Learning Outcomes Overview Starting Point: What are Learning - - PowerPoint PPT Presentation

Learning Outcomes

Learning Theory: How to Teach, Learn, and Assess?

Some Basic Concepts

Methodology: How? – Theory and Procedures Guidelines for Educational Design

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Starting Point: What are Learning Outcomes?

Motivation and Considerations

Overview

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Assessment: How? – Different Types of Assessments Concordance & Alignment

Starting Point: Introduction: What are Learning Outcomes?

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Learning outcomes are important for recognition… The principal question asked of the student or the graduate will therefore no longer be what did you do to

• btain your degree? but rather what can you do now

that you have obtained your degree? This approach is of relevance to the labour market and is certainly more flexible when taking into account issues of lifelong learning, non-traditional learning, and

• ther forms of nonformal educational experiences.

(Purser, Council of Europe, 2003)

Main Idea

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From a teacher-centred approach… …to a student-centred approach

Teacher-centred approach

• focuses on the teacher’s input and on assessment in

terms of how well the students absorbed the material taught. Student-centred approach

• focuses on what the students are expected to be able

to do at the end of the module or program.

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(1) Teaching – Learning Concept (1) Learning Styles / Learning Strategies

Defining: Learning Objectives

(3) Output – Orientation (Learning Outcomes)

Desinging: Learning Environment Competence Acquisition

(4) Certificate of Achievements Teachers Students

Conclusion Conclusion Assessment Feedback Self-Assessment Interpretation

(5) Grading

(University of Zurich, 2007)

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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 process of learning.

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The curriculum should be redesigned to reflect learning outcomes, rather than number of credits and number of hours of study. We have to describe qualifications in terms of

• Workload
• Level
• Learning Outcomes
• Competences
• Profile

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Learning Theory: Learning Processes and Learning Outcome

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Three Basic Tasks

• 1. Clearly defining the learning outcomes
• 2. Selecting teaching and learning methods that are

likely to ensure that the learning outcomes are achieved.

• 3. Assessing the student learning outcomes and

checking to see how well they match with what was intended

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(Neo-) Behaviorism Cognitivism Constructivism Input Output Brain is a “black box” Variable Input Output internal Procedures matter Brain is a self- referential system external Feedback modelled Feedback structural Coupling informationally closed energetically

• pen

Learning Paradigms

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Transfer Tutor Coach

• factual knowledge,

“know-that”

• Transfer of

propositional knowledge

• to know, to remember
• Production of correct

answers

• Verbal knowledge,

Memorisation

• to teach, to explain
• procedural knowledge,

"know-how"

• Presentation of pre-

determined problems

• to do, to practice
• Selection of correct

method and its use

• Skill, Ability
• to observe, to help, to

demonstrate

• social Practice,

"knowing-in-action"

• Action in real (complex

and social) situations

• to cope, to master
• Realisation of

adequate action strategies

• Social Responsibilty
• to cooperate, to support

Teaching I Teaching II Teaching III

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Transfer Tutor Coach

• factual knowledge,

“know-that”

• Transfer of

propositional knowledge

• to know, to remember
• Production of correct

answers

• Verbal knowledge,

Memorisation

• to teach, to explain
• procedural knowledge,

"know-how"

• Presentation of pre-

determined problems

• to do, to practice
• Selection of correct

method and its use

• Skill, Ability
• to observe, to help, to

demonstrate

• social Practice,

"knowing-in-action"

• Action in real (complex

and social) situations

• to cope, to master
• Realisation of

adequate action strategies

• Social Responsibilty
• to cooperate, to support

Learning I Learning II Learning III

Knowledge Mastery

knowing that Declarative Knowledge Static Knowledge Factual Knowledge knowing how Procedural Knowledge Dynamic Knowledge Process Knowledge

to be able to Competences Abilities Skills Proficiency

knowing where Social Knowledge Organisational Knowledge Orientational Knowledge

Gap

Knowledge is not Mastery!

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Learning Outcomes

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Learning as a social process (H. Dreyfus)

to discover to construct ”Skill " Action (intuitive) Expertness Project Experience, Practice to imitate "know how" Beginner Drill & Tests (e.g. Multiple Choice) to decide to choose ”Skill " Understanding (detached) Competence Exercise Application to develop to act ”Skill " Understanding (implicit) Dexterity Demonstration (e.g. Timed Stations)

1 2 3 4 5

to remember "know that" Novice Information Presentation

Taxonomy (Bloom)

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Know- ledge Cognitive Processes Remember (1) Under- stand (2) Apply (3) Analyze (4) Evaluate (5) Create (6) Facts (A) Concepts (B) Proce- dures (C) Meta- cognitive (D)

Taxonomy (Anderson & Kratwohl)

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• 1. Remember
• 2. Understand
• 3. Apply
• 4. Analyse
• 5. Evaluate
• 6. Create

Comparing Taxonomies

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• 1. Remember
• 2. Understand
• 3. Apply
• 4. Analyse
• 5. Evaluate
• 6. Create

Bloom Anderson/Krathwohl

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Know- ledge Cognitive Processes Remember (1) Under- stand (2) Apply (3) Analyze (4) Evaluate (5) Create (6) Facts (A) Concepts (B) Proce- dures (C) Meta- cognitive (D)

Transfer (Knowledge) Tutor (Practice) Coach (Construction) Learning I (Teaching I) Learning II (Teaching II) Learning III (Teaching III)

Methodology: Guidelines for Educational & Curriculum Design

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Teaching and Learning Concept

• Which teaching and learning concept determines a

module?

• What forms of assessment apply to a teaching

concept?

