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The role of ECTS in Linking The role of ECTS in Linking Learning Outcomes, Teaching Learning Outcomes, Teaching

and Learning Activities and and Learning Activities and AssessmentAssessment

Dr Marian McCarthy, Dr Marian McCarthy, Ionad Bairre – The Teaching and Ionad Bairre – The Teaching and Learning CentreLearning CentreUniversity College CorkUniversity College CorkIrelandIrelandWith thanks to Dr. Declan Kennedy, With thanks to Dr. Declan Kennedy, School of Education, UCCSchool of Education, UCC

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COBH

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1.1. What is ECTS?What is ECTS?

2.2. What is the relationship What is the relationship between ECTS and between ECTS and Learning Outcomes?Learning Outcomes?

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

4.4. How do I link ECTS. How do I link ECTS. Learning Outcomes, Learning Outcomes, Teaching and Learning Teaching and Learning Activities and Assessment?Activities and Assessment?

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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 “European Credit Transfer and Hence, ECTS now stands for “European Credit Transfer and Accumulation System”. Accumulation System”.

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ECTS, Learning Outcomes and Modularisation

“ECTS is a tool that helps to design, describe, and deliver programmes and award higher education qualifications. The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes programmes and qualifications more transparent and facilitates the recognition of qualifications. ….ECTS is one of the cornerstones of the Bologna Process.”

ECTS Users’ Guide p.7 (2009)

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“ECTS is a learner-centred system for credit accumulation and transfer based on the transparency of learning outcomes and learning processes. It aims to facilitate planning, delivery, evaluation, recognition and validation of qualifications and units of learning as well as student mobility”.

ECTS credits are based on the workload students need in order to achieve expected learning outcomes

ECTS Users’ Guide p.7 (2009)

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“Workload indicates the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes.”

“60 ECTS credits are attached to the workload of a full-time year of formal learning (academic year) and the associated learning outcomes.”

I ECTS credit = 25 – 30 hours of work.

ECTS Users’ Guide p.11 (2009)

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ECTS and LEARNING OUTCOMES

“ECTS is a learner-centred system because it helps institutions to shift the emphasis in programme de sign and delivery from traditional teacher-centred approaches to approaches that accommodate for learners’ needs and expectations.”“In traditional teacher-centred approaches, subject requirements, knowledge and the teaching process itself were considered the main elements of educational programmes. Learner-centred learning puts learning at the heart of curriculum design and delivery…..”

ECTS Users’ Guide p.11 (2009)

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Dublin Descriptors

Descriptors drawn up at meeting of Education Ministers in Dublin

These generic descriptors are used in The Framework for Qualifications of EHEA (Bologna Process). Adopted in 2005.

The Descriptors are generic statements that assist us to write Learning Outcomes.

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First Cycle : Bachelor’s Cycle[180 – 240 ECTS credits]

Minimum of 3 years = 180 credits

4 years = 240 credits.

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Second Cycle: Master’s cycle [60 – 120 ECTS credits]

1 year or 2 years

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Third Cycle: Doctoral cycle [Number of ECTS credits not specified]

See two page summary of framework of qualifications on:www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Framework_qualificationsforEHEA-May2005.pdf

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Time involved in various cycles

Bachelor’s degree = 3 or 4 yearsMaster’s degree = 1 or 2 yearsDoctoral degree = 3 years

Each of the three Bologna cycles is described in terms of learning outcomes as outlined in the “Dublin descriptors” (2005).

Note: The three cycles are closer to models in the UK and Ireland than in many countries of continental Europe where the model is based on the Magister or Diploma.

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Recommendation that Member States:

“Use an approach based on learning outcomes when defining and describing qualifications, and promote the validation of non-formal and informal learning… paying particular attention to those citizens most likely to be subject to unemployment or insecure forms of employment, for whom such an approach could help increase participation in lifelong learning and access to the labour market”

(EU Commission, 2008)

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The 10 Action Lines of Bologna Process1. Adoption of a system of easily readable and comparable

degrees2. Adoption of a system based on three cycles3. Establishment of a system of credits4. Promotion of mobility5. Promotion of European co-operation in quality assurance6. Promotion of the European dimension in Higher

education7. Focus on Lifelong Learning8. Inclusion of Higher Education Institutions and students9. Promotion of the attractiveness of the European Higher

Education Area10. Doctoral Studies and the links between the European

Higher education Area and the European Research Area

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What is meant by credit transfer?

