1 1

Linking Learning Outcomes to

Teaching and Learning Activities

and to Assessment

Presentation 2

21 November 2014

Vilnius

Dr Declan Kennedy,

Department of Education,

University College Cork, Ireland.

2 2

1. How are Learning

Outcomes and

Competences related?

2. What are Programme

Learning Outcomes?

3. How do I write Programme

Learning Outcomes?

4. What are the benefits and

potential problems of

Learning Outcomes?

5. How do I check that the

learning outcomes are

correctly linked to the

Teaching and Learning

Activities and to

Assessment?

3

What is the relationship between Learning

Outcomes and Competences? Difficult to find a precise definition for the term “competence”.

“Some take a narrow view and associate competence just with skills acquired by training” (Stephen Adam, 2004)

In Tuning project, the term competence is used to represent a combination of attributes in terms of knowledge and its application, skills, responsibilities and attitudes and an attempt is made to describe the extent to which a person is capable of performing them

ECTS Users’ Guide (2005) describes competences as “a dynamic combination of attributes, abilities and attitudes. Fostering these competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages. They may be divided in subject-area related competences (specific to a field of study) and generic competences (common to any degree course)” (ECTS, 2005)

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ECTS Users’ Guide (2009)

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The European Qualifications Framework for Lifelong Learning defines competence as follows: “Competence” means the proven ability to use knowledge, skills and personal, social and / or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy. (EQF 2008).

The above definition is quoted in the ECTS Users Guide (2009) as is summarised as EQF interpreting competence as “the capacity to transfer knowledge into practice”.

Advice – if you have to write competences use the language of learning outcomes to describe competences.

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Competence:

The student should be able to use the mass and energy balances for a given food process.

Objectives:

Understand scope of mass balances in food processing systems.

Understand appropriate use of mole fractions and mass fractions in mass balances

Learning outcomes:

Describe the general principles of mass balances in steady state systems.

Draw and use process flow diagrams with labels on flow streams for mass balance problems.

Solve mass balance problems associated with food processing 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 Competences, Bologna Handbook, Introducing Bologna Objectives and Tools,

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 Outcomes

Use a definition of Competences which is in conflict with the definition of Competence used in the European Qualifications Framework.

Are confused about the relationship between Competence and Learning Outcomes and Incorrectly links learning outcomes to competences

Confuses the concept of learning outcomes with the assessment of learning outcomes. The authors do not appear to realise that the extent to which a learning is achieved is measured by the assessment of the learning outcome.

Incorrectly link learning outcomes to particular levels in degree programmes.

Many of the exemplars given of Learning Outcomes are incorrectly written.

Give misleading statements implying that in order to be compliant with Bologna you must be compliant with Tuning. The authors fail to point out that the Bologna Process does not require any compliance with Tuning project.

Fail to point out the problem with Competences 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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Cognitive Skills in broad sense

Affective Note the overlap!

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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”.

14

What are Programme Learning

Outcomes and how do I write

them?

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Writing Programme Learning

Outcomes Programme learning outcomes are learning

outcomes that describe the essential knowledge,

skills and attitudes that it is intended that graduates

of the programme will be able to demonstrate.

The rules for writing learning outcomes for

programmes are the same as those for writing

learning outcomes for modules.

The general guidance in the literature is that there

should be 5 – 10 learning outcomes for a

programme and that only the minimum number of

outcomes considered to be essential be included.

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Two types of Programme

Learning Outcomes 1. The first type of learning outcome refers to those

learning outcomes that can be assessed during the

programme, i.e. within the various modules.

2. “Aspirational” or “desirable” learning outcomes indicate

what a good quality student would be expected to

achieve by the end of the programme. This type of

learning outcome may not be assessed at all but gives

an indication to employers and other agencies the type

of standard of practical performance that graduates of

the programme will display at the end of the

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

Learning Outcomes [Undergraduate Engineering Degree]

On successful completion of this programme, students should be

able to:

Derive and apply solutions from knowledge of sciences,

engineering sciences, technology and mathematics.

Identify, formulate, analyse and solve engineering problems.

Design a system, component or process to meet specified

needs and to design and conduct experiments to analyse and

interpret data.

