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Everything you need to know Everything you need to know about Writing and Using about Writing and Using Learning Outcomes Learning Outcomes! !

29 June 2012 29 June 2012 Ministry of Education and Higher Education, Ministry of Education and Higher Education, Beirut, Lebanon Beirut, Lebanon Dr Declan Kennedy, Dr Declan Kennedy, Department of Education, Department of Education, University College Cork University College Cork Ireland Ireland

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What are Learning What are Learning Outcomes? Outcomes?

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How do I write module How do I write module Learning Outcomes? Learning Outcomes?

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How do I write How do I write programme learning programme learning

• utcomes.
• utcomes.

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How are Learning How are Learning Outcomes and Outcomes and Competences related? Competences related?

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What are the benefits What are the benefits and potential problems and potential problems

• f Learning Outcomes?
• f Learning Outcomes?

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What are learning outcomes? What are learning outcomes?

Learning Outcomes are specific statements of what students Learning Outcomes are specific statements of what students should know and be able to do as a result of learning ( should know and be able to do as a result of learning (Morss Morss and and Murray, 2005) Murray, 2005) Learning outcomes are statements of what is expected that a Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning student will be able to DO as a result of a learning activity activity… ….(Jenkins and .(Jenkins and Unwin Unwin). ). Learning outcomes are explicit statements of what we want our Learning outcomes are explicit statements of what we want our students to know, understand or to be able to do as a result of students to know, understand or to be able to do as a result of completing our courses. (Univ. New South Wales, Australia) completing our courses. (Univ. New South Wales, Australia) “ “Learning outcomes are statements that specify what learners will Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcom know or be able to do as a result of a learning activity. Outcomes es are usually expressed as knowledge, skills or attitudes are usually expressed as knowledge, skills or attitudes” ”. (American . (American Association of Law Libraries). Association of Law Libraries). Learning outcomes are an explicit description of what a learner Learning outcomes are an explicit description of what a learner should know, understand and be able to do as a result of learnin should know, understand and be able to do as a result of learning. g. (Learning and Teaching Institute, Sheffield Hallam University) (Learning and Teaching Institute, Sheffield Hallam University)

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Working Definition Working Definition

Learning outcomes are statements of what a Learning outcomes are statements of what a student should know, understand and/or be student should know, understand and/or be able to demonstrate after completion of a able to demonstrate after completion of a process of learning process of learning

The learning activity could be, for example, a lecture, a The learning activity could be, for example, a lecture, a module or an entire programme. module or an entire programme. Learning outcomes must not simply be a Learning outcomes must not simply be a “ “wish list wish list” ” of

• f

what a student is capable of doing on completion of the what a student is capable of doing on completion of the learning activity. learning activity. Learning outcomes must be simply and clearly Learning outcomes must be simply and clearly described. described. Learning outcomes must be capable of being validly Learning outcomes must be capable of being validly assessed. assessed.

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Aims and Objectives

The Aim of a module or programme is a broad general statement of teaching intention, i.e. it indicates what the teacher intends to cover in a programme, module or learning activity. Example of aim: To give students an introduction to organic chemistry The objective of a module or programme is a specific statement of teaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover. Examples of objectives:

• 1. Give students an appreciation of the unique nature of carbon and it ability to

bond to other carbon atoms.

• 2. To give students an understanding of the concept of hybridisation.
• 3. To ensure that students know some characteristic properties of alkanes and

alcohols.

• 4. To make students familiar with a range of families of organic compounds:

alkanes, alcohols, carboxylic acids and esters.

Aims are general and long term and refer to a series of lectures or unit of work (module). Objectives are more specific and short term.

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From the definition of Learning Outcome we see: From the definition of Learning Outcome we see: Emphasis on the learner. Emphasis on the learner. Emphasis on the learner Emphasis on the learner’ ’s ability to do something. s ability to do something.

Focus on teaching Focus on teaching – – aims aims and objectives and use of and objectives and use of terms like terms like know, know, understand, be familiar with. understand, be familiar with. Outcomes: Focus on what we want Outcomes: Focus on what we want the student to be able to do the student to be able to do -

• use of

use of terms like define, list, name, recall, terms like define, list, name, recall, analyse, calculate, design, etc. analyse, calculate, design, etc.

• Aims: Give broad purpose or general intention of the module.
• Objectives: Information about what the teaching of the module hopes to

achieve.

• Learning outcomes are not designed to replace the traditional way of

describing teaching and learning but to supplement it.

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‘We underline the importance of curricula reform leading to qualifications better suited both to the needs of the labour market and to further study. Efforts should concentrate in future on removing barriers to access and progression between cycles and on proper implementation of ECTS based on learning outcomes and student workload.’ ‘Qualifications frameworks are important instruments in achieving comparability and transparency within the EHEA and facilitating the movement of learners within, as well as between, higher education

• systems. They should also help HEIs to develop modules and study

programmes based on learning outcomes and credits, and improve the recognition of qualifications as well as all forms of prior learning.’ ‘We urge institutions to further develop partnerships and cooperation with employers in the ongoing process of curriculum innovation based on learning outcomes.’ ‘With a view to the development of more student-centred, outcome- based learning, the next [Stocktaking] exercise should also address in an integrated way national qualifications frameworks, learning

• utcomes and credits, lifelong learning, and the recognition of prior

learning.’ London Communiqué 2007

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Bologna Process: Bologna Process:

As a step towards achieving greater As a step towards achieving greater clarity in the description of clarity in the description of qualifications, by 2010 all modules qualifications, by 2010 all modules and programmes in third level and programmes in third level institutions throughout the European institutions throughout the European Union must be written in terms of Union must be written in terms of learning outcomes. learning outcomes. “ “Learning outcomes represent one of Learning outcomes represent one of the essential building blocks for the essential building blocks for transparency within higher education transparency within higher education systems and qualifications systems and qualifications” ”

• Bologna Working Group, p.18

(December 2004) Major contribution of exemplar material from staff taking “Postgraduate Certificate / Diploma in Teaching and Learning at Higher Education”. Staff training in UCC – lunchtime session and setting up of “Postgraduate Certificate / Diploma in Teaching and Learning at Higher Education”.

Send e-mail to d.kennedy@ucc.ie Copy will be posted to you

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Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Competences, Bologna Handbook, Introducing Bologna Objectives an Competences, Bologna Handbook, Introducing Bologna Objectives and Tools, d Tools, B2.3 B2.3-

• 3, 1

3, 1 – – 18. 18.

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European Credit Transfer and Accumulation System (ECTS)

The European Credit Transfer System (ECTS) was initially The European Credit Transfer System (ECTS) was initially set up in 1989 as a pilot scheme within the framework of the set up in 1989 as a pilot scheme within the framework of the Erasmus programme. Erasmus programme. Its aim at that time was to facilitate the recognition of study Its aim at that time was to facilitate the recognition of study periods undertaken abroad by mobile students through the periods undertaken abroad by mobile students through the transfer of credits. transfer of credits. A credits system is a systematic way of describing an A credits system is a systematic way of describing an educational programme by allocating a certain value (credits) educational programme by allocating a certain value (credits) to each module of the programme to describe the student to each module of the programme to describe the student workload required to complete the module. workload required to complete the module. Mobility to Accumulation. Bologna Process has developed Bologna Process has developed the ECTS system from simply being a system for recognising the ECTS system from simply being a system for recognising study at foreign institutions into a Credit Transfer and study at foreign institutions into a Credit Transfer and Accumulation System. This takes ALL learning into account Accumulation System. This takes ALL learning into account – – not just study in other countries. not just study in other countries. Hence, ECTS now stands for Hence, ECTS now stands for “ “European Credit Transfer and European Credit Transfer and Accumulation System Accumulation System” ”. .

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How do I write Learning How do I write Learning Outcomes? Outcomes?

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Benjamin Bloom Benjamin Bloom (1913 (1913 – – 1999) 1999)

He looked on learning as a He looked on learning as a process process – – we build upon our former we build upon our former learning to develop more complex levels of learning to develop more complex levels of understanding understanding Carried out research in the development of Carried out research in the development of classification of levels of thinking behaviours in the classification of levels of thinking behaviours in the process of learning. PhD University of Chicago in process of learning. PhD University of Chicago in 1942. 1942. Worked on drawing up levels of these thinking Worked on drawing up levels of these thinking behaviours from the simple recall of facts at the lowest behaviours from the simple recall of facts at the lowest level up to evaluation at the highest level. level up to evaluation at the highest level.

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Bloom Bloom’ ’s Taxonomy of s Taxonomy of Educational Objectives Educational Objectives

Bloom Bloom’ ’s taxonomy (1956) is a very useful aid to s taxonomy (1956) is a very useful aid to writing learning outcomes. writing learning outcomes. The taxonomy consists of a hierarchy of The taxonomy consists of a hierarchy of increasingly complex processes which we want increasingly complex processes which we want

• ur students to acquire.
• ur students to acquire.

Provides the structure for writing learning Provides the structure for writing learning

• utcomes
• utcomes

Bloom Bloom’ ’s Taxonomy is frequently used by s Taxonomy is frequently used by teachers in writing learning outcomes as it teachers in writing learning outcomes as it provides a ready made structure and list of provides a ready made structure and list of verbs. verbs.

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Bloom (1956) proposed that knowing is composed of six successive levels arranged in a hierarchy.

• 1. Knowledge
• 2. Comprehension
• 3. Application

4.Analysis

• 5. Synthesis
• 6. Evaluation

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This area is commonly called the cognitive (“knowing” or “thinking”) domain (involving thought processes). Bloom suggested certain verbs that characterise the ability to demonstrate these processes. These verbs are the key to writing learning outcomes. The list of verbs has been extended since his

• riginal publication.

The The “ “toolkit toolkit” ” for writing learning outcomes! for writing learning outcomes!

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• 1. Knowledge
• 1. Knowledge -
• ability to recall or

ability to recall or remember facts without necessarily remember facts without necessarily understanding them understanding them

Use action verbs like: Use action verbs like: Arrange, collect, define, Arrange, collect, define, describe, duplicate, describe, duplicate, enumerate, examine, enumerate, examine, find, identify, label, list, find, identify, label, list, memorise, name, order, memorise, name, order,

• utline, present, quote,
• utline, present, quote,

recall, recognise, recall, recognise, recollect, record, recollect, record, recount, relate, repeat, recount, relate, repeat, reproduce, show, state, reproduce, show, state, tabulate, tell. tabulate, tell.

