Transcript learning outcomes

Outcomes-Based Programme
Development and Quality Assurance at
Masaryk University
Soňa Basovníková
Jiří Nantl
DECOWE International Conference
24 – 26 September 2009, Ljubljana, Slovenia
Outcomes-Based Programme Development and Quality
Assurance at Masaryk University
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Trends in Tertiary Education: Why do we introduce
Qualifications Framework and Learning Outcomes?
overall move towards universal higher education
changes in students structure
changes in structure of higher education study
programmes
various perceptions on purposes and content of higher
education in general
growing demands of public authorities on accountability
and possibility to assess and measure higher education‘ s
outcomes
internationalization and mobility
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Qualification, qualification frameworks, learning
outcomes:
Qualification - a formal certification of learning
outcomes achieved.
Qualification frameworks – generic description of
competencies/learning outcomes that a student must
demonstrate in order to reach a qualification.
learning outcomes - statements of what a learner is
expected to know, understand and/or be able to
demonstrate after a completion of a process of learning
(e.g. course, module, programme)
Adelman C. Bologna Process For US Eyes. 2009
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Assurance at Masaryk University
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Qualifications framework
A „warranty“ of higher education (C. Adelman):
Students must demonstrate to the HEI that they have
achied the intended learning outcomes
Institutions must demonstrate to the government that
their students have demonstrated the achievement of
intended learning outcomes
It is designed not only for HE institutions,
academic staff, and students, but also the
government and general public
A tool for understanding what the higher education is
meant to be about
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Role of academic staff in the use of qualification
frameworks
Academic staff has an irreplaceable responsibility
for creation, development and assessment of study
programmes:
they formulate objectives of the study programme and
translate them into measurable learning outcomes
they choose corresponding teaching methods
and they assess students‘ performance
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Programme‘s objectives/aims
vs. learning outcomes (1/2)
Programme‘s objectives are broad general statements comprising:
philosophy, values, and theoretical-methodological background
of the discipline;
identification of those students for which study programme is
suitable;
graduates profile and their main characteristics; possibilities of
employment
Programme‘s objectives should be formulated in language
comprehensible for prospective students and their parents.
Usually their are not measurable.
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Programme‘s objectives/aims
vs. learning outcomes (2/2)
Learning outcomes (LOs) represent operationalization
of programme‘s objectives/aims
They are formulated with „active verbs“ (Bloom‘s
taxonomy)
LOs are measurable
There is an alignment among LOs, teaching and leaning
methods, and assessment
Intended LOs refer to minimum threshold
requirements on students (how well student fulfil these
requirement is reflected in assessment criteria and
grading scale)
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Advantages of learning outcomes:
help students to reflect their own learning and therefore learn more
effectively
help teachers to tell students more precisely what is expected from
them
provide information to prospective students and employers about key
graduates competencies
facilitate comparison of individual study programmes for purposes of
international recognition
together with the criterion of workload enable to determine credit
value of a given period of study
clearly define study programme for purposes of accreditation and
evaluation
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Assurance at Masaryk University
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Formulating learning outcomes (1/4)
They should be formulated as a result of an explicit
agreement of concerned academic community and their
idea about study content and typical graduate
They should take into consideration trends in a given
discipline and expectations of the society
Decision on what won‘t be included in the curriculum
is as much important as a decisions on what will be the
content
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Assurance at Masaryk University
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Formulating learning outcomes(2/4)
LOs represent measurable knowledge, understanding
or abilities which are the object of assessment
LOs are designed on two levels: programme and
course
LOs do not have to (and cannot) cover everything
what student will learn during period of study
Each compulsory course should contribute to one of
study programme‘ s learning outcome
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How formulate learning outcomes (3/4)
Begin each LO with an action verb, followed by the object of the verb
followed by a phrase that gives the context.
Use only one verb per LO, avoid complicated sentences.
Avoid vague terms like know, understand, learn…
Ensure that the LOs of the course relate to the overall outcomes of the
programme.
LOs must be observable and measurable and capable of being assessed.
Ask yourself if it is realistic to achieve the LOs within the time and resources
available.
Before finalising the LOs, ask your colleagues and possibly former students if
the learning outcomes make sense to them.
Kennedy, Hyland, Ryan: "Writing and Using Learning Outcomes: a Practical Guide"
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Alignment of the study programme‘s objectives and course‘s
structure:
Alignment to the
structure of courses
Choose appropriate
teaching and
assessment
methods
Formulation of
study programme‘s
objectives
Formulation of
learning outcomes
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Assurance at Masaryk University
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Study programme‘s assessment at Masaryk University:
Study programme‘s assessment is part of studentcentered approach
Programme level assessment covers not only academic
quality but also sustainability of the programme, and its
contribution to the profile and mission of the university
Part of the university strategy since 2005, pilot projects in
2008, a university-wide approach since 2009
A continual process involving all the academic staff (no
bureaucratic exercise)
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Principles of study programme‘s assessment
Formative assessment – each programme should be given
feedback so as to enable improvement. There should be no
„ranking“ or „rating“ of programmes within university.
Non-bureaucratic approach – quality assurance and
monitoring are an integral part of academic staff job description
(under university regulations since 2008)
Balanced assessment – the self assessment report by the
programme is reviewed by a group of external examiners
(graduates, employers, and academic colleagues)
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Process of study programme evaluation (1/5)
Self-evaluation report contains:
Strategic goals: strategy of study programmes‘ s
development for next 5 years (human and material
resources, competitiveness, etc.)
Educational goals: what a graduate is expected to
know, understand and/or be able to demonstrate after a
completion of a process of learning
Self-assessment report is to reflect strenghts, weaknesses,
opportunities and threats to the programme, using the
SWOT analysis technique
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Process of study programme evaluation(4/5)
Self-assessment report is subject to a review by
group of external examiners:
An academic colleague outside the university (or,
exceptionally, from outside the faculty involved)
A graduate (or, exceptionally, a student)
An employer
A representative of the university leadership (vice rector,
or a member of the Study Programmes Board)
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Process of study programme evaluation (5/5)
At the end of the assessment procedure, a joint meeting
of the self-assessment team and external examiner
enables the fair exchange of views
Pilot projects in 2008 showed that many academic staff
sought support from external examiners views to
foster curricular and didactic changes unpopular with the
rest of the faculty
Final recommendation submitted to the faculty
management should be, as far as possible, based upon
understanding between the self-assessment team and
external examiner
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Benefits of study programme`s assesment
Increased transparency of the study programme: helps
students to follow learning process and academic staff to
clear up their aims
Verification of study programme‘s consistency and
logics – identification of possible gaps or overlaps
Setting strategic goals for study programmes
Not a ranking but focus on reflection, recommendations
for development and improvement
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Thank you for your attention
Soňa Basovníková
Head, Office for Strategy
[email protected]
Jiří Nantl
Chief Legal and Policy Officer
[email protected]
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Assurance at Masaryk University
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