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Gestaltungsebenen komplett

Time

Institution Since Foundation (Years) Programme/Curriculum Many ECTS Educational Ensemble (Several Hours) Educational Scenario (Minutes – Hours) Educational Interaction (Seconds – Minutes)

Microlevel

Module Few ECTS

• nat. + int. Politics

Legislations Periods – Year

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Level, Scope, Time of Educational Design

Global objectives / broad / 1 year or more (often many years): providing a vision Educational objectives / moderate / weeks or months: designing the curriculum Instructional objectives / narrow / hours or days: lesson planning

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Three Basic Tasks

• 1. Clearly defining the learning outcomes
• 2. Selecting teaching and learning methods that are

likely to ensure that the learning outcomes are achieved.

• 3. Assessing the student learning outcomes and

checking to see how well they match with what was intended

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Example

Learning Objective: Students are able to apply the concepts of learning

• utcomes to their curricula.

Apply is mentioned = 3 Concepts is conceptual knowledge = B Taxonomy = B3

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Three Basic Tasks

• 1. Clearly defining the learning outcomes
• 2. Selecting teaching and learning methods that are

likely to ensure that the learning outcomes are achieved.

• 3. Assessing the student learning outcomes and

checking to see how well they match with what was intended

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Assessment: Matching Learning Outcome with Assessments

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Alignment: Assessment mirrors Learning Outcomes

As far as the students are concerned, the assessment is the curriculum:

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Distribution of Assessment Types

80% 20%

Types of assessment

84% 16%

Example study of assessment pratices

formative summative

*study of assessment practices in University College, Dublin, Ireland

• thers

exams, essays, reports

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Competence Type Definition

Professional Competence Acquisition of different types of knowledge and cognitive skills: basic, specialised knowledge, and general knowledge Methodological Competence Knowledge, understanding, and skills that allow for effective task and problem solution Self Competence Skills and attitudes that reflect individual perspectives and approaches, especially towards work and life in general Social Competence Knowledge and skills that allow to adapt to situations/people accordingly/appropriately

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Certificate of Achievements

Types of Assignment Profession al Competenc e

Metadisciplinary Competencies

Methodological Competence Social Competence Self Competence

Written exam xx x Oral exam xx x Report / Oral presentation xx x x1 x Paper xx x x1 x Poster presentation xx x x1 x Practical training / course xx x x1 x Study diary / Learning diary xx x x Portfolio xx x x Protocol xx x Group assignment xx x x Parcours (e.g. OSCE) xx x Forum postings xx x x Group puzzle xx x x x

1 pair work/group work

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Learning Objectives and Assessment

• What are the learning objectives of the module?
• Is the chosen form of assessment applicable/appropriate

for measuring defined learing objectives?

• What competencies should the student acquire?

Professional competencies? Methodological competencies? Self competencies? Social competencies?

• Does the selected form of assessment provide information

regarding the type of acquired competence?

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Three Basic Tasks

• 1. Clearly defining the learning outcomes
• 2. Selecting teaching and learning methods that are likely to

ensure that the learning outcomes are achieved.

• 3. Assessing the student learning outcomes and checking to

see how well they match with what was intended

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Benchmark Orientation

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Individual benchmark: allows for assessing new knowledge acquisition and learning gains, also contributes to the student’s self assessment ability Social benchmark: allows for comparing individual performance to average performance delivered by control or peer group. Learning objective benchmark: allows for assessing the level of student learning and achievement. The benchmark seems applicable with regard to validity and reliability as results are measured according to dimensions that are defined prior to assessment and that are aligned with the competences required.

Learning Outcomes and Assessment Criteria - Example

Learing

• utcomes

Assessment criteria Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

On successful completion of this module, Students should be able to: Summarise evidence from the science education lit- erature to sup-port develop-ment

• f a line
• f argument.

Outstanding use of literature showing excellent ability to Synthesise evidence in analytical way to formulate clear conclusions. Very good use

• f literature

showing high ability to synthesise evidence in analytical way to formulate clear conclusions. Good use of Literature showing good ability to synthesise evidence in analytical way to formulate clear conclusions. Limited use of literature showing fair ability to synthesise evidence to for-mulate conclusions. Poor use of literature showing lack

• f

ability to synthesise evidence to formulate Conclusions.

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The national grading system is supported and complemented by the ECTS grading system. The ECTS grading scale classifies results according to normal distribution - hence following a social benchmark - regardless of the level of knowledge and skills achieved.

A B C D E highest performing 10 % following 25 % following 30 % following 25 % lowest performing 10 %

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ECTS grading system

100 % Grading 50 % Grading

Module Module 10 % GR 15 % GR 25 % GR Course Course

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Example of Composite Grading

Grading and Feedback

What is the adequate benchmark for student achievements? Shall the achievements be graded or not? Shall one provide/not provide feedback to students? If yes, how? Are self assessments/peer assessments applicable?

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Difficulties with Learning Outcomes

1. Academic study should be open-ended and that learning

• utcomes do not fit in with this liberal view of learning

(Adam, 2004). 2. There is a danger of an assessment-driven curriculum if learning outcomes are too confined. 3. Learning outcomes could give rise to confusion among students and staff if guidelines are not followed and integrated seamlessly into the curriculum

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Advantages of Learning Outcomes I

Help teachers to tell students more precisely what is expected of them. Help students to learn more effectively: students know where they stand and the curriculum is made more open to them. Help teachers to design their materials more effectively by acting as a template for them. Make it clear what students can hope to gain from following a particular course or lecture.

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Advantages of Learning Outcomes II

Help teachers select the appropriate teaching strategy matched to the intended learning outcome, e.g. lecture, seminar, group work, tutorial, discussion, peer group presentation or laboratory class. Help teachers to tell their colleagues more precisely what a particular activity is designed to achieve. Assist in setting examinations based on the materials delivered. Ensure that appropriate teaching and assessment strategies are employed.

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