Transcript KISSING FROGS - Jagiellonian University

LEARNING OUTCOMES
Educating for the 21st Century
Bill Byers
“Oh no sir. I said that I’d taught him to talk, I
didn’t say that he’d learnt.”
Programme Specification
• Describes important features of a
programme of study for the purposes of
quality assurance and provision of
information to students and employers.
• Likely to be written in relationship to
subject benchmarks and requirements
of professional bodies.
Teaching and learning are not synonymous:
we can teach–and teach well–without having
the students learn
George Bodner (1986)
A working definition
Learning outcomes are statements of
what a learner is expected to know,
understand and/or be able to
demonstrate after completion of a
specified period of learning.
Programme
A period of study leading to an
award, normally made up of a
number of modules.
Module
A separately assessed block of
learning which earns credit when
successfully completed.
Advantages of Learning
Outcomes
• Increase transparency
• Facilitate comparability
• Enhance employability and mobility
An Outcomes-Based Approach can
increase the flexibility of course
provision.
Widen Access
Accredit Prior Learning
Accredit Work-Based Learning
Facilitate variety of progression routes
Module Design
Traditional Approach
Learning Outcomes
Write Syllabus
Write LO’s
Plan Teaching
Select Assessment
Select Assessment
Plan Teaching
Teacher and student perspectives
regarding assessment
Learning outcomes should:
- be written in the future tense;
- identify important learning requirements;
- be achievable and assessable;
- use clear language easily understandable
to students.
Writing Learning Outcomes
A learning outcome should contain a
STEM, such as
‘A successful student should be able to’,
and an ACTION VERB, such as,
identify, select, critically evaluate etc’.
Level Descriptors
Generic statements describing the
characteristics and context of the
learning expected at each level,
thus enabling learning outcomes,
assessment criteria and credit to be
assigned at the appropriate level.
The level of a module is indicative of the
relative demand, complexity, depth of
study and learner autonomy.
Level
1
2
3
4
5
Qualification
Certificate (Year 1)
Diploma (Year 2)
Hons Degree (Year 3)
Masters Degree
Taught Doctorate
Learning outcomes should be set at the
level of learning that students are at and
must be achievable by students within the
time available.
LEVEL
KNOWLEDGE BASE
1
given factual and conceptual
base with emphasis on the
nature and terminology of the
field of study
3
comprehensive knowledge of
discipline with areas of in-depth
specialisation and an
awareness of the provisional
nature of knowledge.
Bloom’s Taxonomy
Knowledge
State
List
Find
Comprehension
Discuss
Classify
Identify
Application
Construct
Organize
Illustrate
Analysis
Order
Arrange
Characterize
Synthesis
Formulate
Assemble
Create
Evaluation
Justify
Grade
Relate
As learning outcomes are statements of
essential learning they indicate threshold
or pass/fail standards.
Grading students performance is a
separate operation.
Assessment
Learning outcomes describe minimum
standard required to pass a module or
course. Thus all required learning
outcomes must be assessed and the
assessment must facilitate grading of
passes.
Assessment
Action verbs that are not readily
assessed such as, KNOW, ADOPT,
APPRECIATE and UNDERSTAND
should be avoided and replaced by
verbs such as STATE, EXPLAIN,
DESCRIBE, DISTINGUISH, DESIGN,
DEMONSTRATE or CALCULATE.
Assessment Criteria
• Describe what the learner is required to
do in order to demonstrate that a
learning outcome has been achieved.
• Identify the evidence that will be used to
show that the required standard has
been met.
Describe the arrangement of the
elements in the periodic table and
identify and explain the various
relationships that can be found
between them.
Sketch the five ‘3d’ orbitals, predict
how these will be split in compounds
of various geometries, and hence
explain the spectroscopic and
magnetic properties of transition
metal complexes.
Solve unfamiliar qualitative,
quantitative and open-ended
problems by developing a strategy
and identifying relevant data.
Identify and articulate his/her
own professional strengths
weaknesses, preferences,
aspirations and goals, and
devise strategies to achieve
these stated goals
Hierarchy of Contexts for
Programme Design
•
•
•
•
•
Level descriptors
Learning outcomes
Assessment criteria
Assessment procedures
Teaching strategies
Plan for developing a module based on
learning outcomes
Insanity: doing the same thing
over and over again and
expecting different results.
Albert Einstein