• 1. Knowledge
• 2. Comprehension
• 3. Application

4.Analysis

• 5. Synthesis
• 6. Evaluation

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Examples: Knowledge Examples: Knowledge

Recall Recall genetics terminology: homozygous, heterozygous, genetics terminology: homozygous, heterozygous, phenotype, genotype, homologous chromosome pair, etc. phenotype, genotype, homologous chromosome pair, etc. Identify Identify and consider ethical implications of scientific and consider ethical implications of scientific investigations. investigations. Describe Describe how and why laws change and the consequences how and why laws change and the consequences

• f such changes on society.
• f such changes on society.

List List the criteria to be taken into account when caring for a the criteria to be taken into account when caring for a patient with tuberculosis. patient with tuberculosis. Define Define what behaviours constitute unprofessional practice what behaviours constitute unprofessional practice in the solicitor in the solicitor – – client relationship. client relationship. Outline the history of the Celtic peoples from the earliest Outline the history of the Celtic peoples from the earliest evidence to the insular migrations. evidence to the insular migrations. Describe Describe the processes used in engineering when the processes used in engineering when preparing a design brief for a client. preparing a design brief for a client. Recall the axioms and laws of Boolean algebra. Recall the axioms and laws of Boolean algebra.

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• 2. Comprehension
• 2. Comprehension -
• ability to

ability to understand and interpret learned understand and interpret learned information information

Use action verbs like: Use action verbs like:

Associate, change, clarify, Associate, change, clarify, classify, construct, classify, construct, contrast, convert, decode, contrast, convert, decode, defend, describe, defend, describe, differentiate, discriminate, differentiate, discriminate, discuss, distinguish, discuss, distinguish, estimate, explain, estimate, explain, express, extend, express, extend, generalise, identify, generalise, identify, illustrate, indicate, infer, illustrate, indicate, infer, interpret, locate, predict, interpret, locate, predict, recognise, report, restate, recognise, report, restate, review, select, solve, review, select, solve, translate. translate.

• 1. Knowledge
• 2. Comprehension
• 3. Application

4.Analysis

• 5. Synthesis
• 6. Evaluation

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Examples: Comprehension Examples: Comprehension

Differentiate Differentiate between civil and criminal law between civil and criminal law Identify Identify participants and goals in the development of electronic participants and goals in the development of electronic commerce. commerce. Discuss Discuss critically German literary texts and films in English. critically German literary texts and films in English. Predict Predict the genotype of cells that undergo meiosis and mitosis. the genotype of cells that undergo meiosis and mitosis. Translate Translate short passages of contemporary Italian. short passages of contemporary Italian. Convert number systems from hexadecimal to binary and vice versa Convert number systems from hexadecimal to binary and vice versa. . Explain Explain the social, economic and political effects of World War I on th the social, economic and political effects of World War I on the e post post-

• war world.

war world. Classify Classify reactions as exothermic and endothermic. reactions as exothermic and endothermic. Recognise Recognise the forces discouraging the growth of the educational the forces discouraging the growth of the educational system in Ireland in the 19th century. system in Ireland in the 19th century. Explain Explain the impact of Greek and Roman culture on Western civilisation. the impact of Greek and Roman culture on Western civilisation. Recognise Recognise familiar words and basic phrases concerning familiar words and basic phrases concerning themselves themselves… ….when people speak slowly and clearly. .when people speak slowly and clearly.

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• 3. Application: ability to use learned
• 3. Application: ability to use learned

material in new situations, e.g. put ideas material in new situations, e.g. put ideas and concepts to work in solving problems and concepts to work in solving problems

Use action verbs like: Use action verbs like: Apply, assess, calculate, Apply, assess, calculate, change, choose, complete, change, choose, complete, compute, construct, compute, construct, demonstrate, develop, demonstrate, develop, discover, dramatise, employ, discover, dramatise, employ, examine, experiment, find, examine, experiment, find, illustrate, interpret, illustrate, interpret, manipulate, modify, operate, manipulate, modify, operate,

• rganise, practice, predict,
• rganise, practice, predict,

prepare, produce, relate, prepare, produce, relate, schedule, select, show, schedule, select, show, sketch, solve, transfer, use. sketch, solve, transfer, use.

• 1. Knowledge
• 2. Comprehension
• 3. Application

4.Analysis

• 5. Synthesis
• 6. Evaluation

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Examples application Examples application

Construct Construct a timeline of significant events in the history of a timeline of significant events in the history of Australia in the 19 Australia in the 19th

th century.

century. Apply Apply knowledge of infection control in the maintenance of knowledge of infection control in the maintenance of patient care facilities. patient care facilities. Select Select and employ sophisticated techniques for analysing the and employ sophisticated techniques for analysing the efficiencies of energy usage in complex industrial processes. efficiencies of energy usage in complex industrial processes. Show Show proficiency in the use of vocabulary and grammar, as proficiency in the use of vocabulary and grammar, as well as the sounds of the language in different styles well as the sounds of the language in different styles… ….. .. Relate Relate energy changes to bond breaking and formation. energy changes to bond breaking and formation. Modify Modify guidelines in a case study of a small manufacturing guidelines in a case study of a small manufacturing firm to enable tighter quality control of production. firm to enable tighter quality control of production. Show Show how changes in the criminal law affected levels of how changes in the criminal law affected levels of incarceration in Scotland in the 19th century. incarceration in Scotland in the 19th century. Apply Apply principles of evidence principles of evidence-

• based medicine to determine

based medicine to determine clinical diagnoses. clinical diagnoses.

