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Outcome-based Teaching and Learning (OBTL) Approach in Vocational and Professional Education and Training (VPET)
Facilitator: Annie W. Cheng
Intended Learning Outcomes
Upon completion of this workshop, you are expected to be able to:
suggest appropriate intended learning outcomes in programme and module design of VPET;
select learning and teaching, and assessment methods that are aligned with the intended learning outcomes; and
reflect on the current programme and module design using the OBTL approach.
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General and Academic Education VS. VPET
General & Academic
Focus: Academic concepts
Learning & Teaching: • Lectures • Literature review • Tutorial
VPET
Focus: Occupational, Mastery
of hands-on skills
Learning & Teaching: • Workplace practices • Industrial
attachment
What is OBTL
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OBTL
“Outcomes are clear learning results that we want students to demonstrate at the end of significant learning experiences……and…..are actions and performances that embody and reflect learner competence in using content, information, ideas, and tools successfully” (Spady, 1994).
“A teaching and learning approach focusing on what students know and are able to do after studying the programme” (Biggs & Tang, 2007)
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OBTL Approach to Student Learning
Source: Biggs (2009)
Teaching: To
facilitate attaining the ILOs
Assessment: How well students
have attained the
ILOs
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ILO: What the students
have to do
Constructive Alignment
Adopting OBTL Approach in Student’s Learning in VPET
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OBTL Approach in Curriculum and Teaching Design
Programme Intended Learning Outcomes (PILO)
Module Intended Learning Outcomes (MILO)
Assessment Tasks (AT)
Assessment Criteria
Assessment Tools
Graduate Attributes
Teaching and Learning Activities (TLA)
• QF Generic Level Descriptors
• Industry needs, e.g. Industry-specific Specification of Competency Standards (SCS)
Intended Learning Outcomes
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ILOs
ATs
TLAs
http://www.nrepp.samhsa.gov/Courses/ProgramEvaluation/images/0406_0070.jpg
Learning Outcomes
A learning outcome is what a learner can do as a result of a learning experience.
To do what?
To perform a specific task / solve problem at a given level of competence under specified context, reflecting the level of challenges.
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Source: HKCAAVQ, (2009)
Structure of an ILO Statement
Action Verb Object Context
Standard
of performance
• indicating what the learner will be able to do
• e.g. describe, apply, analyse, evaluate, create etc.
• indicating what the learner is acting
• a qualifying phrase to provide a context or condition for indicating
the level
for indicating the level but not the only element
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Examples of ILOs
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Action verb Object Context
Analyse the reasons of customer complaints
to improve the quality of catering services
Differentiate the characteristics of other nationality cuisines
for developing banquet menus to meet customer requirements
Use the knowledge of nutritional diet
to design appropriate menus for patients with various dietary needs
Action Verb
Object Context Standard
ILO - Action Verbs
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Action Verbs
Observable
Measurable
But
Avoid vague verbs such as:
Know
Understand/demonstrate an understanding
Appreciate
Have knowledge in….
Learn about
Be aware of / Develop awareness of…….
………….
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Action Verb
Object Context Standard
Action Verbs for Cognitive Domain
Creating
Analysing
Understanding
Applying
Remembering
Construct, design, develop, generate, hypothesise, invent, produce, compose, create...
Appraise, argue, assess, conclude, critique, decide, evaluate, judge, justify, predict, prioritise, select…
Classify, analyse, compare, explain, cause and effect, predict, guess, summarize, conclude, apply…
Evaluating
Define, describe, identify, label, list, match ...
Revised Bloom’s Taxonomy (Anderson and Krathwohl, 2001)
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Generic Level Descriptors
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Generic Level Descriptors (GLD)
GLD indicate the complexity, requirements and difficulty of each QF level in terms of:
• Knowledge & intellectual skills;
• Process;
• Application, autonomy and accountability; and
• Communication, IT and numeracy
Example: General Banking Officer
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Units of Competency Features of QF 4
• Solve all forms of customer’s enquiries to ensure customer satisfaction
• Communicate with customers proactively to probe opinions and needs
A broad knowledge base, with some specialist knowledge in selected areas
Deal with well defined issues within largely familiar contexts, but extend this to some unfamiliar problems
Perform skilled tasks requiring some discretion and judgement
Use a range of presentation techniques to engage the audience in both familiar and some new contexts
19 19 Source: HKCAAVQ (2009)
LevLevel of the Competency of competency
Environment
Constraints
Quality of work
Responsibilities
Autonomy
Problem solving approach
Others ....
Abilities
Conte
xt
Principles of Using the GLD- Contextualisation
Writing Intended Learning Outcomes – Common Problems
Too vague / too specific
Use of ambiguous words and phrases
Too many verbs in one learning outcome
Overuse of the same verb
Inappropriate cognitive level
Use of progression
Not realistic and can’t be assessed
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Source: Keane M. (2009)
Assessment
Source: Biggs & Tang, (2007)
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ATs
ILOs
TLAs
What is Assessment?
