Outcomes-based Teaching and Learning Outcomes-based Teaching and Learning Pre-workshop 1Pre-workshop 1
Designing Intended Learning Outcomes Designing Intended Learning Outcomes
Intended Outcomes of Pre-workshop Exercises Intended Outcomes of Pre-workshop Exercises for members of each groupfor members of each group
1. 1. Review Review existing subjectexisting subject ILOs.ILOs.2. 2. IdentifyIdentify areas requiring changes. areas requiring changes.3. 3. ReviseRevise or or re-design re-design subject ILOs. subject ILOs. 4.4. DiscussDiscuss and and shareshare your ideas with your group your ideas with your group
members. members.
Before the workshopBefore the workshop
a. a. review subject ILOs with respect to content, kind of review subject ILOs with respect to content, kind of knowledge and levels of understanding / performance.knowledge and levels of understanding / performance.
b. identify areas requiring changes (if any).b. identify areas requiring changes (if any).c. revise (as appropriate) the subject ILOs.c. revise (as appropriate) the subject ILOs.d. review the alignment between course and subject ILOs.d. review the alignment between course and subject ILOs.
Discuss with your group members in doing the above Discuss with your group members in doing the above exercises. exercises.
Complete the exercises ready for discussion and Complete the exercises ready for discussion and sharing sharing in the workshops on 2 December 2006. in the workshops on 2 December 2006.
Refer to the Pre-workshop reference provided, conduct Refer to the Pre-workshop reference provided, conduct Pre-workshop Exercises 1 and 2 with your group members Pre-workshop Exercises 1 and 2 with your group members to:to:
Outcomes-based Teaching and Learning (OBTL) Outcomes-based Teaching and Learning (OBTL) using Constructive Alignmentusing Constructive Alignment
ILO:ILO: What the What the studentstudent has to learnhas to learn
Teaching:Teaching:Engaging the Engaging the student in the student in the verb in the ILOverb in the ILO
Assessment:Assessment:How wellHow wellthe student the student has met the has met the ILOILO
Constructive AlignmentConstructive AlignmentIntended Learning Outcomes (ILOs)Intended Learning Outcomes (ILOs)
expressed as verbs students have to enactexpressed as verbs students have to enact
AA The very best understanding that could beThe very best understanding that could be reasonably expected: reasonably expected: verbs such as verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, theorize etc.generate, create, theorize etc.
BB Highly satisfactory understanding: Highly satisfactory understanding: verbs verbs such as explain causes, reflect, justify, such as explain causes, reflect, justify, solve, analyze, compare and contrast, solve, analyze, compare and contrast, intepret, apply to known domains etc. intepret, apply to known domains etc.
CC Quite satisfactory learning, with under-Quite satisfactory learning, with under- standing at a declarative level: standing at a declarative level: verbs such verbs such as describe, explain, elaborate, classify, as describe, explain, elaborate, classify, report, cover topics report, cover topics a a to to n,n,
DD Understanding at a level that would Understanding at a level that would warrant a Pass: warrant a Pass: low level verbs, alsolow level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts.attempts.
Teaching / LearningTeaching / Learning ActivitiesActivities
Designed toDesigned to elicit desired elicit desired verbsverbs
May be:May be:
Large class activitiesLarge class activitiesSmall class activitiesSmall class activitiesIndividual activitiesIndividual activities
Teacher-managedTeacher-managed
Peer-managedPeer-managed
Self-managedSelf-managed
as best suits contextas best suits context
Assessment TasksAssessment Tasks
FormatFormat such that such that the target verbs arethe target verbs areelicited and elicited and deployeddeployedin context.in context.
CriteriaCriteria clearly allow clearly allowjudgement as to thejudgement as to thequality of the quality of the student'sstudent'sperformanceperformance
Outcomes-based Teaching and Learning using Outcomes-based Teaching and Learning using Constructive AlignmentConstructive Alignment
There are four steps in designing such teaching:There are four steps in designing such teaching:
1.1. Describe Describe intended outcomesintended outcomes in the form of in the form of standardsstandards students are to attain.students are to attain.
