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1 A learning outcomes A learning outcomes approach approach to Radiography Education

A learning outcomes approach approach Learning... ·  · 2008-12-21- learning outcomes approach ... Learning Outcomes All learning at whatever level can be ... Write learning outcomes

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A learning outcomes A learning outcomes approachapproach

to Radiography Education

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Developing assessable learning outcomes

This presentation is intended for use by a group of radiography educators in a workshop environment

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Before you start

Make sure you have with you the following items:

Your radiography curriculum Several module outlines including module content and assessmentCopy of your learning & teaching strategy

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Main AimMain Aim

To assist course developers in To assist course developers in ensuring a clear alignment between ensuring a clear alignment between learning outcomes, teaching and learning outcomes, teaching and learning methods, and assessment in learning methods, and assessment in the programmes they design.the programmes they design.

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ContextContext -- learning outcomes approachlearning outcomes approach

The development of a Programme SpecificationFramework for HE Qualifications Benchmark statementsScholarship & research regarding good practice to underpin LTA methods- Constructive Alignment

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What is a Programme Specification?

‘A programme specification is a concise description of the intended outcomes of learning from a higher education programme, and the means by which these outcomes are achieved and demonstrated’

UK Quality Assurance Agency Guidelines p.3

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What is a framework for HE qualifications?

Please click on the following link created February 2005 by the

Bologna Working Group on Qualifications Framework

Be aware that this is a very large document and may take some time to load

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What are Benchmark Statements?

Benchmark statements describe the attributes, skills and capabilities that a graduate with an honours degree in a specific subject might be expected to have. Each statement has been written by a group of academics and other specialists (such as representatives from professional bodies, industry and commerce) from the subject area. UK QAA 2005

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Approaches to curriculum Approaches to curriculum design design

Traditionally curriculum design has always started with

Course content, which is then used to decide:the teaching method (i.e. how the content will

be covered) and subsequently how it will be assessed

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Approaches to curriculum Approaches to curriculum designdesign

The ‘outcomes-based’ approach has emerged over the last few decades where the focus is on, not the content that the student should have accumulated, but what they are able to do by the end of the programme/unit or module.

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Constructive Alignment This approach was developed by Prof John Biggs (Biggs, 1999) as the underpinning concept behind the development of programmespecifications, declarations of intended learning outcomes (ILOs) and assessment criteria, and the use of criterion based assessment. Please visit this UK Higher Education Academy for more information.

Click here on Constructive Alignment

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Diagram of Constructive Diagram of Constructive AlignmentAlignment

Learning outcomes

Expressed as verbs that the students have to enact

verbs chosen to reflect level

Teaching/ learning activities

teacher, self or peer controlled as best suits context

Assessment tasksevaluate how well outcomes are demonstrated

Adapted from Biggs, J (1999) Teaching for quality learning at University OU Press

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Understanding level descriptors

Please click onto this link which provides a description of levels used by the HENRE co-ordinating institution

Click here

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Activity 1 Understanding of level descriptors

Working with a partner, try to apply level descriptors to your subject at a specific level. Just one or two examples each.

e.g. radiographic anatomy level 1,

Knowledge: a knowledge of the main concepts in the field of bony anatomy of the upper limb

Analysis: can analyse different dose requirements with reference to key concepts of radiation absorptionin bones of the upper limb

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Module Development 1.

Level descriptorsLevel descriptors

Translate level descriptorsTranslate level descriptorsinto subject descriptorsinto subject descriptors

Identify aim of the moduleIdentify aim of the module

From Gosling & Moon (2002) How to use learning outcomes and assessment criteria 3rd edn SEEC

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Activity 2 Deciding on the aim of the module (unit)

An aim is a statement of general teaching intention. It may also include information regarding such things as coverage, content and relationship to other learning

For example:The aim of this module is to further develop students’ understanding of the mechanisms of causation of likely injuries occurring in the upper limb (shoulder to digits)

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Module Development 2.