This means that students can be given credit for their prior certified learning, i.e. learning which the student has undertaken and has been assessed as part of a qualification, e.g. a module.

Credit transfer enables a student to transfer credit gained in one programme of study to another programme of study.

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What is meant by recognition of prior learning (RPL)

This is a system where a student is given credit for learning gained through experience which took place before the student enrols on a formal programme leading to a qualification.

It involves the student (a) reflecting on life and work experiences and non-formal learning experiences, (b) identifying learning outcomes achieved, (c) providing evidence of the learning.

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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 (Morss and should know and be able to do as a result of learning (Morss 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 activity….student will be able to DO as a result of a learning activity….(Jenkins and Unwin).(Jenkins and 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. Outcomes know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills or attitudes”. (American are usually expressed as knowledge, skills or attitudes”. (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 learning. should know, understand and be able to do as a result of learning. (Learning and Teaching Institute, Sheffield Hallam University)(Learning and Teaching Institute, Sheffield Hallam University)

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Working DefinitionWorking 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 “wish list” of Learning outcomes must not simply be a “wish list” of 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 ObjectivesThe 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 chemistryThe 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’s ability to do something.Emphasis on the learner’s ability to do something.

Focus on teaching – aims Focus on teaching – 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 - use of the student to be able to do - 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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The language of aims and objectives

To give students an understanding of …..

To give students an appreciation of…..

To make students familiar with……

To ensure that students know…….

To enable students to experience …..

To encourage students to …….

To provide students with the opportunity to…….

etc.

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

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

He looked on learning as a He looked on learning as a process – we build upon our former process – we build upon our former learning to develop more complex levels oflearning to develop more complex levels of understandingunderstanding

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

Bloom’s taxonomy (1956) is a very useful aid to Bloom’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 our students to acquire.our students to acquire.Provides the structure for writing learning Provides the structure for writing learning outcomesoutcomesBloom’s Taxonomy is frequently used by Bloom’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 original publication.

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

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1. Knowledge - ability to recall or 1. Knowledge - ability to recall or remember facts without necessarily remember facts without necessarily

understanding themunderstanding 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, outline, present, quote, outline, 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: KnowledgeExamples: KnowledgeRecallRecall genetics terminology: homozygous, heterozygous, genetics terminology: homozygous, heterozygous, phenotype, genotype, homologous chromosome pair, etc. phenotype, genotype, homologous chromosome pair, etc. IdentifyIdentify and consider ethical implications of scientific and consider ethical implications of scientific investigations.investigations.DescribeDescribe how and why laws change and the consequences how and why laws change and the consequences of such changes on society.of such changes on society.ListList 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.DefineDefine what behaviours constitute unprofessional practice what behaviours constitute unprofessional practice in the solicitor – client relationship.in the solicitor – 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.DescribeDescribe 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 - ability to 2. Comprehension - ability to understand and interpret learned understand and interpret learned