2. 2. Create a Create a learning environmentlearning environment likely to bring about the likely to bring about the
intended outcomes. intended outcomes.
3.3. Use Use assessment tasksassessment tasks enabling you to judge if and how enabling you to judge if and how
well students’ performances meet the criteria.well students’ performances meet the criteria.
4.4. Transform these judgments into standard Transform these judgments into standard grading grading criteriacriteria..
Intended Learning Outcomes (ILOs) Intended Learning Outcomes (ILOs)
. Statements of what students are expected to be . Statements of what students are expected to be able to do as a result of engaging in the learning able to do as a result of engaging in the learning process (studying a subject/course/programme). process (studying a subject/course/programme). . Expressed from the students' perspective.. Expressed from the students' perspective.
. Expressed in the form of action verbs leading to . Expressed in the form of action verbs leading to observable and assessable behaviour. observable and assessable behaviour.
. Related to criteria for assessing student . Related to criteria for assessing student performance. performance.
To effectively define the ILOs, both the To effectively define the ILOs, both the contentcontent (breadth) and (breadth) and levels of understanding / performancelevels of understanding / performance (depth) should be (depth) should be identified. identified.
ILOsILOsContent areasContent areas(breadth)(breadth) What ?What ?
Levels of understanding / performance Levels of understanding / performance (depth) (depth) How well ?How well ?
The verbs in the ILOs …The verbs in the ILOs …
. It is useful to express ILOs by using appropriate . It is useful to express ILOs by using appropriate verbsverbs. .
.. The verbs in the ILOs identify the learning activities for The verbs in the ILOs identify the learning activities for achieving them.achieving them.
. Teaching is specifically aimed at . Teaching is specifically aimed at activatingactivating those verbs. those verbs.
. Assessment tasks cannot be satisfactorily completed unless the . Assessment tasks cannot be satisfactorily completed unless the same verbs that are in the ILOs are appropriately enacted same verbs that are in the ILOs are appropriately enacted (criterion-referenced). (criterion-referenced).
. Generic high level verbs include reflect, hypothesise, solve . Generic high level verbs include reflect, hypothesise, solve unseen complex problems, generate new alternatives. Such unseen complex problems, generate new alternatives. Such verbs would be used to define an A or B grade in meeting the verbs would be used to define an A or B grade in meeting the ILOs. Low level verbs such as describe, identify, memorize ILOs. Low level verbs such as describe, identify, memorize would be more frequent in defining C and D.would be more frequent in defining C and D.
Distinction between Teaching Objectives and Distinction between Teaching Objectives and Intended Learning Outcomes (ILOs) Intended Learning Outcomes (ILOs)
Teaching objective (for the teacher)Teaching objective (for the teacher)What the teacher intends to do.What the teacher intends to do.e.g.e.g. To develop students' proficiency in To develop students' proficiency in
communicative strategies. communicative strategies.
Intended learning outcomes (for the students)Intended learning outcomes (for the students)What the students are expected to be able do What the students are expected to be able do having developed proficiency in communication. Some having developed proficiency in communication. Some generic examples of ILOs could be:generic examples of ILOs could be:
e.g. e.g. 1. 1. ExplainExplain different strategies used in communication. different strategies used in communication. 2. 2. ApplyApply appropriate stategies in different modes of appropriate stategies in different modes of
communication.communication. 3. 3. ReflectReflect on and on and improveimprove own communicative strategies. own communicative strategies.
A Sample Set of Subject ILOsA Sample Set of Subject ILOs
Subject:Subject: Communicative strategiesCommunicative strategies
Aims:Aims: Develop appropriate communicative strategies Develop appropriate communicative strategies and improve students' general level of proficiency and improve students' general level of proficiency in Englishin English
Intended learning outcomes (some examples):Intended learning outcomes (some examples):
1.1. ExplainExplain different strategies used in communication. different strategies used in communication.2.2. ApplyApply appropriate strategies in different modes of appropriate strategies in different modes of communication. communication.3.3. ReflectReflect on and on and improveimprove own communicative strategies. own communicative strategies.