Writing intended learning outcomes (ILOs)

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a. a. What are learning outcomes?What are learning outcomes?The UK Quality Assurance Agency (QAA) does not stipulate the categories

of outcomes in detail but lists: Knowledge and UnderstandingKnowledge and Understanding Skills and other attributesSkills and other attributes

These broad categories are used in some Programme Specifications but you may wish to break the latter part down into:

Key skillsKey skills: communication, numeracy, the use of information technology and managing own performance, problem solving and working with othersCognitive skillsCognitive skills, such as an understanding of methodologies or ability in critical analysis;Subject specific skillsSubject specific skills, such as professional skills, laboratory skills , practical skills etc. etc.

(from Dearing report)(from Dearing report)

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b. Writing learning outcomes

Be written in the future tenseBe written in the future tense

Identify important learning requirements or Identify important learning requirements or major achievement by the students. They major achievement by the students. They should not include lots of curriculum detailshould not include lots of curriculum detail

Be limited to between 5 & 8 for a module (unit) Be limited to between 5 & 8 for a module (unit) otherwise you are specifying too much detail otherwise you are specifying too much detail which will be inflexible and unmanageable when which will be inflexible and unmanageable when you come to assess ityou come to assess it

Be essential: achievement of each learning Be essential: achievement of each learning outcome is essential to pass the module. It outcome is essential to pass the module. It should set the threshold (pass level) standardshould set the threshold (pass level) standard

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b. Writing learning outcomes continued

Be achievable and realistic. This is what Be achievable and realistic. This is what students accepted onto the course should be students accepted onto the course should be able to achieve not what the best students can able to achieve not what the best students can achieveachieve

Be assessable (measurable)Be assessable (measurable)

Use language which the student can Use language which the student can understandunderstand

Relate to explicit level descriptorsRelate to explicit level descriptors

adapted from Gosling & Moon, & Oxfordadapted from Gosling & Moon, & Oxford BrookesBrookes UniversityUniversity))

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Intended Learning outcomesIntended Learning outcomes ((ILOsILOs) ) can be written for:can be written for:

Additional learning that students may gain from Additional learning that students may gain from a module, but which isna module, but which isn’’t essential to t essential to passpass the the module module (This can show itself in the marking criteria (This can show itself in the marking criteria where students can obtain higher grades for going where students can obtain higher grades for going beyond the threshold requirements)beyond the threshold requirements)

c. Notes

Presenter
Presentation Notes
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c. Notes continued

There may be aspects of There may be aspects of anticipated learning in a module, anticipated learning in a module, often to do with general learning often to do with general learning skills, which, unless they are to be skills, which, unless they are to be assessed will not usually be assessed will not usually be specified for each module. specified for each module. e.g. work independently

manage own timework effectively with others

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d. Example of a learning outcome

a learning outcome should include: A verb: What the person should be able to do2. Word/s that describe on what or with what the learner is acting 3. Word/s that indicate the nature of the performance required

e.g. Be able to critically reflect on his/her placement experience such that s/he can describe their learning in general terms and make appropriate changes to their working practice

Key:Key:what they can do on what the learner is acting. the nature of the performance required

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Activity 3 Reflecting on learning outcomes

Using the description of a module you are familiar with, look at the aim and learning outcomes

Consider the extent to which they meet: Criteria for writing outcomesCriteria for writing outcomes Clarity and appropriateness regarding levelClarity and appropriateness regarding level

Try to rewrite one or two if possible taking into account the use of appropriate verbs and level descriptors.

