

Assessment Methods Can depend on what you want to measure; what

is “best” for one outcome will not be appropriate

for all outcomes

However, all good assessment techniques share

certain properties

– They are valid and reliable

– They provide evidence that can be acted

upon

– They are efficient and cost-effective

– They engage students, faculty, and

stakeholders

Tool Method Domain Usage Type Bloom’s Level

Essay Direct Cognitive,

Affective

Formative,

Summative

All levels

Portfolio Direct Cognitive,

Psychomotor

Summative Variable

Satisfaction

Survey

Indirect All Summative Comprehension,

Application,

Analysis,

Synthesis,

Evaluation

Choosing Assessment Tools

The complete list can be found at:

http://assessment.uconn.edu/docs/Choosing_the_Right_Assessment_Tool.pdf

Assessment Tips

Collect only a few well chosen pieces of data

Have assessment stem from activities you already do if possible

Team up with others to share assessment work

Design activities and outcomes with assessment in mind

Ask for advice from your colleagues

Examples of goal, outcomes and

assessment

Module

(subject)

code

Credits T P L C SS Total hours Semester

S189M158 6 24 24 6 106 160 1

Module (subject) title

Module (subject) title in English

POLICY AND MANAGEMENT

OF EDUCATION

Aims of study subject

To (self-) educate subject-based and research competences of education

policy and management:

To perceive the substantiality, significance, relations, developmental

perspectives of education policy and management under globalization

conditions; to know the theoretical foundations of education policy and

management, the provisions and priorities of the strategic documents

regulating education and its activity; to be able to substantiate the principles

and stages of education policy formation as well as the managerial models

and strategies on the level of educational organizations; to be able to

substantiate the strategies of educational organizations management with

modern management principles; to be able to identify the problems of

educational policy implementation and the efficiency of strategic

management of educational organizations management; to be able to

project systemically the strategies of development and improvement of

educational organizations.

Learning outcomes

Knowledge of theoretical foundations of education policy and management; ability to

describe the conception, substantiality of education policy and management, to

substantiate the relations between education policy and management;

Knowledge of the principles and stages of education policy formation, the peculiarities

of implementation on the level of educational systems and educational organizations;

Knowledge of substantiality of education management functions, strategic guidelines

of development of educational organizations, the implementation of their managerial

principles and models in educational organizations;

Application of systemic access in analyzing the structure, specificity, development

strategies of educational organizations in the contexts of internal and external

environment;

Knowledge of substantiality of strategic management of educational organizations,

ability to identify the problems, efficiency of strategic management; awareness of the

significance of human resources development of educational organizations and cultural

changes of organizations for the quality of organization activity;

Knowledge of assessment methods of quality of educational organization‘s activity,

ability to apply them; ability to project creatively and substantiate methodically the

models of strategic management of educational organizations;

Development and demonstration of provisions and guidelines of life-long learning,

development, personal and collaboration leadership.

Study methods

Involving lecture, individual work, discussion,

reflection, group work, case analysis, document

analysis, presentations, modeling.

Study methods

Assessment of knowledge and

skills

Ten- grade criteria scale and cumulative assessment

system are applied. The cumulative assessment is

composed of the sum mean of examination (50 %) and

individual works (50 %).

Examples (a) Assessment

method

Completio

n timeAssessment criteria

Examinatio

n

17–20

week

10 (excellent). The following areas are assessed – theoretical

knowledge of education policy and management. Assessment criteria: a

student‘s ability is perfect in comprehensive, systematic, argumentative

theoretical grounding of the analyzed issues in subject-related and

methodical sense, he/she refers to the analysis of theoretical sources,

substantiates it with the harmonization of comparison, interpretation,

and reflection, is able to distinguish and actualize the essential aspects

of analyzed issues, to prove their significance, relations, is able to

highlight and substantiate the problematic sides of analyzed issues, to

illustrate them with the examples of educational practice, to present

their solutions, innovative strategies, is able to generalize the analyzed

issues, demonstrates scientific style, the understanding of the strategic

and regulating educational activity documents, international

tendencies, the perception of modern principles of education

management, does not make factual mistakes. The result of answers to

the questions reaches 95-100 %.