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• 4. Analysis: ability to break down information
• 4. Analysis: ability to break down information

into its components, e.g. look for inter into its components, e.g. look for inter-

• relationships and ideas (understanding of

relationships and ideas (understanding of

• rganisational structure)
• rganisational structure)

Use action verbs like: Use action verbs like: Analyse, appraise, arrange, Analyse, appraise, arrange, break down, calculate, break down, calculate, categorise, classify, categorise, classify, compare, connect, contrast, compare, connect, contrast, criticise, debate, deduce, criticise, debate, deduce, determine, differentiate, determine, differentiate, discriminate, distinguish, discriminate, distinguish, divide, examine, divide, examine, experiment, identify, experiment, identify, illustrate, infer, inspect, illustrate, infer, inspect, investigate, order, outline, investigate, order, outline, point out, question, relate, point out, question, relate, separate, sub separate, sub-

• divide, test.

divide, test.

• 1. Knowledge
• 2. Comprehension
• 3. Application

4.Analysis

• 5. Synthesis
• 6. Evaluation

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Examples: Analysis Examples: Analysis

Analyse Analyse why society why society criminalises criminalises certain behaviours. certain behaviours. Compare Compare and contrast the different electronic business and contrast the different electronic business models. models. Categorise Categorise the different areas of specialised interest within the different areas of specialised interest within dentistry. dentistry. Debate Debate the economic and environmental effects of energy the economic and environmental effects of energy conversion processes. conversion processes. Identify Identify and and quantify quantify sources of errors in measurements. sources of errors in measurements. Calculate Calculate gradient from maps in m, km, % and ratio. gradient from maps in m, km, % and ratio. Critically Critically analyse analyse a broad range of texts of different genres a broad range of texts of different genres and from different time periods. and from different time periods. Compare Compare the classroom practice of a newly qualified the classroom practice of a newly qualified teacher with that of a teacher of 20 years teaching teacher with that of a teacher of 20 years teaching experience. experience. Calculate logical functions for coders, decoders and Calculate logical functions for coders, decoders and multiplexers. multiplexers.

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• 5. Synthesis
• 5. Synthesis -
• ability to put

ability to put parts together parts together

Use action verbs like: Use action verbs like:

Argue, arrange, assemble, Argue, arrange, assemble, categorise, collect, categorise, collect, combine, compile, combine, compile, compose, construct, compose, construct, create, design, develop, create, design, develop, devise, establish, explain, devise, establish, explain, formulate, generalise, formulate, generalise, generate, integrate, invent, generate, integrate, invent, make, manage, modify, make, manage, modify,

• rganise, originate, plan,
• rganise, originate, plan,

prepare, propose, prepare, propose, rearrange, reconstruct, rearrange, reconstruct, relate, reorganise, revise, relate, reorganise, revise, rewrite, set up, summarise. rewrite, set up, summarise.

• 1. Knowledge
• 2. Comprehension
• 3. Application

4.Analysis

• 5. Synthesis
• 6. Evaluation

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Examples: Synthesis Examples: Synthesis

Recognise Recognise and formulate problems that are amenable to and formulate problems that are amenable to energy management solutions. energy management solutions. Propose Propose solutions to complex energy management solutions to complex energy management problems both verbally and in writing. problems both verbally and in writing. Assemble sequences of high Assemble sequences of high-

• level evaluations in the

level evaluations in the form of a program. form of a program. Integrate concepts of genetic processes in plants and Integrate concepts of genetic processes in plants and animals. animals. Summarise Summarise the causes and effects of the 1917 Russian the causes and effects of the 1917 Russian revolutions. revolutions. Relate Relate the sign of enthalpy changes to exothermic and the sign of enthalpy changes to exothermic and endothermic reactions. endothermic reactions. Organise Organise a patient education programme. a patient education programme.

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• 6. Evaluation: Ability to judge value
• 6. Evaluation: Ability to judge value
• f material for a given purpose
• f material for a given purpose

Use action verbs like: Use action verbs like: Appraise, ascertain, argue, Appraise, ascertain, argue, assess, attach, choose, assess, attach, choose, compare, conclude, compare, conclude, contrast, convince, contrast, convince, criticise, decide, defend, criticise, decide, defend, discriminate, explain, discriminate, explain, evaluate, interpret, judge, evaluate, interpret, judge, justify, measure, predict, justify, measure, predict, rate, recommend, relate, rate, recommend, relate, resolve, revise, score, resolve, revise, score, summarise, support, summarise, support, validate, value. validate, value.

• 1. Knowledge
• 2. Comprehension
• 3. Application

4.Analysis

• 5. Synthesis
• 6. Evaluation

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Examples: Evaluation Examples: Evaluation

Assess the importance of key participants in Assess the importance of key participants in bringing about change in Irish history bringing about change in Irish history Evaluate marketing strategies for different Evaluate marketing strategies for different electronic business models. electronic business models. Appraise the role of sport and physical Appraise the role of sport and physical education in health promotion for young people. education in health promotion for young people. Predict the effect of change in temperature on Predict the effect of change in temperature on the position of equilibrium the position of equilibrium… … Summarise the main contributions of Michael Summarise the main contributions of Michael Faraday to the field of electromagnetic induction. Faraday to the field of electromagnetic induction.