informationinformationUse 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: ComprehensionExamples: ComprehensionDifferentiateDifferentiate between civil and criminal law between civil and criminal lawIdentifyIdentify participants and goals in the development of electronic participants and goals in the development of electronic commerce. commerce. DiscussDiscuss critically German literary texts and films in English. critically German literary texts and films in English.PredictPredict the genotype of cells that undergo meiosis and mitosis. the genotype of cells that undergo meiosis and mitosis. TranslateTranslate 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. ExplainExplain the social, economic and political effects of World War I on the the social, economic and political effects of World War I on the post-war world. post-war world. ClassifyClassify reactions as exothermic and endothermic. reactions as exothermic and endothermic.RecogniseRecognise 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.ExplainExplain the impact of Greek and Roman culture on Western civilisation. the impact of Greek and Roman culture on Western civilisation. RecogniseRecognise familiar words and basic phrases concerning familiar words and basic phrases concerning themselves….when people speak slowly and clearly. themselves….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 problemsand 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, organise, practice, predict, organise, 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 applicationExamples applicationConstructConstruct a timeline of significant events in the history of a timeline of significant events in the history of Australia in the 19Australia in the 19thth century. century. ApplyApply knowledge of infection control in the maintenance of knowledge of infection control in the maintenance of patient care facilities. patient care facilities. SelectSelect 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.ShowShow 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…..RelateRelate energy changes to bond breaking and formation. energy changes to bond breaking and formation.ModifyModify 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.ShowShow 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. ApplyApply principles of evidence-based medicine to determine principles of evidence-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 organisational structure)organisational 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-divide, test.separate, sub-divide, test.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: AnalysisExamples: AnalysisAnalyseAnalyse why society criminalises certain behaviours. why society criminalises certain behaviours.CompareCompare and contrast the different electronic business and contrast the different electronic business models. models. CategoriseCategorise the different areas of specialised interest within the different areas of specialised interest within dentistry. dentistry. DebateDebate the economic and environmental effects of energy the economic and environmental effects of energy conversion processes.conversion processes.IdentifyIdentify and and quantifyquantify sources of errors in measurements. sources of errors in measurements.CalculateCalculate gradient from maps in m, km, % and ratio. gradient from maps in m, km, % and ratio. Critically Critically analyseanalyse 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. CompareCompare 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 - ability to put 5. Synthesis - ability to put parts togetherparts 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, organise, originate, plan, organise, 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: SynthesisExamples: SynthesisRecogniseRecognise and formulate problems that are amenable to and formulate problems that are amenable to energy management solutions.energy management solutions.ProposePropose 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-level evaluations in the Assemble sequences of high-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.SummariseSummarise 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.

OrganiseOrganise a patient education programme. a patient education programme.

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6. Evaluation: Ability to judge value 6. Evaluation: Ability to judge value of material for a given purposeof 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: EvaluationExamples: 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 (“Feeling”) concerned AFFECTIVE DOMAIN (“Feeling”) concerned with value issues : involves attitudes. with value issues : involves attitudes.

Two other domains in Bloom’s TaxonomyTwo other domains in Bloom’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 domainActive 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, organise, join, share, organise, 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 DomainAffective 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 (“Doing”) DOMAIN: PSYCHOMOTOR (“Doing”) DOMAIN:

Work never completed by Bloom.Work never completed by Bloom.

Involves co-ordination of brain and Involves co-ordination 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 skillsLaboratory skillsOperate the range of instrumentation specified in the module safely Operate the range of instrumentation specified in the module safely 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 the field. Construct simple scientific sketches of geological features in the field.

Clinical SkillsClinical Skills Perform a comprehensive history and physical examination of Perform a comprehensive history and physical examination of patients in the outpatient setting and the general medical wards, patients in the outpatient setting and the general medical wards, excluding critical care settings. excluding critical care settings. Perform venipuncture and basic CPR. Perform venipuncture and basic CPR.

Presentation skillsPresentation skillsDeliver 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 TitleModule Title: Dental Surgery – 5th Year Dental Students: Dental Surgery – 5th Year Dental StudentsModule CodeModule Code: DS5001: DS5001

On successful completion of this module, students should be able to:On successful completion of this module, students should be able to:

Summarise relevant information regarding the patient’s current condition Summarise relevant information regarding the patient’s current condition to generate a differential diagnosisto generate a differential diagnosisFormulate an appropriate treatment plan and justify the proposal giving Formulate an appropriate treatment plan and justify the proposal giving due consideration to patient expectations and limitations due consideration to patient expectations and limitations Arrange appropriate tests and demonstrate the ability to interpret tests Arrange appropriate tests and demonstrate the ability to interpret tests and reportsand reportsAdminister local anaesthetics safely and perform basic dento-alveolar Administer local anaesthetics safely and perform basic dento-alveolar surgical procedures in a professional manner showing good clinical surgical procedures in a professional manner showing good clinical governance governance Recognise, evaluate and manage medical and dental emergencies Recognise, evaluate and manage medical and dental emergencies appropriatelyappropriatelyDifferentiate between patients that can/can not be safely treated by a Differentiate between patients that can/can not be safely treated by a GDPGDPManage competing demands on time, including self-directed learning & Manage competing demands on time, including self-directed learning & critical appraisalcritical appraisalMaster the therapeutic and pharmacological management of patients with Master the therapeutic and pharmacological management of patients with facial pain and oro-facial disease facial pain and oro-facial disease