Steps in designing ILOsSteps in designing ILOs
1.1. Decide what kind of knowledge is to be taught - Decide what kind of knowledge is to be taught - declarativedeclarative or or functioning.functioning.
2.2. Select the content to be taught.Select the content to be taught.
3.3. Decide the levels of understanding the students are Decide the levels of understanding the students are expected to achieve for the different content topics. expected to achieve for the different content topics.
4.4. Have a workable number of ILOs. Higher levels ofHave a workable number of ILOs. Higher levels of ILOs may subsume some of the lower level ones. ILOs may subsume some of the lower level ones.
5.5. Deside if all the ILOs are of equal importance.Deside if all the ILOs are of equal importance.
6. Ensure a clear understanding and agreement of the 6. Ensure a clear understanding and agreement of the ILOs within the teaching team and other relevant ILOs within the teaching team and other relevant
parties.parties.
7. Communicate the ILOs to the students.7. Communicate the ILOs to the students.
Distinguish the Distinguish the kindkind of knowledge you want of knowledge you want
DeclarativeDeclarative knowledge:knowledge:.. Knowing Knowing aboutabout things. things.. Knowledge we can declare to someone in writing or . Knowledge we can declare to someone in writing or
telling.telling.
FunctioningFunctioning knowledgeknowledge::. . Knowledge we Knowledge we put to workput to work in solving a physics in solving a physics problem, analysing a case study, designing a problem, analysing a case study, designing a building, making an argument, writing an essay.building, making an argument, writing an essay.
Some vague ILO verbsSome vague ILO verbs
AppreciateAppreciateBecome aware of Become aware of Familiarise withFamiliarise withKnowKnowLearn aboutLearn aboutRecognizeRecognizeUnderstandUnderstand
How do these verbs manifest themselves in How do these verbs manifest themselves in terms of change of behaviour / performance? terms of change of behaviour / performance?
The SOLO Taxonomy with The SOLO Taxonomy with sample verbs indicating levels of understandingsample verbs indicating levels of understanding
CompetenceCompetence
Prestructural Unistructural Multistructural Relational Extended AbstractPrestructural Unistructural Multistructural Relational Extended Abstract
one relevant several relevant integrated into generalized to one relevant several relevant integrated into generalized to aspect independent aspects a structure new domainaspect independent aspects a structure new domain
IdentifyIdentifyNameNameFollow simpleFollow simple procedureprocedure
CombineCombineDescribeDescribeEnumerateEnumeratePerform serial skillsPerform serial skillsListList
AnalyzeAnalyzeApplyApplyArgueArgueCompare/Compare/ contrastcontrastCriticizeCriticizeExplain causesExplain causesRelateRelateJustifyJustify
CreateCreateFormulateFormulateGenerateGenerateHypothesizeHypothesizeReflectReflectTheorizeTheorize
IncompetenceIncompetence
FailFailIncompetentIncompetentMisses pointMisses point
. . . .. . . .
Levels of Understanding / performanceLevels of Understanding / performance
Some examples:Some examples:
Unistructural Unistructural identify, name, state (a principle), selectidentify, name, state (a principle), select
MultistructuralMultistructural combine, collate, describe, extract, give combine, collate, describe, extract, give an account of, list, present, report onan account of, list, present, report on
RelationalRelational analyze, apply, argue, compare/contrast, analyze, apply, argue, compare/contrast, criticize, discuss, explain, justify, criticize, discuss, explain, justify,
organize, relate organize, relate
Extended abstractExtended abstract create, formulate, generate, hypothesize,create, formulate, generate, hypothesize,reflect, theorizereflect, theorize
* Some of the lower levels could be subsumed into the higher * Some of the lower levels could be subsumed into the higher levels. E.g. To levels. E.g. To applyapply appropriate communicative strategies appropriate communicative strategies in reading and writing to different tasks will subsume the lower in reading and writing to different tasks will subsume the lower level ILOs such as level ILOs such as identifyidentify, , namename and and selectselect..