Work effectively as an individual, in teams and in multi-

disciplinary settings together with the capacity to undertake

lifelong learning.

Communicate effectively with the engineering community and

with society at large.

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Further Example of Programme

Learning Outcomes On successful completion of this programme, students should be

able to:

Perform problem solving in academic and industrial

environments.

Use, manipulate and create large computational systems.

Work effectively as a team member.

Organise and pursue a scientific or industrial research project.

Write theses and reports to a professional standard, equivalent

in presentational qualities to that of publishable papers.

Prepare and present seminars to a professional standard.

Perform independent and efficient time management.

Use a full range of IT skills and display a high standard of

computer literacy. [Postgrad Comp Sc degree] 19

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Examples of Language used when writing

Programme Learning Outcomes

Knowledge

Discuss a wide variety of….

Outline a broad range of fundamental concepts…..

Describe the theories and concepts in the field of….

Identify a range of processes used in….

Discuss relationships between the various areas of…..

Examine current theory in the area of…

Critique modern theories in the area of ….

Examine and evaluate current problems in the area of ….. etc.

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Skills (in broad sense – as in European Qualifications Framework)

Apply a range of techniques to solve…

Modify techniques in the area of ….. to solve….

Link theory with practice in order to…

Analyse data to facilitate decision making in the area of…

Utilise appropriate methods, skills and techniques to solve….

Exhibit proficiency in using a broad range of routine laboratory techniques in the field of…..

Recognise limitations in the areas of…

Link relevant theories to the development of a design to….

Utilise appropriate models and techniques in the area of …. to ………

Select and apply the most suitable techniques to solve problems in the areas of…..

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Skills (continued)

Apply appropriate decision making to achieve high standards of performance in the area of….

Identify appropriate solutions to plan future developments in the area of…

Select appropriate instrumental methods to…

Utilise existing strategies to design……

Evaluate existing problems in the area of ….in order to….

Initiate research ides and evaluate research related publications in the area of….

Implement work objectives and exercise leadership in …..

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Skills (continued)

Combine technical skills to define a problem in the area of ….. and implement suggested solutions to….

Apply technical knowledge in the area of … to solve problems related to…

Recognise existing strategies to facilitate solutions in the area of…..

Formulate options and solutions to…

Diagnose problems and suggest solutions in the area of….

Transfer methodologies to new applications in the area of…..

Integrate a range of acquired transferable skills such as …….

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Skills (continued)

Develop your personal capabilities in order to ….

Engage with new developments and practices in order to…

Recognise the need for life-long learning and professional development in the area of….

Identify and address continuing requirements for professional development in the area of

Contribute to the future development of the field of…….

Interpret relevant regulations in the area of ..

Recognise the relationship between science, technology and society in the area of….

Critically appraise research in the area of…. and evaluate the work of peers.

etc.

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Attitudes

Display an appropriate standard of professional practice in the area of…

Embrace responsibility for the welfare of others….

Display personal ethical standards in the area of…

Articulate and defend the need for personal responsibility and ethical considerations in the workplace for…..

Work ethically and professionally as part of a team…..

Act appropriately in unfamiliar situations in the area of….

Apply appropriate ethical considerations when …

Work as a member of a team to manage….

Accept accountability for achieving…

Work autonomously or as a member of a team in order to….. etc.

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HOW DO I MAP PROGRAMME

LEARNING OUTCOMES TO

MODULE LEARNING

OUTCOMES?

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Example: Programme Learning

Outcomes for MSc in Toxicology PLO1 Discuss the interdisciplinary relationship between the various specialised areas of Toxicology in providing informed scientific debate of current, topical issues in Toxicology.

PLO2 Evaluate current scientific problems which are at the forefront of Toxicology, Pharmacology, Biotechnology, Molecular Biology, Environmental Science, Nanomaterials and Food Science.

PLO 3 Exhibit proficiency in a broad range of routine laboratory experimental and advanced specialised research techniques in the field of Toxicology.

PLO 4 Select and apply the most suitable experimental techniques necessary to solve a Toxicological problem and develop new skills to a high level in emerging experimental techniques in the field.

