Developing an effec tive Developing an effec tive c our c our c our c our se outc omes se outc omes se outc omes se outc omes Pr Pr of Dr of Dr Shahr Shahr in Mohammad in Mohammad Dir Dir ec tor ec tor of Ac ademic Quality of Ac ademic Quality Univer siti T eknologi Malaysia 16th Mac 2007 At the end of this workshop, At the end of this workshop, the participants are able to the participants are able to describe orally the importance of developing an effective course describe orally the importance of developing an effective course outcomes outcomes link between the course learning outcomes and the programme link between the course learning outcomes and the programme outcomes outcomes write effective learning outcomes for different taxonomy level of write effective learning outcomes for different taxonomy level of write effective learning outcomes for different taxonomy level of write effective learning outcomes for different taxonomy level of the cognitive, psychomotor and affective domains based on 3 the cognitive, psychomotor and affective domains based on 3 components components 2 1
effec tive lear effec tive lear ning outc omes ning outc omes � Wr ite an effec tive lear ning outc omes that inc lude lower and higher or der c ognitive skills for a one-semester c our se. � develop lear ning outc omes that show the inc or inc or por por ation of affec tive and psyc homotor ation of affec tive and psyc homotor skills skills thr ough the c ontent ar ea of the c our se. � analyse and evaluate lear ning outc omes, and make suggestions for impr ovement. 3 Course Outline Course Outline Reflections Reflections What is learning outcome What is learning outcome Mapping course learning outcomes with the programme Mapping course learning outcomes with the programme outcomes outcomes Learning outcomes considering 3 domains of educational Learning outcomes considering 3 domains of educational Learning outcomes considering 3 domains of educational Learning outcomes considering 3 domains of educational goals and taxonomy level goals and taxonomy level How to write an effective learning outcomes How to write an effective learning outcomes 4 2
Five Guiding Principles Five Guiding Principles - - Revisited Revisited 1. 1. People learn best when they understand what they’re People learn best when they understand what they’re supposed to know and why they need to know it supposed to know and why they need to know it The message • Write clear learning outcomes for all critical g knowledge and skills • Establish real-world context for all new course materials (eg PBL) 5 Five Guiding Principles Five Guiding Principles - - Revisited Revisited 2. 2. All knowledge and skills defined in program outcomes are All knowledge and skills defined in program outcomes are best learned through intergration in engineering class best learned through intergration in engineering class The message • Put both technical and non-technical skills (communication, ethics, contemporary issues) in required engineering courses, not just general education and electives 6 3
Five Guiding Principles Five Guiding Principles - - Revisited Revisited 3. 3. People learn by doing and reflecting, not watching and People learn by doing and reflecting, not watching and listerning listerning The message • Use active learning in addition to lecturing g g 7 Five Guiding Principles - Five Guiding Principles - Revisited Revisited 4. 4. Repetition throughout the curriculum leads to mastery by Repetition throughout the curriculum leads to mastery by graduation graduation The message • Spread experimental work, design work, p p , g , teamwork, presentation etc through entire curriculum 8 4
Five Guiding Principles Five Guiding Principles - - Revisited Revisited 5. 5. The assessment drives learning The assessment drives learning The message • If it’s important, assess it and make sure it counts 9 Definitions of L Definitions of L ear ear ning Outc omes ning Outc omes i.Learning outcomes are statements of what students know and can do as a result of their respective courses of study Councils for Higher Education Accredition Board of Directors, USA 2002 ii.A learning outcome is a statement of what a learner is expected to know, understand or be able p to do as a result of a learning process. Centre for the Advancement of Teaching and Learning, The Universty of Western Australia, 2004 . 10 5
What are Learning Outcomes? What are Learning Outcomes? Demonstrations, or performance reflects What the student knows. What the student can actually do with what they know. The student’s confidence and motivation in demonstrating what they know. They have implications for qualifications, curriculum design, teaching, learning and assessment, as well as quality assurance. 11 Outcomes Based Education? Outcomes Based Education focuses on student learning by: g y • Using learning outcome statements to make explicit what the student is expected to be able to know, understand or do; • Providing learning activities which will help the student to reach these outcomes; • Assessing the extent to which the student meets these outcomes through the use of explicit assessment criteria. 12 6
T he thr ee main stages in the T eac hing and L ear ning pr oc esses 3 domains of Taxonomy level educational goals (cognitive, psychomotor and affective) What do I want 1 1 my students to What TL activities do I Planning Learning be able to do as adopt to achieve the Outcomes a result of my stage intended LO? teaching? 2 Implementation stage 4 3 Can my students Assessment stage do what I want them to be able to do? 13 Why ar Why ar e lear e lear ning outc omes impor ning outc omes impor tant? tant? Learning outcomes are the most important section of your. They are essential because they: � define the type and depth of learning students are expected to achieve � provide an objective benchmark for formative, summative, and prior learning assessment � clearly communicate expectations to learners � clearly communicate graduates’ skills to the stakeholders � define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. � guide and organize the instructor and the learner. 14 7
Malaysian Qualification Agency Ministry of Higher Education 1 and the Engineering Accreditation Coucil, Board of Engineers 2 2 The Need for an Outcomes Approach for Continual Programme Improvement 15 EAC-BEM ACCREDITATION REQUIREMENTS IN A NUTSHELL STAKEHOLDER’S NE AND INSTITUTION LEADERSHIP, GOVERNANCE and QMS(C5) MISSION PROGRAMME POBJ and PO REVIEW FOR ST NAL DEVELOPMENT (S3 S4) DEVELOPMENT (S3,S4) EEDS TAKEHOLDER’S SATISFAC CQI(S4,C4,C5) FACILITIES (C4) CURRICULUM DESIGN ACADEMIC (C1) STAFF (C3) PO STUDENTS OUTPUT TEACHING AND LEARNING ASSESSMENT (GRADUATES) (C2) ACTIVITIES (C2,C3) (S3) FE EEDBACKS FROM CTION INTPUT INTPUT STAKEHOLDER S SUPPORTING UNIT AND STAFF(C2,C3) 16 8
Different Levels of Learning Outcomes Different Levels of Learning Outcomes Few years after Program Objectives Program Objectives Graduation – 4 to 5 years Graduation 4 to 5 years Programme Outcomes Upon graduation Course Outcomes Upon course completion Weekly/Topic Outcomes Upon weekly/topic completion 17 Relationships between CO’s, PO’s, PObj and compliance to the stakeholders Regulatory STAKEHOLDERS IHL Quality Industrires /Professional requirements Assurance Bodies JPT students… ….. etc OBJECTIVES PRORGRAME PObj-1 PObj-2 PObj-3 PObj-4 PObj-5 ….. etc PROGRAMME OUTCOMES PO-2 PO-3 PO-4 PO-5 PO-1 ….. etc OUTCOMES Course Course Course Course COURSE Course ….. etc LO-1 LO-2 LO-3 LO-4 LO-5 Management support and commitment 18 9
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