9 (very well). The following areas are assessed – theoretical knowledge of

education policy and management. Assessment criteria: a student‘s ability is

very good in comprehensive, systematic, argumentative theoretical grounding

of the analyzed issues in subject-related and methodical sense, he/she refers to

the analysis of theoretical sources, substantiates it with the harmonization of

comparison, interpretation, and reflection, is able to distinguish and actualize

the essential aspects of analyzed issues, to prove their significance, relations, is

able to highlight and substantiate the problematic sides of analyzed issues, to

illustrate them with the examples of educational practice, to present their

solutions, innovative strategies, is able to generalize the analyzed issues,

demonstrates scientific style, the understanding of the strategic and regulating

educational activity documents, international tendencies, the perception of

modern principles of education management, does not make factual mistakes,

however, there are some inaccuracies. The result of answers to the questions

reaches 90 - 95 %.

8 (good). The following areas are assessed – theoretical knowledge of

education policy and management. Assessment criteria: a student‘s

ability is good in theoretical grounding of analyzed issues in subject-

related and methodical sense, but the analysis is not comprehensive,

complex, purposeful enough; he/she does not comprehensively enough

refer to the analysis of theoretical sources, substantiates it only partially

with the harmonization of comparison, interpretation, reflection, is partly

able to distinguish and actualize the essential aspects of analyzed

issues, to prove their significance, relations, is able to highlight and

substantiate the problematic sides of analyzed issues, to illustrate them

partly with the examples of education practice, to present their

solutions, innovative strategies, his/her ability is good in generalizing

the analyzed issues, he/she demonstrates scientific style, good

knowledge of strategic and regulating educational activity documents,

international tendencies, the awareness of modern principles of

education management, makes slight subject-based and

methodological mistakes. The result of answers to the questions

reaches 80-90 %.

Case

analysis

4-6 week 10-9. A case is analyzed and presented comprehensively , the work

result is original and perfect in subject-based and methodical

approach, strong relations with education practice and its

improvement. The work fully complies or complies with quality

requirements.

8-7. A case is well analyzed and presented, however, there are

some content related and methodical inaccuracies, the analysis

lacks complexity, the recommendations lack innovations. The

work almost complies or partly complies with quality

requirements.

6-5. The analysis and presentation of case is weak, the analysis is

of synopsis type, there are subject-based and methodical mistakes,

there is a lack of perfection, the recommendations are insufficient.

The work only partly complies with or almost does not comply

with quality requirements.

4-2. The analysis of case is minimal, the substantiality is not

revealed, there are significant deficiencies in the content. The

work does not comply with quality requirements.

Non-traditional

task

(Assessment of

implementation

of education

policy, in using

for and against

method, in

analyzing the

publications by

4 selected

authors on the

issues of

education

policy).

6-8

week

The students‘ ability to choose the relevant problem in education is

assessed, as well as the abilities of analysis (cause-consequence

relations) and critical thinking, the ability to conceptualize different

methodical accesses, to substantiate the international dimension of

the analyzed problem, ability to discuss and express your own

opinion.

10-9. Work is performed perfectly/very well, its presentation,

organization of discussion is original, involving, the analysis is

systematic, methodically substantiated, the problem is

conceptualized, critical approach is substantiated, the international

dimension is highlighted.

8-7. The performance of work is good/satisfactory, its presentation,

the organization of discussion are traditional, the analysis is

substantiated only with authors‘ arguments, is insufficiently

complex, the international dimension is highlighted satisfactorily,

the critical approach is not comprehensive.

6-5. The task only partly complies with criteria, its performance is

weak.

4 and less. The task does not comply with assessment criteria.

Writing Learning Outcomes Is it measurable?

Is it meaningful?

Is it manageable?

Who is the target audience of my outcome?

Who would know if my outcome has been met?

How will I know if it has been met?

Will it provide me with evidence that will lead me to make a decision for continuous improvement?