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Bloom Revisited: Anderson and Krathwohl (2001)

Bloom (1956) Knowledge Comprehension Application Analysis Synthesis Evaluation Anderson and Krathwohl (2001) To remember To understand To apply To analyse To evaluate To create

Analysis, Synthesis, Evaluation – Higher Order Thinking Skills

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AFFECTIVE DOMAIN ( AFFECTIVE DOMAIN (“ “Feeling Feeling” ”) concerned ) concerned with value issues : involves attitudes. with value issues : involves attitudes.

Two other domains in Bloom Two other domains in Bloom’ ’s Taxonomy s Taxonomy

• 1. Receiving
• 2. Responding
• 3. Valuing
• 4. Organisation
• 5. Characterisation

Willingness to receive information Active participation in own learning Commitment to a value Comparing, relating, synthesising values Integration of beliefs, ideas and attitudes

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Active verbs for affective domain Active verbs for affective domain

Appreciate, accept, Appreciate, accept, assist, attempt, assist, attempt, challenge, combine, challenge, combine, complete, defend, complete, defend, demonstrate (a belief demonstrate (a belief in), discuss, dispute, in), discuss, dispute, embrace, follow, hold, embrace, follow, hold, integrate, order, integrate, order,

• rganise, join, share,
• rganise, join, share,

judge, praise, judge, praise, question, relate, share, question, relate, share, support, synthesise, support, synthesise, value. value.

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Examples of Learning Outcomes in Examples of Learning Outcomes in Affective Domain Affective Domain

Accept the need for professional ethical standards. Accept the need for professional ethical standards. Appreciate the need for confidentiality in the professional Appreciate the need for confidentiality in the professional client relationship. client relationship. Display a willingness to communicate well with patients. Display a willingness to communicate well with patients. Relate to participants in an ethical and humane manner. Relate to participants in an ethical and humane manner. Resolve conflicting issues between personal beliefs and Resolve conflicting issues between personal beliefs and ethical considerations. ethical considerations. Embrace a responsibility for the welfare of children taken Embrace a responsibility for the welfare of children taken into care. into care. Participate in class discussions with colleagues and with Participate in class discussions with colleagues and with teachers. teachers.

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PSYCHOMOTOR ( PSYCHOMOTOR (“ “Doing Doing” ”) DOMAIN: ) DOMAIN: Work never completed by Bloom. Work never completed by Bloom. Involves co Involves co-

• ordination of brain and
• rdination of brain and

muscular activity. Active verbs for this muscular activity. Active verbs for this domain: bend, grasp, handle, operate, domain: bend, grasp, handle, operate, perform, reach, relax, shorten, stretch, perform, reach, relax, shorten, stretch, differentiate (by touch), perform (skilfully). differentiate (by touch), perform (skilfully).

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Laboratory skills Laboratory skills Operate the range of instrumentation specified in the module saf Operate the range of instrumentation specified in the module safely ely and efficiently in the chemistry laboratory. and efficiently in the chemistry laboratory. Perform titrations accurately and safely in the laboratory. Perform titrations accurately and safely in the laboratory. Construct simple scientific sketches of geological features in t Construct simple scientific sketches of geological features in the field. he field. Clinical Skills Clinical Skills Perform a comprehensive history and physical examination of pati Perform a comprehensive history and physical examination of patients ents in the outpatient setting and the general medical wards, excludi in the outpatient setting and the general medical wards, excluding ng critical care settings. critical care settings. Perform Perform venipuncture venipuncture and basic CPR. and basic CPR. Presentation skills Presentation skills Deliver an effective presentation. Deliver an effective presentation. Demonstrate a range of graphic and CAD communication techniques. Demonstrate a range of graphic and CAD communication techniques. Perform basic voice and movement tasks (theatre studies). Perform basic voice and movement tasks (theatre studies).

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Module Title Module Title: Dental Surgery : Dental Surgery – – 5th Year Dental Students 5th Year Dental Students Module Code Module Code: DS5001 : DS5001 On successful completion of this module, students should be able On successful completion of this module, students should be able to: to: Summarise relevant information regarding the patient Summarise relevant information regarding the patient’ ’s current condition s current condition to generate a differential diagnosis to generate a differential diagnosis Formulate an appropriate treatment plan and justify the proposal Formulate an appropriate treatment plan and justify the proposal giving giving due consideration to patient expectations and limitations due consideration to patient expectations and limitations Arrange appropriate tests and demonstrate the ability to interpr Arrange appropriate tests and demonstrate the ability to interpret tests et tests and reports and reports Administer local anaesthetics safely and perform basic Administer local anaesthetics safely and perform basic dento dento-

• alveolar

alveolar surgical procedures in a professional manner showing good clinic surgical procedures in a professional manner showing good clinical al governance governance Recognise, evaluate and manage medical and dental emergencies Recognise, evaluate and manage medical and dental emergencies appropriately appropriately Differentiate between patients that can/can not be safely treate Differentiate between patients that can/can not be safely treated by a d by a GDP GDP Manage competing demands on time, including self Manage competing demands on time, including self-

• directed learning &

directed learning & critical appraisal critical appraisal Master the therapeutic and pharmacological management of patient Master the therapeutic and pharmacological management of patients with s with facial pain and facial pain and oro

• ro-
• facial disease

facial disease (Learning outcomes written by Dr. Eleanor O (Learning outcomes written by Dr. Eleanor O’ ’Sullivan) Sullivan)

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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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What is the relationship between Learning Outcomes and Competences?