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

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ECTS and Learning Outcomes

The ECTS credit system is the common currency for education.Learning Outcomes are the common language for education.ECTS credits are the “currency” or payment that students receive for achieving the learning outcomes. 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 – 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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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 operations.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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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 and Tools, Competences, Bologna Handbook, Introducing Bologna Objectives and Tools, B2.3-3, 1 – 18.B2.3-3, 1 – 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 OutcomesUse 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 competencesConfuses 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 and Quality Assurance Systems. A dreadful publication!

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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

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Conclusions“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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The challenge of beginning the task The challenge of beginning the task of writing of writing

Learning OutcomesLearning OutcomesIt is vital that learning outcomes are clearly written so that they It is vital that learning outcomes are clearly written so that they 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 phrase It is standard practice to list the learning outcomes using a phrase like “On successful completion of this module, students should be like “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 – 8 learning outcomes per module.General recommendation: 5 – 8 learning outcomes per module.Avoid certain words……….Avoid certain words……….

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

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Checklist for writingChecklist for writing learning outcomes learning outcomes

for modulesfor 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 knowknow, , understandunderstand, ,

learnlearn, , be familiar withbe familiar with, , be exposed tobe exposed to, , be be acquainted withacquainted with, , be aware ofbe aware of and and appreciateappreciate??

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

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 – 10 learning outcomes for a should be 5 – 10 learning outcomes for a programme and that only the minimum number of programme and that only the minimum number of outcomes considered to be essential be included. outcomes 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.

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Two types of Programme Two types of Programme Learning OutcomesLearning 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” or “desirable” learning outcomes indicate Aspirational” or “desirable” 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 of standard of practical performance that graduates of of 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 OutcomesLearning 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 OutcomesLearning 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 environments.Perform problem solving in academic and industrial 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 in Write theses and reports to a professional standard, equivalent in presentational qualities to that of publishable papers. 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 literacy.Use a full range of IT skills and display a mature computer literacy.[Postgrad Comp Sc degree][Postgrad Comp Sc degree]

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“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)

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“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)

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The benefits of Learning OutcomesThe benefits of Learning OutcomesHelp to explain more clearly to students what is expected of Help to explain more clearly to students what is expected of them and thus help to guide them in their studies – them and thus help to guide them in their studies – motivation and sense of purposemotivation and sense of purposeHelp teachers to focus more clearly on what exactly they Help teachers to focus more clearly on what exactly they want students to achieve in terms of knowledge and skills.want students to achieve in terms of knowledge and skills.Help teachers to clarify their thinking about what they want Help teachers to clarify their thinking about what they want to achieve and the common language of learning outcomes to achieve and the common language of learning outcomes helps to facilitates discussion with colleagues.helps to facilitates discussion with colleagues.Helps to define the assessment criteria more effectively.Helps to define the assessment criteria more effectively.Help to provide guidance to employers about the knowledge Help to provide guidance to employers about the knowledge and understanding possessed by graduates of programmes, and understanding possessed by graduates of programmes, i.e. show the value of the programme in terms of i.e. show the value of the programme in terms of programme learning outcomes and module learning programme learning outcomes and module learning outcomes. outcomes. Help to start discussion on Teaching and Learning in third Help to start discussion on Teaching and Learning in third level institutionslevel institutions. .

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Transnational Implications of Learning Outcomes

Learning Outcomes have applications at three levels:1. Local level – individual third level institutions for

describing modules and programmes. 2. National level – within each country for describing

National Qualification Frameworks and systems for Quality Assurance.