Levels of ILOsLevels of ILOs
Course/ProgrammeCourse/Programme level levelWhat are the intended learning outcomes for students enrolled What are the intended learning outcomes for students enrolled
in the course/programme?in the course/programme?
SubjectSubject level levelWhat are the intended learning outcomes for students taking a What are the intended learning outcomes for students taking a
particular subject at a particular stage of the course/programme?particular subject at a particular stage of the course/programme?
Course ILOsCourse ILOs
These are the intended learning outcomes of students These are the intended learning outcomes of students enrolled in a particular course.enrolled in a particular course.
.. What are the content areas which students need to What are the content areas which students need to master to become a competent professional upon master to become a competent professional upon
completion of the course?completion of the course?
.. What are the levels of understanding / performance What are the levels of understanding / performance students are expected to achieve in those content students are expected to achieve in those content
areas?areas?
.. Consider what is a realistic number of course ILOs.Consider what is a realistic number of course ILOs.
Subject ILOsSubject ILOs
These are the intended learning outcomes of students These are the intended learning outcomes of students taking a particular subject.taking a particular subject.
.. What are the content areas that students need to What are the content areas that students need to learn in the subject?learn in the subject?
.. What are the levels of understanding / performance What are the levels of understanding / performance students are expected to achieve in those content students are expected to achieve in those content
areas?areas?
.. Consider what is a realistic number of subject ILOs Consider what is a realistic number of subject ILOs (ideally no more than five).(ideally no more than five).
.. Consider if all the ILOs are of equal importance.Consider if all the ILOs are of equal importance.
Exercise 1 - Writing Subject ILOsExercise 1 - Writing Subject ILOs
Refer to one of the subjects you are teaching and Refer to one of the subjects you are teaching and
.. review the existing objectives in relation to content, kind of knowledge and review the existing objectives in relation to content, kind of knowledge and levels of understanding / perofrmance. levels of understanding / perofrmance.
. identify any areas requiring revision.. identify any areas requiring revision.
. rewrite the subject objectives in ILO format,. rewrite the subject objectives in ILO format,
.. consider if the ILOs are of equal importance.consider if the ILOs are of equal importance.
Subject ILOsSubject ILOs Content Content Kind of Kind of Levels of understanding / Levels of understanding /
knowledge knowledge performance performance
Alignment of Course and Subject ILOsAlignment of Course and Subject ILOs
After you have designed your subject ILOs, consider if After you have designed your subject ILOs, consider if
the subject ILOs appropriately address the course ILOs.the subject ILOs appropriately address the course ILOs.
You may need to consider the different weightings of the You may need to consider the different weightings of the subject ILOs.subject ILOs.
Exercise 2 - Alignment of Course and Subject ILOsExercise 2 - Alignment of Course and Subject ILOs
Consider if the ILOs of your subject in Exercise 1 Consider if the ILOs of your subject in Exercise 1 address any of the course ILOs.address any of the course ILOs.
Course ILOsCourse ILOs
1.1. Are they aligned?Are they aligned?2.2. Do the subject ILOs appropriately address the course ILOs?Do the subject ILOs appropriately address the course ILOs?3. Is the weighting appropriate?3. Is the weighting appropriate?
Subject ILOsSubject ILOs
After you have completed the pre-workshop After you have completed the pre-workshop exercises, exercises,
1.1. select one group member to share your select one group member to share your ideas at the workshop, and ideas at the workshop, and 2.2. jot down any issues that you would like to jot down any issues that you would like to
bring up for discussion at the workshop. bring up for discussion at the workshop.