Assessment is the process of collecting evidence and making judgements on the nature and extent of progress towards performance requirements set out in a standard, or a learning outcome, and at the appropriate point making a judgement as to whether the competency has been achieved.
22 http://www.nrepp.samhsa.gov/Courses/ProgramEvaluation/images/0406_0070.jpg
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Functioning Knowledge
Conditional Knowledge
Procedural Knowledge
Declarative Knowledge
Knowledge about things, ‘Knowing-what’
Knowledge we put to work in solving a problem
Having the skills for performing
Knowledge about the circumstances for using them
Source: Ho (2013)
Matching Assessment Methods to Outcomes
Learning outcomes
• Reflect • Evaluate • Predict • Argue • Apply • Relate • Explain • Describe • Compute • Identify • Recall
Assessment methods
• Portfolios • Reflective writing • Practicum/workplace
assessment • Complex projects • Problem or case-
based assessment • Extended essay • Essay exam • Objective test (e.g. MCQ)
Low level thinking
High level thinking
Source: Biggs (2003)
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Principles of Assessment Design
Source: HKEAA (2014)
Validity
(效度)
Reliability
(信度)
Fairness
(公平性)
Consistency
(一致性)
Authenticity
(真實性)
Sufficiency
(足夠性)
Manageability (可處理性)
Teaching and Learning
Source: Biggs & Tang (2007)
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TLAs
ILOs
ATs
Linking Teaching and Learning Methods to Outcomes
Source: Butcher, C. & et al. (2006)
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Constructive Alignment
Source: http://www.youtube.com/watch?v=w6rx-GBBwVg
Teacher’s intention Students’ activity
Assessment approaches
e.g. • Explain • Analyse • Apply
e.g. • Explain • Analyse • Apply
e.g. • Explain • Analyse • Apply
Aligned Design
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Recap
Constructive Alignment
Intended Learning Outcomes
Principles of Assessment
Choice of TLAs & ATs
References Biggs, J. (2nd edition, 2003). Teaching for Quality Learning at University. (Chapter 3, Formulating and clarifying
curriculum objectives). Buckingham: Society for Research in Higher Education & Open University Press.
Biggs, J & Tang, C. (2007) Teaching for quality learning at university. Buckingham: The Open University Press/McGraw Hill.
Biggs, J. (2009) Presentation at Open University, 14 May, 2009. Enhancing learning through constructive alignment. Bingham R (1999) Learning Outcomes: a guide, Learning and Teaching Institute, Sheffield Hallam University, Sheffield.
Butcher & Highton. (2006). Designing Learning from Module Outline to Effective Teaching: Routledge
Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. (2008). Curriculum and Assessment (C&A) Guide – various subjects in NSS.
Harlen, W. (2007). Assessment of learning. Thousand Oaks, CA: SAGE
HKCAAVQ. (2008). Guidelines on Accreditation of Learning Programme QF Levels 4 – 7 for Operators with valid HKCAA IR status / HKCAAVQ IE status
HKCAAVQ. (2009). Determination of QF Level. Presentation at the VTC
HKCAAVQ. (2009). Guidelines on Accrediting Assessment Agencies (version 1), p. 41-42
HKEAA (2014). Seminar on Assessing Learning with Performance-based Assessment – HKDSE APL.
Ho, A. (2013). Seminar on Outcome-based approaches to learning and teaching, The Open University of Hong Kong
Keane M. (April 2009). Guide to Writing Learning Outcomes at Learning Innovation Unit. Dublin City University.
Qualifications Framework, EDB. (2008). Qualification Framework Specification of Competency Standards for the Jewellery Industry in Hong Kong.
RDT Unit, HKCAAVQ. (2009). Determination of QF Level for VTC.
Spady, W. (1994). Outcomes-based education: Critical issues and answers. Arlington, VA: American Association of School Administrators.
http://www.youtube.com/watch?v=w6rx-GBBwVg
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This collaborative project is funded by the Quality Enhancement Support Scheme (QESS) under
the Self-financing Post-secondary Education Fund of the Education Bureau, HKSAR.
Thank you for your
participation and feedback!
Innovative Pedagogical Strategies in VPET Series is funded by the Quality Enhancement Support Scheme (QESS) on the project of
“Development of Effective Pedagogical Practices and a Cross-institutional Online Sharing Platform for Hong Kong’s Vocational
Education and Training (VET)”. It offers seminars and workshops on a regular basis to keep VPET academic and teaching staff,
workplace mentors and VPET stakeholders abreast of the most updated flexible learning, innovative pedagogical practices,
competency-based and task-oriented instructional strategies. It also serves the purpose of enhancing peer learning between institutions’
academic and teaching staff and workplace mentors to maximise support to students during their workplace learning and industrial
attachment.
Please give us your feedback
Your feedback is valuable to us.
Welcome to visit our
QESS Project Website Your participation will make a great leap in VPET.
https://bit.ly/qess_002b https://vpetcity.vtc.edu.hk
27 June 2016