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PLO 5 Integrate the range of acquired generic, transferable skills (e.g. business skills, communication skills, numerical and statistical skills, ITC, problem- solving, decision making, management, team-work, innovation and entrepreneurship) necessary for graduates working as a Professional Toxicologists.

PLO 6 Initiate research proposals, interpret and critically evaluate research related publications in the domain of Toxicology and demonstrate leadership skills as part of an interdisciplinary scientific research/industrial or management group.

PLO 7 Contribute professionally to the future development of the field of Toxicology through applied study or further research.

PLO 8 Critically appraise scientific research and apply integrated approaches to accurately assess and critically evaluate the work of scientific peers.

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Example of Mapping of Programme Learning

Outcomes on to Module Learning Outcomes Programme

Learning

Outcomes

Module

Learning

Outcomes

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Not as difficult as you think!

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What are the benefits and potential

problems of Learning Outcomes?

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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 Outcomes Help to explain more clearly to students what is expected of them and thus help to guide them in their studies – motivation and sense of purpose

Help teachers to focus more clearly on what exactly they want students to achieve in terms of knowledge and skills.

Help teachers to clarify their thinking about what they want to achieve and the common language of learning outcomes helps to facilitates discussion with colleagues.

Helps to define the assessment criteria more effectively.

Help to provide guidance to employers about the knowledge and understanding possessed by graduates of programmes, i.e. show the value of the programme in terms of programme learning outcomes and module learning outcomes.

Help to start discussion on Teaching and Learning in third level 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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Learning Outcomes - Facilitating

Transnational Mobility Traditional approach focuses on input (e.g. emphasis on just listing content of programmes) but Learning Outcomes provide a clear and comprehensive set of statements outlining what students have achieved after successfully completing a course of study.

Greater participation in higher education in many countries has resulted in the need for clearer information about programmes, qualifications, clarity about standards and levels of qualifications, i.e. more precision in curriculum design.

Internationally, statements of Learning Outcomes contribute to the mobility of students since recognition of qualifications is made easier due to the explicit nature of Learning Outcomes and the clarity associated with them. Hence, qualifications are made more transparent and this simplifies credit transfer.

Learning outcomes provide a common language for describing different structures of teaching and learning, e.g. traditional formal teaching, distance education, part-time, full-time, etc.

Learning Outcomes help to form a link at both national and international level between vocational/training courses and higher education enhancing the concept of lifelong learning.

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International Recognition and

Mobility “Learning outcomes are important for recognition, since the

basis for recognition procedures is in the process of shifting from quantitative criteria such as the length and type of courses studied, to the outcomes reached and competencies obtained during these studies. The principal question asked of the student or the graduate will therefore no longer be “What did you do to obtain your degree?” but rather “What can you do now you have obtained your degree?”. This approach is of more relevance to the labour market and is certainly more flexible when taking into account issues of lifelong learning, non-traditional learning and other forms of non-formal educational experiences”

Council of Europe, 2002.

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Potential problems with Learning

Outcomes

Could limit learning if learning outcomes written within a very narrow framework – lack of intellectual challenge to learners.

Learning outcomes should not be reductionist but rather expansive and intended to promote the higher order thinking skills.

Danger of assessment-driven curriculum if learning outcomes too confined.

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

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How do I link Learning

Outcomes to Teaching

and Learning Activities

and to 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,

assessment and standards”.

Adam S, 2004

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Assessment of Learning Outcomes Having 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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Misconceptions about Assessment

“A view of teaching as the transmission of authoritative knowledge has little space to accommodate the idea that different methods of assessment may be appropriate for the evaluation of different parts of the subject matter or that assessment techniques themselves should be the subject of serious study and reflection. In such a conception, lecturers see teaching, learning and assessment as tenuously related in a simple linear sequence”.

“Assessment is something that follows learning, so there is no need to consider its function as a means of helping students to learn through diagnosing their errors and misconceptions and reinforcing their correct understanding”.

“Assessment, like teaching, is something done to students ….Assessment classifies the students on the criterion of how well they have absorbed the data thus transmitted. What could be simpler?”

(Ramsden, 2005)

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Formative Assessment Assessment FOR learning – gives

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

Assessment is integrated into the teaching and learning process.