Difficult to find a precise definition for the term “competence”. “Some take a narrow view and associate competence just with skills acquired by training” (Stephen Adam, 2004) In Tuning project, the term competence is used to represent a combination of attributes in terms of knowledge and its application, skills, responsibilities and attitudes and an attempt is made to describe the extent to which a person is capable of performing them ECTS Users’ Guide (2005) describes competences as “a dynamic combination of attributes, abilities and attitudes. Fostering these competences is the object of educational

• programmes. Competences are formed in various course

units and assessed at different stages. They may be divided in subject-area related competences (specific to a field of study) and generic competences (common to any degree course)” (ECTS, 2005)

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ECTS Users’ Guide (2009)

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The European Qualifications Framework for Lifelong Learning defines competence as follows: “Competence” means the proven ability to use knowledge, skills and personal, social and / or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy. (EQF 2008). The above definition is quoted in the ECTS Users Guide (2009) as is summarised as EQF interpreting competence as “the capacity to transfer knowledge into practice”. Advice – if you have to write competences use the language of learning outcomes to describe competences.

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Competence: The student should be able to use the mass and energy balances for a given food process. Objectives: Understand scope of mass balances in food processing systems. Understand appropriate use of mole fractions and mass fractions in mass balances Learning outcomes: Describe the general principles of mass balances in steady state systems. Draw and use process flow diagrams with labels on flow streams for mass balance problems. Solve mass balance problems associated with food processing

• perations.

Design and solve mass balances for complex process flow systems, including batch mixing problems, multiple stage flow problems, problems with multiple inflows and outflows, recycle streams and multiple components, and processes where chemical reactions take place. Hartel and Foegeding (2004)

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Competence – a “fuzzy” concept (Van der Klink and Boon)

Van der Klink and Boon (2002) describe competence as a “fuzzy concept” On the positive side they state it is a “useful term, bridging the gap between education and job requirements”.

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Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Comp Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Competences, Bologna etences, Bologna Handbook, Introducing Bologna Objectives and Tools, B2.3 Handbook, Introducing Bologna Objectives and Tools, B2.3-

• 3, 1

3, 1 – – 18. 18.

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Beware of this Tuning Publication!

The authors of this publication:

Have invented their own incorrect definition of learning outcomes and give incorrect information on how to write Learning Outcomes Use a definition of Competences which is in conflict with the definition of Competence used in the European Qualifications Framework. Are confused about the relationship between Competence and Learning Outcomes and Incorrectly links learning outcomes to competences Confuses the concept of learning outcomes with the assessment of learning outcomes. The authors do not appear to realise that the extent to which a learning is achieved is measured by the assessment of the learning outcome. Incorrectly link learning outcomes to particular levels in degree programmes. Many of the exemplars given of Learning Outcomes are incorrectly written. Give misleading statements implying that in order to be compliant with Bologna you must be compliant with Tuning. The authors fail to point out that the Bologna Process does not require any compliance with Tuning project. Fail to point out the problem with Competences being linked to Quality Assurance Systems.

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Progress being made in Bologna Process

“The potential and widespread significance of learning outcomes is only just beginning to be

• realised. Their introduction is designed to

facilitate the fundamental reform of existing qualifications and the creation of new ones fit for the 21st century. It is arguable that the main end product of the Bologna reforms is better qualifications based on learning outcomes and not just new educational structures.” CEDEFOP, 2009 p. 82

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Gibbs, A, Kennedy D and Vickers A (2012) Learning Outcomes, Degree Profiles, Tuning Project and Competences. Journal of the European Higher Education Area 15 (5) 71 – 87

48 48

Conclusions re Tuning publication

“Due to the numerous errors and misunderstandings evident in the Tuning publication, there is a real danger that it will cause confusion among teaching staff in our

• universities. In addition, the confusion generated

by this document could seriously damage the considerable progress made in implementing the Bologna Process in many countries.” (Gibbs, Kennedy and Vickers, 2012)

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Concern at slow pace in some countries

“Conversely, the slow movement of many countries towards adopting a learning outcomes approach is an obstacle to progress on these other important

• goals. This represents a significant challenge for

ministries and higher education institutions over the coming years. Many countries are still in the early stages of developing and implementing learning

• utcomes and qualifications frameworks. The

support that the Bologna Process provides for collective efforts and sharing of practice among peers will be especially important as the work progresses in these countries.”

Bologna Stocktaking Report Rauhvargers et al., 2009 pp.27 - 28

50 50 50 50

The challenge of beginning the task The challenge of beginning the task

• f writing
• f writing

Learning Outcomes Learning Outcomes

It is vital that learning outcomes are clearly written so that t It is vital that learning outcomes are clearly written so that they hey are understood by students, colleagues and external examiners. are understood by students, colleagues and external examiners. When writing learning outcomes it may be helpful to you if you When writing learning outcomes it may be helpful to you if you focus on what you expect students to be able to demonstrate focus on what you expect students to be able to demonstrate upon completion of the module or programme. upon completion of the module or programme. It is standard practice to list the learning outcomes using a ph It is standard practice to list the learning outcomes using a phrase rase like like “ “On successful completion of this module, students should be On successful completion of this module, students should be able to: able to:” ” [list of learning outcomes] [list of learning outcomes] Avoid complicated sentences. If necessary use one than one Avoid complicated sentences. If necessary use one than one sentence to ensure clarity. sentence to ensure clarity. General recommendation: 5 General recommendation: 5 – – 8 learning outcomes per module. 8 learning outcomes per module. Avoid certain words Avoid certain words……… ………. .

