OBTL for SCM

Linda LaiNovember 2005

Shifts

• Teacher-centred Education to Student-Centred Education

• Constructive Alignment

attributes of an ideal graduate of CityU

↓

intended learning outcomes in the program

↓

intended learning outcomes for students in a course

OBTL (outcome-based teaching & learning)

• A teaching delivery system• Described in the form of a curriculum• Curriculum topics described as the outcomes students

should acquire• Effectiveness of teaching to be assessed via

confirmation of those outcomes• Encourage students to be self-conscious of their own

learning approach• Encourage students to engage in deep learning, i.e.

students should focus on meaning and use strategies that help them embrace underlying structures that gives the facts their meanings…

Learning Objectives – different levels

DLO’s – Desirable Learning Outcomesuniversity and general level

ILO’s -- Intended Learning Outcomesprogram & course level

ULO’s – Unintended Learning Outcomesthings that a student learns which are not intended but are desirable

ILOs (intended learning outcomes)

• Statements of what students are expected to be able to do as a result of engaging in the learning process (studying a course/programming).

• Expressed from the students’ perspective.

• Expressed in the form of action verbs leading to observable and assessable behavior.

• Related to criteria for assessing student performance.

ILOs – different levels

DLO’s – Desirable Learning Outcomesuniversity and general level

ILO’s -- Intended Learning Outcomesprogram & course level

ULO’s – Unintended Learning Outcomesthings that a student learns which are not intended but are desirable

ILOs – assessment

Different levels of achievement should be identified before assessing intended and desirable outcomes

Assessment should also make provisions for students to demonstrate their achievement of unintended but desirable learning outcomes, e.g. assessment by portfolio

Designing ILOs

• What to teach (declarative or functioning)

• Topics to be taught

• Levels of understanding expected to achieve for different topics

• Ensure understanding and agreement of ILOs within the teaching team + other relevant parties, e.g. External Reviewer

• Communicate ILOs to students

Levels of Understanding

The SOLO Taxonomy (Biggs & Collis 1982)

[Structure of the Observed Learning Outcome]

Prestructural

Unistructural

Multistructural

Relational

Extended Abstract

Designing ILOs

1. For each existing course document, identify areas for improvement.

2. Rewrite the ILOs as appropriate.

Course ILOs:

On completing the course, students should be able to:

-

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Content area Level of understanding

Action verbs

Unistructural Identify, name, state (a principle)

Multistructural Classify, combine, describe, elaborate, give an account of, list

Relational Analyze, apply, argue, compare & contrast, criticize, discuss, explain, justify, relate, solve problem

Extended abstract

Create, formulate, generate, hypothesize, reflect, theorize

Action verbs

Examples of vague verbs (from OBTL workshop):AppreciateBecome aware ofFamiliarize withKnowLearn aboutUnderstand

Suggestions: make these verbs manifest themselves in terms of change of behavior or performance.