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

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

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

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Summative Assessment

Assessment that summarises student learning at end of module or programme – Assessment OF Learning.

Sums up achievement – no other use.

Generates a grade or mark.

Usually involves assessment using the traditional examination.

Only a sample of the Learning Outcomes are assessed – cannot assess all the Learning Outcomes.

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Continuous Assessment

A combination of summative and formative assessment.

Usually involves repeated summative assessments.

Marks recorded.

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)

Assessment is "a set of processes designed to improve, demonstrate, and inquire about student learning" (Mentkowski, M. qtd. in Palomba, C. A., and Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco, CA: Jossey-Bass,).

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

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Evaluation

Evaluation: "the systematic process of determining the merit, value, and worth of someone (the evaluee, such as a teacher, student, or employee) or something (the evaluand, such as a product, program, policy, procedure, or process)." (Evaluation Glossary (n.d.). Retrieved December 18, 2007, from Western Michigan University, The Evaluation Center Web site, emphasis added).

Assessment and evaluation not only differ in their purposes but also in their use of collected information. While it is possible to use the same tools for the two approaches, the use of the data collected differs. For example, an instructor can use the results of a midterm exam for both assessment and evaluation purposes. The results can be used to review with the students course material related to common mistakes on the exam (i.e. to improve student learning as in assessment) or to decide what letter grade to give each student (i.e. to judge student achievement in the course as in evaluation).

http://www.purdue.edu/cie/teaching/assessment-evaluation.html

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Assessment and Evaluation of

Teaching

Assessment of teaching means taking

a measure of its effectiveness

Evaluation involves measurement as part

of a judgement, i.e. determining its “value,”

e.g. Evaluation of teaching means passing

judgment on it as part of a process such

as quality assurance.

Evaluation involves a judgement of quality.

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Assessing learning outcomes: points to

consider

• Learning outcomes: “statements of what a student will know, understand, and/or be able to do at the end of a learning experience”.

• Having described your courses in terms of learning outcomes, you now want to find out whether students have achieved them

• Specify the types of student performance that will provide evidence of learning

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Assessment choices

How best to measure the wide range of learning

outcomes? Types of test items to include?

Written, oral, practical, other techniques?

Balance between formative and summative

purposes?

Continuous and/or terminal?

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“Techniques” of assessment

Written: tests, examinations, assignments

Practical: skills testing; lab/workshop practice

Oral: interviews, various formats

Aural: listening tests

Project work: individual/group; research/design

Field work: data collection and reporting

Competence testing: threshold standards

Portfolio : combination of techniques

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Common assessment techniques

in Higher Education

Paper/thesis

Project

Product development

Performance

Exhibition

Case study.

Clinical evaluation

Oral exam

Interview

Research assignment

Portfolio

Others??

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Interrogating our assessment

1. Have we included a good balance of learning

outcomes in our modules? (e.g. Bloom’s

Taxonomy)

2. How do we know if students have achieved the

intended learning outcomes: is there a good

match between learning outcomes and

assessment?

3. How can we improve assessment so that it

tests the intended learning outcomes?

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Example of Matching the

Assessment to the Learning

Outcome Learning outcomes

1. Demonstrate good presentation skills.

2. Formulate food product

3. Identify an area for research

4. Identify signs and symptoms of MS in a patient

Assessment?

a) Multiple choice questions

b) Prepare a 1000-word research proposal

c) Lab-based project

d) Make a presentation to peers

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Giving feedback to students Make it quick, clear and focussed

Relate it to the assessment criteria and learning outcomes.

Learning Outcomes are usually written at threshold level. “Learning outcomes should be treated as threshold statements. They should not describe the performance of the average or typical student as so many people in workshops seemed to assume” (Moon 2002 p. 8).

Use rubrics or formal marking schemes to show how well the requirements are met.

Steps in feedback:

– Affirm what is done well

– Clarify: ask questions about specific aspects

– Make suggestions for improvement

– Give guidance about what the student needs to do next

I cannot tell you what a first class

honours is but I will know it when it

see it!

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Assessing your assessment – is it doing the

job you want it to do? Is it comprehensive?