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e. Principles regarding Intended e. Principles regarding Intended Learning OutcomesLearning Outcomes

All learning at whatever level can be expressed in terms of outcomes to be demonstrated

Modules of learning are described in terms of their learning outcomes and assessment criteria

These, rather than the mode of delivery, form the basis upon which they are assigned a specified number of credits at a given level

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e. Principles regarding e. Principles regarding ILOsILOs-- continuedcontinued

Any given module can be assigned to only one level

Learning outcomes should be as clear and unambiguous as possible

Learning outcomes identify the essential learning to be achieved to merit the award of credit

(from Gosling & Moon 2002 )

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e. e. Principles regarding Principles regarding ILOsILOs continuedcontinued

Assessment criteria should specify how satisfactory performance of the module’s learning outcomes are to be demonstrated

Assessment criteria should encourage learning at the appropriate level

Learning outcomes should enable employers, schools, parents, prospective students and others to understand the achievements and attributes of students who have successfully completed a given programme of study.

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e. Principles regarding e. Principles regarding ILOsILOs-- continuedcontinued

An outcomes-based approach should contribute to international mobility of students by facilitating comparability of standards between qualifications framework for higher education education.

An outcomes-based approach should facilitate student and graduate mobility and help identify potential progression routes, particularly in the context of lifelong learning.

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e. Principles regarding e. Principles regarding ILOsILOs-- continuedcontinued

An outcomes-based approach should facilitate student and graduate mobility and help identify potential progression routes, particularly in the context of lifelong learning.

Identifying learning outcomes should assist higher education institutions (HEIs), their external examiners (UK HEIs) and external quality assurance reviewers to assure quality and standards, by providing an important point of reference for setting and assessing standards.

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Module Development 3Level descriptorsLevel descriptors

Translate level descriptorsTranslate level descriptorsinto subject descriptorsinto subject descriptorsIdentify aim of the moduleIdentify aim of the module

Write learning outcomesWrite learning outcomesof moduleof module

Design assessment task/sDesign assessment task/s

Provide incentive for higherProvide incentive for higherachievement throughachievement throughgrading assessmentgrading assessment--criteriacriteria

Define threshold assessment Define threshold assessment criteriacriteria

From Gosling & Moon (2002) How to use learning outcomes and assessment criteria 3rd edn SEEC

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Assessing different types of outcomei.e. fit for purpose

(e.g. you cannot include teamwork skills, problem solving, writing for different audiences in outcomes, if you assess with an essay and an unseen exam)

Module Development 3 Module Development 3 Assessment design & criteriaAssessment design & criteria

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“The range of assessment methods to choose from is much wider than is often realised. Yet more than 80% of assessment in Universities comprises essays, reports, and the more traditional time-constrained exams” (Brown et al 1996).

They have also tended to emphasise ‘knowing’over ‘doing’ and have tended to assess a fairly limited range of skills.

Increasing the range of assessment tasks isnot that difficult if a little imagination is used and an effort is taken to consider how any task combines a range of different skills and knowledge.

Assessing different types of learningAssessing different types of learning

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Module Development 4Level descriptorsLevel descriptors

Translate level descriptorsTranslate level descriptorsinto subject descriptorsinto subject descriptorsIdentify aim of the moduleIdentify aim of the module

Write learning outcomesWrite learning outcomesof moduleof module

Design assessment task/sDesign assessment task/s

Develop a teaching strategy toDevelop a teaching strategy toenable learners to reach the learningenable learners to reach the learningoutcomes/ assessment criteriaoutcomes/ assessment criteria

Provide incentive for higherProvide incentive for higherachievement throughachievement throughgrading assessmentgrading assessment--criteriacriteria

Define threshold assessment criteriaDefine threshold assessment criteria

From Gosling & Moon (2002) How to use learning outcomes and assessment criteria 3rd edn SEEC

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Module Development 4. Developing a learning & teaching strategy

At an early stage, the details of the At an early stage, the details of the learning & teaching strategy may only be learning & teaching strategy may only be worked out at general levelworked out at general level

e.g. mixture of classroom activity, directed e.g. mixture of classroom activity, directed learning tasks and independent studylearning tasks and independent study

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Learning & Teaching Strategy

Strategy might involve:

work based learningsupported distance learning combination of large & small group sessionsproblem-based learningvisitsfield study independent group work

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Key aspects in choosing a strategyWhat is important, is that the teaching strategy is fit for its purpose. For example, if the For example, if the learning outcomes include learning outcomes include demonstration of skills (e.g. problem demonstration of skills (e.g. problem solving), then the teaching strategy solving), then the teaching strategy must provide the opportunity for the must provide the opportunity for the student to learn about the skill, practice student to learn about the skill, practice the skill (ideally receiving formative the skill (ideally receiving formative feedback) and demonstrate itfeedback) and demonstrate it..