3. International Level – facilitate clarity and transparency of qualifications and mutual recognition of qualifications.

Learning outcomes provide the common language in the clear description of programmes and modules. The ECTS system provides the common currency.

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How do I link Learning How do I link Learning Outcomes to Teaching Outcomes to Teaching and Learning Activities and Learning Activities

and Assessment?and Assessment?

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“The adoption of a learning outcomes approach represents more than simply expressing learning in terms of outcomes. It entails much more due to their significant implications for all aspects of curriculum design, delivery, expression, assessement and standards”.

Adam S, 2004

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Assessment of Learning OutcomesHaving designed modules and programmes in terms of learning outcomes, we must now find out if our students have achieved these intended learning outcomes.How will I know if my students have achieved the desired learning outcomes? How will I measure the extent to which they have achieved these learning outcomes?Therefore, we must consider how to match the method of assessment to the different kinds of learning outcomes e.g. a Learning Outcome such as “Demonstrate good presentation skills” could be assessed by the requirement that each student makes a presentation to their peers. When writing learning outcomes the verb is often a good clue to the assessment technique. How can we design our examination system so that it tests if learning outcomes have been achieved?

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Formative AssessmentFormative Assessment Assessment Assessment FORFOR learning – gives learning – gives

feedback to students and teachers feedback to students and teachers to help modify teaching and to help modify teaching and learning activities, i.e. helps inform learning activities, i.e. helps inform teachers and students on progress teachers and students on progress being made.being made.

Assessment is integrated into the Assessment is integrated into the teaching and learning process. teaching and learning process.

Clear and rich feedback helps Clear and rich feedback helps improve performance of students improve performance of students (Black and Williams, 1998).(Black and Williams, 1998).

Usually carried out at beginning or Usually carried out at beginning or during a programme, e.g. during a programme, e.g. coursework which gives feedback coursework which gives feedback to students. to students.

Can be used as part of continuous Can be used as part of continuous assessment, but some argue that it assessment, but some argue that it should not be part of grading should not be part of grading process (Donnelly and Fitzmaurice, process (Donnelly and Fitzmaurice, 2005)2005)

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Summative AssessmentSummative Assessment

Assessment that summarises student learning at end of Assessment that summarises student learning at end of module or programme – Assessment OF Learning. module or programme – Assessment OF Learning. Sums up achievement – no other use. Sums up achievement – no other use. Generates a grade or mark.Generates a grade or mark.Usually involves assessment using the traditional Usually involves assessment using the traditional examination. examination. Only a sample of the Learning Outcomes are assessed – Only a sample of the Learning Outcomes are assessed – cannot assess all the Learning Outcomes. cannot assess all the Learning Outcomes.

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Continuous AssessmentContinuous Assessment

A combination of summative and formative A combination of summative and formative assessment. assessment. Usually involves repeated summative Usually involves repeated summative assessments. assessments. Marks recorded.Marks recorded.Little or no feedback given.Little or no feedback given.

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Assessment

“Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experiences” (Huba and Freed, 2000)

“A way of finding out what our students know and can do”

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Example of Matching the Assessment to the Learning

Outcome Learning outcomes1. Demonstrate good

presentation skills.2. Formulate food

product3. Identify an area for

research4. Identify signs and

symptoms of MS in a patient

Assessment?a) Multiple choice

questions b) Prepare a 1000-

word research proposal

c) Lab-based projectd) Make a presentation

to peers

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Important to ensure that there is alignment between teaching methods, Important to ensure that there is alignment between teaching methods, learning outcomes and assessment criteria. learning outcomes and assessment criteria.

Clear expectations on the part of students of what is required of them are Clear expectations on the part of students of what is required of them are a vitally important part of students’ effective learning (Ramsden, 2003) a vitally important part of students’ effective learning (Ramsden, 2003)

This correlation between teaching, learning outcomes and assessment This correlation between teaching, learning outcomes and assessment helps to make the overall learning experience more transparent and helps to make the overall learning experience more transparent and meaningful for students. meaningful for students.