Assessment

Task 1

e.g. Written

Exam

Assessment

Task 2

e.g. Project

Assessment

Task 3

e.g.

Presentation

Assessment

Task 4

e.g. Lab work

Learning

Outcome 1

Describe…

Learning

Outcome 2

Investigate..

Learning

Outcome 3

Demonstrate..

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To what extent has each Learning

Outcome been achieved?

Not a question of “yes” or “no” to achievement of

Learning Outcomes.

Rubric: A grading tool used to describe the

criteria which are used in grading the

performance of students.

Rubric provides a clear guide as to how

students’ work will be assessed.

A rubric consists of a set of criteria and marks or

grade associated with these criteria.

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Linking learning outcomes and assessment criteria.

Learning

outcome

Assessment criteria

Grade 1 Grade 2 : 1 Grade 2 :2 Pass Fail

On successful

completion of

this module,

students should

be able to:

Summarise

evidence from

the science

education

literature to

support

development of

a line of

argument.

Outstanding

use of

literature

showing

excellent

ability to

synthesise

evidence in

analytical

way to

formulate

clear

conclusions.

Very good

use of

literature

showing high

ability to

synthesise

evidence in

analytical

way to

formulate

clear

conclusions.

Good use

of literature

showing

good ability

to

synthesise

evidence in

analytical

way to

formulate

clear

conclusions

Limited

use of

literature

showing

fair ability

to

synthesis

e

evidence

to

formulate

conclusio

ns.

Poor use of

literature

showing lack

of ability to

synthesise

evidence to

formulate

conclusions

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Important to ensure that there is alignment between teaching methods,

learning outcomes and assessment criteria.

Clear expectations on the part of students of what is required of them are

a vitally important part of students’ effective learning (Ramsden, 2003)

This correlation between teaching, learning outcomes and assessment

helps to make the overall learning experience more transparent and

meaningful for students.

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

Teaching for

understanding

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

Student

Perspectives: 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)

Constructive

The 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)

Alignment

Alignment 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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Linking Learning Outcomes, Teaching and

Learning 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. 66

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Learning outcomes

Module ED2100

Teaching and Learning

Activities

Assessment

10 credit module

Mark = 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) 67

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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.

THIS IS AT THE HEART OF QUALITY ASSURANCE!

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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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Modularisation A 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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60 ECTS credits

15 10 10 5 5 10 5

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Advantages of modularisation Gives greater clarity of structure and helps to establish clear relationship between credits and student workload in ECTS system.

Reflects more accurately the various elements of students’ workload.

Facilitates work abroad, work placement, off-campus study as modules for degree examinations.

Gives greater clarity and consistency in assessment.

Provides flexibility in the design of degree programmes by incorporating modules from different areas.

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Facilitates credit accumulation, i.e. increases

number of pathways to final degree award.

Hence, encourages greater diversity of students,

e.g. mature and part time students.

Allows third level institutions to participate in

schemes like SOCRATES so that students

obtain ECTS credits towards their degree.

Facilitates greater ease of student transfer

between institutions offering ECTS-based

programmes.

Facilitates resource allocation within university.

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Modules, Marks, Exams in UCC

Module Student

Workload

Marks Exam

Paper

5 credits* 125 – 150 hours 100 1.5 hours

10 credits 250 – 300 hours 200 3 hours

15 credits 375 – 450 hours 300 3 hours

20 credits 500 – 600 hours 400 2 x 3 hours

Note: Total per year = 60 credits = 1200 marks

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In University College Cork, a 5-credit module normally consists of 24 hours of lectures plus associated tutorials/essays / readings/practical/coursework OR

The equivalent in student workload such as literature projects, field courses, or indeed set reading assessed by written examination, work for problem sets, studying of legal material and cases outside of lecture hours, etc.

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Steps involved in linking Learning Outcomes,

Teaching and Learning Activities and Assessment

1. Clearly define the learning outcomes.

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

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

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

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If the learning

outcomes are

clearly written,

the assessment

is quite easy to

plan!

The End!

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Workshop 2 21/11/’14

Writing Programme Learning

Outcomes

In this workshop you will will gain practice in

writing learning outcomes for programmes

and mapping these (with the aid of a grid)

on to some module learning outcomes.