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Key aspects in choosing a strategy

In addition, the teaching strategy should take into account the factors that promote high quality learning:

e.g. clear structure to the curriculum interaction activity clear motivational context

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Key aspects, continuedThe teaching strategy needs to pay attention to resources available for teaching the programme (staffing, accommodation, equipment, etc)

The teaching strategy needs to relate to the level of the student, encouraging greater independence in learning as students progress up the levels.

(e.g. significant contact with staff is likely to aid (e.g. significant contact with staff is likely to aid retention of students at level 1 and courses may retention of students at level 1 and courses may wish to determine their teaching strategy for wish to determine their teaching strategy for different modules across a programme with that in different modules across a programme with that in mind)mind)

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Module DevelopmentLevel descriptorsLevel descriptors

Translate level descriptorsTranslate level descriptorsinto subject descriptorsinto subject descriptorsIdentify aim of the moduleIdentify aim of the module

Write learning outcomesWrite learning outcomesof moduleof module

Design assessment task/sDesign assessment task/s

Develop the module and rethink itDevelop the module and rethink it

Develop a teaching strategy toDevelop a teaching strategy toenable learners to reach the learningenable learners to reach the learningoutcomes/ assessment criteriaoutcomes/ assessment criteria

Provide incentive for higherProvide incentive for higherachievement throughachievement throughgrading assessmentgrading assessment--criteriacriteria

Define threshold assessment criteriaDefine threshold assessment criteria

From Gosling & Moon (2002) How to use learning outcomes and assessment criteria 3rd edn SEEC

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STAGE 6 Develop the module & STAGE 6 Develop the module & rethink itrethink it

Deliver the module & evaluate it in terms of the intended learning outcomesMake any necessary modifications following your reflection

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Activity 4Work on your own or with a colleagueTake one of the outcomes that you worked on before and note some ideas about how you could assess the learningParticularly think about assessment tasks that might encompass several of the ILOsThink about the timing of assessment in the module

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Module DevelopmentLevel descriptorsLevel descriptors

Translate level descriptorsTranslate level descriptorsinto subject descriptorsinto subject descriptorsIdentify aim of the moduleIdentify aim of the module

Write learning outcomesWrite learning outcomesof moduleof module

Design assessment task/sDesign assessment task/s

Develop the module and rethink itDevelop the module and rethink it

Develop a teaching strategy toDevelop a teaching strategy toenable learners to reach the learningenable learners to reach the learningoutcomes/ assessment criteriaoutcomes/ assessment criteria

Provide incentive for higherProvide incentive for higherachievement throughachievement throughgrading assessmentgrading assessment--criteriacriteria

Define threshold assessment criteriaDefine threshold assessment criteria

From Gosling & Moon (2002) How to use learning outcomes and assessment criteria 3rd edn SEEC

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References & BibliographyBiggs J 1999 Teaching for Quality Learning at University SRHE & Open University- revised 2003Biggs J 2003 Aligning Teaching and Assessment to curriculum objectives LTSN CentreBloxham S 2003 Matching outcomes to LTA methods UCSMGosling & Moon 2001 How to use learning outcomes and assessment criteria SEECQAA 2001 Framework for HE qualifications in England, Wales & Northern Ireland QAAwww.qaa.ac.uk

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HENRE

HENRE is thematic network co-financed by the European Commission and co-ordinated by St Martin’s College, UK

102510-CP-3-204-1-UK-Erasmus-TN