Holders of a bachelor degree should have demonstrated:

Knowledge of a comprehensive, coherent and systematic body of

knowledge in a field of enquiry;

The ability to investigate complex problems and develop creative

solutions with limited guidance;

The ability to use appropriate statistical techniques in the analysis

and resolution of complex issues, and select and use the most

appropriate mechanisms for communicating the results to a

variety of audiences;

Capacity to provide leadership and willingness to cooperate fully with

others in joint projects and initiatives;

In the case of a professional program the full range of knowledge and

skill required for effective practice in the profession concerned.

Characteristics of a Graduate Are:

Learning Outcomes Courses

Course Code and

Number

Knowledge

Facts

Concepts, theories

Procedures

Cognitive Skills

Apply skills

Creative thinking and

problem solving

Interpersonal Skills and

Responsibility

Responsibility for own

learning

Group participation and

leadership

Act responsibly-

personal and

professional situations

Ethical standards of

behavior

Communication IT and

Numerical Skills

Oral and written

communication

Use of IT

Basic maths and statistics

Psychomotor Skills

Allocation of Responsibilities for Learning Outcomes to Courses √

Major Responsibility x Minor Responsibility

(Note: Add additional sheets if necessary to provide for all required courses in the program

including any courses offered by other departments)

Learning Outcomes Courses

Course Code and

Number

Chem

10

1&

102

Chem

22

3

Chem

32

3

Chem

201

& 2

02

Chem

30

3

Chem

212

& C

hem

31

1

Chem

331

& C

hem

33

2

Chem

479

Chem

47

1

& c

hem

.

47

2

Ch

em399

Mat

h 1

01

&10

2P

hys

101 &

10

2IC

S 1

01

Engl

10

1&

102

E

ngl

21

4

IAS

21

2

IAS

32

2

IAS

10

1

IAS

20

1

IAS

30

1

PE

10

1

Gen

eral

Chem

Anal

chem

Inst

.

Anal

ysi

sO

rg.

chem

Qual

org

.ch

emP

hys.

Chem

Inorg

.

Ch

em

Chem

sem

inar

Chem

Pro

ject

Sum

mer

trai

nin

gC

alcu

lus

Physi

cs

Com

pute

r

pro

g.

Engli

sh

Engli

sh

Pro

fess

ion

al e

thcs

Hum

an

rights

in

Isla

m

Pra

ctic

al

Gra

mm

er

Pro

fess

ion

al W

riti

ng

Ora

l

com

m.

skil

lsP

hysi

cal

edu

cati

on

Knowledge

Facts

Concepts, theories

Procedures

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

X

X

X

X

X

X

X

X

X

√

√

√

√

√

√

√

√

√

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Cognitive Skills

Apply skills when asked

Creative thinking and problem

solving

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

X

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Interpersonal Skills and

Responsibility

Responsibility for own

learning

X X X X X X X √ √ √ X X X X X X X X X X √

Group participation and

leadership

X X √ X √ √ √ √ √ √ X X X X X X X X X X √

Act responsibly-personal and

professional situations

X X √ √ √ √ √ X √ √ X X X X X X X X X X √

Ethical standards of behavior X X √ X √ X X X √ √ X X X X X √ √ X X X √

Communication IT and

Numerical Skills

Oral and written

communication

X X √ √ √ √ √ √ √ √ X X X √ √ X X √ √ √ X

Use of IT X X √ X X √ X X √ √ X X √ X X X X X X X X

Basic maths and statistics

X X √ X X √ X X √ √ √ √ X X X X X X X X X

Psychomotor Skills

Allocation of Responsibilities for Learning Outcomes to Courses√ Major Responsibility x Minor Responsibility

49

L.O. Curriculum Mapping

Example 1

Bad Outcome

– Students will name the three types of rock in

order to differentiate among the three.

Example 1

Good Learning Outcome

– Students will compare and contrast the

characteristics of the three types of rocks in

order to differentiate among the three.

Last Example

Bad Outcome

– Students will construct bibliographies and in-

text references using discipline appropriate

styles in order to contribute to academic

discourse in their discipline.

Last Example

Good Outcome

– Construct bibliographies and in-text

references using discipline appropriate styles

in order to correctly attribute others' work and

ideas.

Thank you