Learning Outcomes Andy Gibbs

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Transcript Learning Outcomes Andy Gibbs

Learning Outcomes, Qualification
Frameworks, Goals, Cycles, Levels,
Credit, Workload, Profiles
Andy Gibbs
Bishkek 2011
Dublin Descriptors
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Qualifications that signify completion of the first cycle are awarded to students
who;
have demonstrated knowledge and understanding in a field of study that builds
upon and their general secondary education, and is typically at a level that, whilst
supported by advanced textbooks, includes some aspects that will be informed by
knowledge of the forefront of their field of study;
can apply their knowledge and understanding in a manner that indicates a
professional approach to their work or vocation, and have competencies typically
demonstrated through devising and sustaining arguments and solving problems
within their field of study;
have the ability to gather and interpret relevant data (usually within their field of
study) to inform judgements that include reflection on relevant social, scientific or
ethical issues;
can communicate information, ideas, problems and solutions to both specialist
and non-specialist audiences;
have developed those learning skills that are necessary for them to continue to
undertake further study with a high degree of autonomy
Learning Outcomes are
the building blocks of
Higher Education
Reform
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What do I need to know?
• What are Learning Outcomes?
• How do I write Module Learning Outcomes
and Programme Learning Outcomes?
• How do I link Learning Outcomes, Teaching
and Learning Activities and Assessment?
(LOLA)
Definition
Learning outcomes are statements of what a
student should know, understand and/or be able to
demonstrate after completion of a process of
learning
• The learning activity could be, for example, a lecture, a
module or an entire programme.
• Learning outcomes must be realistic
• Learning outcomes must be simply and clearly described.
• Learning outcomes must be capable of being assessed.
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1. Knowledge - ability to recall or remember
facts without necessarily understanding them
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
1. Knowledge
• Use action verbs like:
Arrange, collect, define,
describe, duplicate,
enumerate, examine,
find, identify, label, list,
memorise, name, order,
outline, present, quote,
recall, recognise,
recollect, record,
recount, relate, repeat,
reproduce, show, state,
tabulate, tell.
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Examples: Knowledge
• Recall genetics terminology: homozygous, heterozygous, phenotype,
genotype, homologous chromosome pair, etc.
• Identify and consider ethical implications of scientific investigations.
• Describe how and why laws change and the consequences of such
changes on society.
• List the criteria to be taken into account when caring for a patient with
tuberculosis.
• Define what behaviours constitute unprofessional practice in the
solicitor – client relationship.
• Outline the history of the Celtic peoples from the earliest evidence to
the insular migrations.
• Describe the processes used in engineering when preparing a design
brief for a client.
• Recall the axioms and laws of Boolean algebra.
Also note affective and psychomotor domains
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Learning Outcomes
• The ECTS credit system is the common currency for
education.
• Learning Outcomes are the common language for
education.
• Facilitate comparability across the various systems in
different countries.
• Facilitate diversity – formal learning, informal
learning, life long learning, etc.
• The term “competency” is commonly used to point
the learner in the general direction but caution must
be exercised when using this term.
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The challenge of beginning the task of
writing
Learning Outcomes
• It is vital that learning outcomes are clearly written and understood
• focus on what you expect students to be able to demonstrate upon
completion of the module or programme.
Avoid complicated sentences. If necessary use one than one sentence to
ensure clarity.
General recommendation: 5 – 8 learning outcomes per module.
• Avoid certain words……….
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Writing learning outcomes
Begin each outcome with an active verb?
avoid terms like know, understand, learn, be familiar
with, be exposed to, be acquainted with, be aware of
and appreciate?
included learning outcomes across the range of levels
of Bloom’s Taxonomy?
Are my outcomes observable and measurable?
Do all the outcomes fit within the aims and content
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• Constructive alignment is the deliberate linking within
curricula of aims, learning outcomes, learning and teaching
activities and assessment.
• Learning Outcomes state what is to be achieved in
fulfilment of the aims.
• Learning activities should be organised so that students will
be likely to achieve those outcomes.
• Assessment must be designed such that students are able
to demonstrate that they have met the learning outcomes.
• Constructive alignment is just a fancy name for “joining up
the dots”.
(Morss and Murray, 2005)
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LOLA
• Clearly define the learning outcomes.
• Select teaching and learning methods that are
likely to ensure that the learning outcomes are
achieved.
• Choose a technique or techniques to assess
the achievement of the learning outcomes.
• Assess the learning outcomes and check to
see how well they match with what was
intended