For the good teacher, learning outcomes do not involve a “paradigm shift”. For the good teacher, learning outcomes do not involve a “paradigm shift”.

Teaching forunderstanding

Learning outcomes

There is a dynamic equilibrium between teaching strategies and Learning Outcomes.

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Teacher Learning Teaching Perspectives: Objectives Outcomes Activities Assessment

StudentPerspectives: Assessment Learning Activities Outcomes

It is important that the assessment tasks mirror the Learning Outcomes since, as far as the students are concerned, the assessment is the curriculum: “From our students’ point of view, assessment always defined the actual curriculum” (Ramsden, 1992). Biggs (2003) represents this graphically as follows:

“To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning. If the curriculum is reflected in the assessment, as indicated by the downward arrow, the teaching activities of the teacher and the learner activities of the learner are both directed towards the same goal. In preparing for the assessment, students will be learning the curriculum” (Biggs 2003)

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“Constructive Alignment” (Biggs, 2005)

ConstructiveThe students construct understanding for themselves through learning activities. “Teaching is simply a catalyst for learning” (Biggs, 2003). “If students are to learn desired outcomes in a reasonably effective manner, then the teacher’s fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes…. It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does” (Shuell, 1986)

AlignmentAlignment refers to what the teacher does in helping to support the learning activities to achieve the learning outcomes. The teaching methods and the assessment are aligned to the learning activities designed to achieve the learning outcomes.Aligning the assessment with the learning outcomes means that students know how their achievements will be measured.

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Constructive alignment is the deliberate linking within curricula of aims, learning outcomes, learning and teaching activities and assessment.Learning Outcomes state what is to be achieved in fulfilment of the aims.Learning activities should be organised so that students will be likely to achieve those outcomes.Assessment must be designed such that students are able to demonstrate that they have met the learning outcomes.Constructive alignment is just a fancy name for “joining up the dots”.

(Morss and Murray, 2005)

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Steps involved in linking Learning Outcomes, Teaching Steps involved in linking Learning Outcomes, Teaching and Learning Activities and Assessmentand Learning Activities and Assessment

1.1. Clearly define the learning Clearly define the learning outcomes.outcomes.

2.2. Select teaching and Select teaching and learning methods that are learning methods that are likely to ensure that the likely to ensure that the learning outcomes are learning outcomes are achieved.achieved.

3.3. Choose a technique or Choose a technique or techniques to assess the techniques to assess the achievement of the achievement of the learning outcomes. learning outcomes.

4.4. Assess the learning Assess the learning outcomes and check to outcomes and check to see how well they match see how well they match with what was intended with what was intended

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If the learning outcomes are clearly written,

the assessment is quite easy to

plan!

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Linking Learning Outcomes, Teaching and Linking Learning Outcomes, Teaching and Learning Activities and AssessmentLearning Activities and Assessment

Learning Outcomes Teaching and Learning Activities

Assessment

Cognitive(Demonstrate:Knowledge, Comprehension, Application, Analysis,Synthesis, Evaluation)

Affective(Integration of beliefs, ideas and attitudes)

Psychomotor(Acquisition of physical skills)

Lectures

Tutorials

Discussions

Laboratory work

Clinical work

Group work

Seminar

Peer group presentation etc.

•End of module exam.•Multiple choice tests.•Essays.•Reports on lab work and research project.•Interviews/viva.•Practical assessment.•Poster display.•Fieldwork.•Clinical examination.•Presentation.•Portfolio.•Performance.•Project work.•Production of artefact etc. 8484

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Learning outcomesModule ED2100

Teaching and Learning Activities

Assessment 10 ECTSMark = 200

Cognitive•Recognise and apply the basic principles of classroom management and discipline. •Identify the key characteristics of high quality science teaching.•Develop a comprehensive portfolio of lesson plans

Lectures (12) Tutorials (6) Observation of classes (6) of experienced science teacher (mentor)

End of module exam.  Portfolio of lesson plans    (100 marks)

Affective•Display a willingness to co-operate with members of teaching staff in their assigned school.•Participate successfully in Peer Assisted Learning project

Participation in mentoring feedback sessions in school (4) Participation in 3 sessions of UCC Peer Assisted Learning (PAL) Programme.  Peer group presentation

Report from school mentor   End of project report.   (50 marks)

Psychomotor •Demonstrate good classroom presentation skills•Perform laboratory practical work in a safe and efficient manner.