51 51 51 51

Words of advice Words of advice … ….. ..

“ “The key word is DO and the key need in drafting learning The key word is DO and the key need in drafting learning

• utcomes is to use active verbs
• utcomes is to use active verbs”

”. (Jenkins and . (Jenkins and Unwin Unwin, Fry et al.) , Fry et al.) “ “They [Learning Outcomes] are statements describing observable They [Learning Outcomes] are statements describing observable behaviour and therefore must use behaviour and therefore must use ‘ ‘action verbs action verbs’”… ’”… Words like Words like “ “appreciate appreciate” ” and and “ “understand understand” ” do not help students because there do not help students because there are so many interpretations of their meaning. It is more transpa are so many interpretations of their meaning. It is more transparent rent and helpful to be specific about expectations ( and helpful to be specific about expectations (Morss Morss and Murray). and Murray). Avoid verbs like Avoid verbs like “ “know know” ”, , “ “understand understand” ”, , “ “be familiar with be familiar with” ”, , “ “be be exposed to exposed to” ” ( (Osters Osters and Tiu) and Tiu) “ “Try to avoid ambiguous verbs such as Try to avoid ambiguous verbs such as “ “understand understand” ”, , “ “know know” ”, , “ “be be aware aware” ” and and “ “appreciate appreciate” ”. (Sheffield Hallam Guide). . (Sheffield Hallam Guide). “ “Care should be taken in using words such as Care should be taken in using words such as ‘ ‘understand understand’ ’ and and ‘ ‘know know’ ’ if you cannot be sure that students will understand what it if you cannot be sure that students will understand what it means to know or understand in a given context means to know or understand in a given context” ” ( (Univ Univ NSW). NSW). Certain verbs are unclear and subject to different interpretatio Certain verbs are unclear and subject to different interpretations in ns in terms of what action they are specifying terms of what action they are specifying…… …… These types of verbs These types of verbs should be avoided: know, become aware of, appreciate, learn, should be avoided: know, become aware of, appreciate, learn, understand, become familiar with. (American Association of Law understand, become familiar with. (American Association of Law Libraries). Libraries).

52 52 52 52

Checklist for writing Checklist for writing learning outcomes learning outcomes for modules for modules

• Have I begun each outcome with an active verb?

Have I begun each outcome with an active verb?

• Have I avoided terms like

Have I avoided terms like know know, , understand understand, , learn learn, , be familiar with be familiar with, , be exposed to be exposed to, , be be acquainted with acquainted with, , be aware of be aware of and and appreciate appreciate? ?

• Have I included learning outcomes across the

Have I included learning outcomes across the range of levels of Bloom range of levels of Bloom’ ’s Taxonomy? s Taxonomy?

• Are my outcomes observable and measurable?

Are my outcomes observable and measurable?

• Do all the outcomes fit within the aims and

Do all the outcomes fit within the aims and content of the module? content of the module?

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Writing Programme Learning Writing Programme Learning Outcomes Outcomes

The rules for writing learning outcomes for The rules for writing learning outcomes for programmes are the same as those for writing programmes are the same as those for writing learning outcomes for modules. learning outcomes for modules. The general guidance in the literature is that there The general guidance in the literature is that there should be 5 should be 5 – – 10 learning outcomes for a 10 learning outcomes for a programme and that only the minimum number of programme and that only the minimum number of

• utcomes considered to be essential be included.
• utcomes considered to be essential be included.

Programme learning outcomes describe the Programme learning outcomes describe the essential knowledge, skills and attitudes that it is essential knowledge, skills and attitudes that it is intended that graduates of the programme will be intended that graduates of the programme will be able to demonstrate. able to demonstrate.

53 53

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Two types of Programme Two types of Programme Learning Outcomes Learning Outcomes

1.

• 1. The first type of learning outcome refers to those

The first type of learning outcome refers to those learning outcomes that can be assessed during the learning outcomes that can be assessed during the programme, i.e. within the various modules. programme, i.e. within the various modules.

2.

• 2. “

“Aspirational Aspirational” ” or

• r “

“desirable desirable” ” learning outcomes indicate learning outcomes indicate what a good quality student would be expected to what a good quality student would be expected to achieve by the end of the programme. This type of achieve by the end of the programme. This type of learning outcome may not be assessed at all but gives learning outcome may not be assessed at all but gives an indication to employers and other agencies the type an indication to employers and other agencies the type

• f standard of practical performance that graduates of
• f standard of practical performance that graduates of

the programme will display at the end of the the programme will display at the end of the programme. programme.