Teaching practice 6 weeks at 2 hours per week. Laboratory work

Supervision of Teaching Practice   Assessment of teaching skills  (50 marks)

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Does every learning outcome have to be assessed?

In theory “yes” but in practice “no”.In some cases they have to be assessed, e.g. licence to practice (e.g. medicine) or to perform essential tasks (e.g. aircraft pilot).When assessment is limited purely to an examination paper, it may not be possible to assess all the Learning Outcomes in such a short space of time – sampling of Learning Outcomes.Even if all the Learning Outcomes are assessed on an examination paper, due to choice of questions, a student may not be assessed on all of them.

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Learning Outcomes and Level Descriptors on Qualification Frameworks

A Learning outcome on its own does not give us an indication of the level of that learning outcome in a National Qualifications Framework.The level of the programme in which the learning outcome (programme learning outcome or module learning outcome) is written must be indicated in the programme description. The institution in which the programme is being taught must ensure: (a) that the programme learning outcomes map on to the relevant

level in the National Qualifications Framework (b) that the module learning outcomes map on to the programme

learning outcomes. (c) that within each module there is alignment between the Learning

Outcomes, the Teaching and Learning Activities and the Assessment.

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What other information, apart from the Learning outcomes is needed to describe a module?

Credit Weighting: Number of ECTS credits. Teaching Period(s): Term 1, Term 2 or both. .No. of Students: Maximum number of students allowed to take the module.Pre-requisite(s): Module(s) that should already have been passed by student. Co-requisite(s): Another module that the student must take with this module. Teaching Methods: Details of number of lectures, tutorials, etc.Module Co-ordinator: Name of person in charge of module. Lecturer(s): Name(s) of person(s) teaching the module. .

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Module Description (continued)Module Objective: A sentence stating the objective of the module.Module Content: A list of topics covered in the module. Learning Outcomes: On successful completion of this module, students should be able to:

[List of learning outcomes]. Assessment: Details of total mark for module and details of the breakdown of this total mark, e.g. written paper, continuous assessment, project, etc. Compulsory Elements: Any part of assessment that MUST be passed in order to pass the module, e.g. professional practice component. Penalties (for late submission of Course/Project Work etc.): Details of marks deducted for late submission. Pass Standard and any Special Requirements for Passing Module: The minimum mark that must be obtained in order to pass the module. End of Year Written Examination Profile: Number and duration of examination papers. Requirements for Supplemental Examination: Number and duration and date of repeat examination for those who fail the module.

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ECTS and MODULARISATION

In ECTS, the formulation of learning outcomes is the basis for the estimation of workload and hence for credit allocation. When those responsible for designing educational programmes establish the qualification profile and the expected learning outcomes of the programme and its components, ECTS credits help them to be realistic about the necessary workload and to choose learning, teaching and assessment strategies wisely.

ECTS Users’ Guide p. 14 (2009)

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ModularisationA module is a self-contained fraction of a student’s workload for the year with a unique examination and a clear set of learning outcomes and appropriate assessment criteria. The size of a module is indicated by its credit weighting.Under ECTS system, each year of degree programme = 60 credits.Modules are allocated 5, 10, 15 or 20 credits depending on the fraction of the programme workload covered in the module. Each module is given a unique code, e.g. ED2013 ED2013

Education Year 2 Number assigned to this module

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“Writing Learning Outcomes is a Process not an Event”

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Bloom, B. S., Engelhart, M., D., Furst, E.J, Hill, W. and Krathwohl, D. (1956) Taxonomy of educational objectives. Volume I: The cognitive domain. New York: McKay.Bloom, B.S., Masia, B.B. and Krathwohl, D. R. (1964). Taxonomy of Educational Objectives Volume II : The Affective Domain.. New York: McKay.Brown, R.B. (1993) ‘Meta-competence: a recipe for reframing the competence debate’, Personnel Review, 22(6): 25-36.Brown, R.B. (1994) ‘Reframing the competency debate: management knowledge and meta-competence in graduate education’, Management Learning, 25(2): 289-99.Burgoyne, J. (1988a) Competency Based Approaches to Management Development, Lancaster: Centre for the Study of Management Learning.

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Capel, S, Leask, M and Turner, T (1997). Learning to Teach in the Secondary School. London: Routledge. Chambers, D.W. (1994). Competencies: a new view of becoming a dentist. J Dent Education (58) 342-345Cockerill, T. (1989) ‘The kind of competence for rapid change’, Personnel Management, September, 52-56Council of Europe, Seminar on Recognition Issues in the Council of Europe, Seminar on Recognition Issues in the Bologna Process, Lisbon, 2002. Available at: Bologna Process, Lisbon, 2002. Available at: http://www.coe.inthttp://www.coe.intDave, R H (1975) Dave, R H (1975) Developing and Writing Behavioural Developing and Writing Behavioural ObjectivesObjectives (R J Armstrong, ed.) Educational Innovators (R J Armstrong, ed.) Educational Innovators PressPressDonnelly, R and Fitzmaurice, M. (2005). Designing Donnelly, R and Fitzmaurice, M. (2005). Designing Modules for Learning . In: Modules for Learning . In: Emerging Issues in the Emerging Issues in the Practice of University Learning and TeachingPractice of University Learning and Teaching, O’Neill, G , O’Neill, G et al. Dublin : AISHE.et al. Dublin : AISHE.

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Dooley, K. E., Lindner, J. R., Dooley, L. M. and Alagaraja, M. (2004). Behaviorally anchored competencies: evaluation tool for training via distance., Human Resource Development International, 7(3): 315-332.Elkin, G. (1990) ‘Competency-based human resource development’, Industrial and Commercial Training, 22(4): 20-25ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at: http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdfECTS Users’ Guide (2009). Available at ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdfEuropean Commission (2008) European Qualifications Framework for Lifelong LearningFry, H., Ketteridge, S., Marshall (2000) Fry, H., Ketteridge, S., Marshall (2000) A Handbook for Teaching A Handbook for Teaching and Learning in Higher Educationand Learning in Higher Education. London: Kogan Page.. London: Kogan Page.Fung M, Lee W and Wong S () A new measure of generic competencies. 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

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Hartel, .R.W. and E.A. Foegeding (2004). Learning: Objectives, Competencies, or Outcomes. Journal of Food Science Education, (3) 69 – 70.Hartle, F. (1995) How to re-engineer your Performance Management Process, London: Kogan PageHendry, C., Arthur, M.B. and Jones, A.M. (1995) Strategy through People: Adaptation and Learning in the Small-Medium Enterprise, London: Routledge.HETAC (2006) Explanatory Guidelines on the Direct Application to HETAC for a Named Award. Dublin: Higher Education and Training Awards Council.Huba, M.E. & Freed, J. E. (2000). Learner-centered assessment on college campuses. Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon.Jarvis, P. (1985) The sociology of adult and continuing education. London: Croom Helm. Jenkins, A. and Unwin, D. Jenkins, A. and Unwin, D. How to write learning outcomesHow to write learning outcomes. See the . See the following URL:following URL:

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DeSeCo projet : http://www.deseco.admin.ch/DeSeCo projet : http://www.deseco.admin.ch/ ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at: ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at:

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ECTS Key Features: http://www.bologna.msmt.cz/files/ECTSKeyFeatures.pdfECTS Key Features: http://www.bologna.msmt.cz/files/ECTSKeyFeatures.pdfNational Qualifications Frameworks Development and Certification – Report from Bologna Working Group on Qualifications Frameworks. May 2007National Qualifications Frameworks Development and Certification – Report from Bologna Working Group on Qualifications Frameworks. May 2007http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Working_group_reports_2007.htmhttp://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Working_group_reports_2007.htm

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