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Example of Programme Learning Outcomes [BSc(Ed)]

On successful completion of this programme, students should be able to: Recognise and apply the basic principles of classroom management and discipline. Identify the key characteristics of excellent teaching in science. Develop comprehensive portfolios of lesson plans that are relevant to the science curricula in schools. Evaluate the various theories of Teaching and Learning and apply these theories to assist in the creation of effective and inspiring science lessons. Critically evaluate the effectiveness of their teaching of science in the second-level school system. Display a willingness to co-operate with members of the teaching staff in their assigned school. Foster an interest in science and a sense of enthusiasm for science subjects in their pupils. Synthesise the key components of laboratory organisation and management and perform laboratory work in a safe and efficient manner. Communicate effectively with the school community and with society at large in the area of science education.

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Further Example of Programme Further Example of Programme Learning Outcomes Learning Outcomes

On successful completion of this programme, students should be able to: Derive and apply solutions from knowledge of sciences, Derive and apply solutions from knowledge of sciences, engineering sciences, technology and mathematics. engineering sciences, technology and mathematics. Identify, formulate, analyse and solve engineering problems. Identify, formulate, analyse and solve engineering problems. Design a system, component or process to meet specified Design a system, component or process to meet specified needs and to design and conduct experiments to analyse and needs and to design and conduct experiments to analyse and interpret data. interpret data. Work effectively as an individual, in teams and in multi Work effectively as an individual, in teams and in multi-

• disciplinary settings together with the capacity to undertake

disciplinary settings together with the capacity to undertake lifelong learning. lifelong learning. Communicate effectively with the engineering community and Communicate effectively with the engineering community and with society at large. with society at large. [Undergraduate engineering degree]

[Undergraduate engineering degree]

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Further Example of Programme Further Example of Programme Learning Outcomes Learning Outcomes

On successful completion of this programme, students should be On successful completion of this programme, students should be able to: able to: Perform problem solving in academic and industrial Perform problem solving in academic and industrial environments. environments. Use, manipulate and create large computational systems. Use, manipulate and create large computational systems. Work effectively as a team member. Work effectively as a team member. Organise and pursue a scientific or industrial research project. Organise and pursue a scientific or industrial research project. Write theses and reports to a professional standard, equivalent Write theses and reports to a professional standard, equivalent in presentational qualities to that of publishable papers. in presentational qualities to that of publishable papers. Prepare and present seminars to a professional standard. Prepare and present seminars to a professional standard. Perform independent and efficient time management. Perform independent and efficient time management. Use a full range of IT skills and display a mature computer Use a full range of IT skills and display a mature computer literacy. literacy. [Postgrad Comp Sc degree] [Postgrad Comp Sc degree]

57 57

58 58 58 58

What are the benefits and potential What are the benefits and potential problems of Learning Outcomes? problems of Learning Outcomes?

59 59

“Learning Outcomes represent one of the essential building blocks for transparent higher education systems and qualifications… It is important that there should be no confusions about their role, nature and significance or the educational foundations of the Bologna process will be weakened” (Adams S, 2004)

60 60

“Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting point for a viable model for the design of curricula in higher education which shifts the emphasis form input and process to the celebration of student learning” (Allan J, 1996)

61 61 61 61

Potential problems with Learning Potential problems with Learning Outcomes Outcomes

Could limit learning if learning outcomes written Could limit learning if learning outcomes written within a very narrow framework within a very narrow framework – – lack of lack of intellectual challenge to learners. intellectual challenge to learners. Learning outcomes should not be reductionist Learning outcomes should not be reductionist but rather expansive and intended to promote but rather expansive and intended to promote the higher order thinking skills. the higher order thinking skills. Danger of assessment Danger of assessment-

• driven curriculum if

driven curriculum if learning outcomes too confined. learning outcomes too confined. Could give rise to confusion among students Could give rise to confusion among students and staff if guidelines not adhered to when and staff if guidelines not adhered to when drawing up learning outcomes, etc. drawing up learning outcomes, etc.

62 62 62 62

At the end of this talk you should At the end of this talk you should be able to: be able to:

1.

• 1. Describe

Describe what is meant by the term what is meant by the term learning outcome learning outcome. .

2.

• 2. Discuss

Discuss Bloom Bloom’ ’s Taxonomy of Educational s Taxonomy of Educational Objectives. Objectives.

3.

• 3. Apply

Apply Bloom Bloom’ ’s Taxonomy to help you to s Taxonomy to help you to write some learning outcomes. write some learning outcomes.

4.

• 4. Summarise the advantages of learning

Summarise the advantages of learning

• utcomes.
• utcomes.

5.

• 5. Assess

Assess the problems caused by poorly the problems caused by poorly written published materials. written published materials.

63 63 63 63 63 63

That’s all Folks. Hope you learned something about Learning Outcomes!

64 64

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Bologna Working Group on Qualifications Frameworks (2004). Repor Bologna Working Group on Qualifications Frameworks (2004). Report on t on “ “A Framework for Qualifications of the European Higher Education A Framework for Qualifications of the European Higher Education Area Area” ”. . Bologna Process Stocktaking London 2007. Available at: Bologna Process Stocktaking London 2007. Available at: www.ond.vlaanderen.be/hogeronderwijs/ www.ond.vlaanderen.be/hogeronderwijs/bologna bologna/documents/WGR /documents/WGR2007 2007/ /Stocktaking Stocktaking_report _report2007 2007.pdf .pdf DeSeCo DeSeCo projet projet : http:// : http://www.deseco.admin.ch www.deseco.admin.ch/ / ECTS Users ECTS Users’ ’ Guide (2005) Brussels: Directorate Guide (2005) Brussels: Directorate-

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