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Outcomes-based Teaching and Outcomes-based Teaching and Learning Pre-workshop 1 Learning Pre-workshop 1 Designing Intended Learning Designing Intended Learning Outcomes Outcomes

Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

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Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes. Intended Outcomes of Pre-workshop Exercises for members of each group 1. Review existing subject ILOs. 2. Identify areas requiring changes. 3. Revise or re-design subject ILOs. - PowerPoint PPT Presentation

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Page 1: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Outcomes-based Teaching and Learning Outcomes-based Teaching and Learning Pre-workshop 1Pre-workshop 1

Designing Intended Learning Outcomes Designing Intended Learning Outcomes

                      

Page 2: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Intended Outcomes of Pre-workshop Exercises Intended Outcomes of Pre-workshop Exercises for members of each groupfor members of each group

1. 1. Review Review existing subjectexisting subject ILOs.ILOs.2. 2. IdentifyIdentify areas requiring changes. areas requiring changes.3. 3. ReviseRevise or or re-design re-design subject ILOs. subject ILOs. 4.4. DiscussDiscuss and and shareshare your ideas with your group your ideas with your group

members. members.

Page 3: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Before the workshopBefore the workshop

a. a. review subject ILOs with respect to content, kind of review subject ILOs with respect to content, kind of knowledge and levels of understanding / performance.knowledge and levels of understanding / performance.

b. identify areas requiring changes (if any).b. identify areas requiring changes (if any).c. revise (as appropriate) the subject ILOs.c. revise (as appropriate) the subject ILOs.d. review the alignment between course and subject ILOs.d. review the alignment between course and subject ILOs.

Discuss with your group members in doing the above Discuss with your group members in doing the above exercises. exercises.

Complete the exercises ready for discussion and Complete the exercises ready for discussion and sharing sharing in the workshops on 2 December 2006. in the workshops on 2 December 2006.

Refer to the Pre-workshop reference provided, conduct Refer to the Pre-workshop reference provided, conduct Pre-workshop Exercises 1 and 2 with your group members Pre-workshop Exercises 1 and 2 with your group members to:to:

Page 4: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Outcomes-based Teaching and Learning (OBTL) Outcomes-based Teaching and Learning (OBTL) using Constructive Alignmentusing Constructive Alignment

ILO:ILO: What the What the studentstudent has to learnhas to learn

Teaching:Teaching:Engaging the Engaging the student in the student in the verb in the ILOverb in the ILO

Assessment:Assessment:How wellHow wellthe student the student has met the has met the ILOILO

Page 5: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Constructive AlignmentConstructive AlignmentIntended Learning Outcomes (ILOs)Intended Learning Outcomes (ILOs)

expressed as verbs students have to enactexpressed as verbs students have to enact

AA The very best understanding that could beThe very best understanding that could be reasonably expected: reasonably expected: verbs such as verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, theorize etc.generate, create, theorize etc.

BB Highly satisfactory understanding: Highly satisfactory understanding: verbs verbs such as explain causes, reflect, justify, such as explain causes, reflect, justify, solve, analyze, compare and contrast, solve, analyze, compare and contrast, intepret, apply to known domains etc. intepret, apply to known domains etc.

CC Quite satisfactory learning, with under-Quite satisfactory learning, with under- standing at a declarative level: standing at a declarative level: verbs such verbs such as describe, explain, elaborate, classify, as describe, explain, elaborate, classify, report, cover topics report, cover topics a a to to n,n,

DD Understanding at a level that would Understanding at a level that would warrant a Pass: warrant a Pass: low level verbs, alsolow level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts.attempts.

Teaching / LearningTeaching / Learning ActivitiesActivities

Designed toDesigned to elicit desired elicit desired verbsverbs

May be:May be:

Large class activitiesLarge class activitiesSmall class activitiesSmall class activitiesIndividual activitiesIndividual activities

Teacher-managedTeacher-managed

Peer-managedPeer-managed

Self-managedSelf-managed

as best suits contextas best suits context

Assessment TasksAssessment Tasks

FormatFormat such that such that the target verbs arethe target verbs areelicited and elicited and deployeddeployedin context.in context.

CriteriaCriteria clearly allow clearly allowjudgement as to thejudgement as to thequality of the quality of the student'sstudent'sperformanceperformance

Page 6: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Outcomes-based Teaching and Learning using Outcomes-based Teaching and Learning using Constructive AlignmentConstructive Alignment

There are four steps in designing such teaching:There are four steps in designing such teaching:

1.1. Describe Describe intended outcomesintended outcomes in the form of in the form of standardsstandards students are to attain.students are to attain.

2. 2. Create a Create a learning environmentlearning environment likely to bring about the likely to bring about the

intended outcomes. intended outcomes.

3.3. Use Use assessment tasksassessment tasks enabling you to judge if and how enabling you to judge if and how

well students’ performances meet the criteria.well students’ performances meet the criteria.

4.4. Transform these judgments into standard Transform these judgments into standard grading grading criteriacriteria..

Page 7: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Intended Learning Outcomes (ILOs) Intended Learning Outcomes (ILOs)

. Statements of what students are expected to be . Statements of what students are expected to be able to do as a result of engaging in the learning able to do as a result of engaging in the learning process (studying a subject/course/programme). process (studying a subject/course/programme). . Expressed from the students' perspective.. Expressed from the students' perspective.

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

. Related to criteria for assessing student . Related to criteria for assessing student performance. performance.

Page 8: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

To effectively define the ILOs, both the To effectively define the ILOs, both the contentcontent (breadth) and (breadth) and levels of understanding / performancelevels of understanding / performance (depth) should be (depth) should be identified. identified.

ILOsILOsContent areasContent areas(breadth)(breadth) What ?What ?

Levels of understanding / performance Levels of understanding / performance (depth) (depth) How well ?How well ?

Page 9: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

The verbs in the ILOs …The verbs in the ILOs …

. It is useful to express ILOs by using appropriate . It is useful to express ILOs by using appropriate verbsverbs. .

.. The verbs in the ILOs identify the learning activities for The verbs in the ILOs identify the learning activities for achieving them.achieving them.

. Teaching is specifically aimed at . Teaching is specifically aimed at activatingactivating those verbs. those verbs.

. Assessment tasks cannot be satisfactorily completed unless the . Assessment tasks cannot be satisfactorily completed unless the same verbs that are in the ILOs are appropriately enacted same verbs that are in the ILOs are appropriately enacted (criterion-referenced). (criterion-referenced).

. Generic high level verbs include reflect, hypothesise, solve . Generic high level verbs include reflect, hypothesise, solve unseen complex problems, generate new alternatives. Such unseen complex problems, generate new alternatives. Such verbs would be used to define an A or B grade in meeting the verbs would be used to define an A or B grade in meeting the ILOs. Low level verbs such as describe, identify, memorize ILOs. Low level verbs such as describe, identify, memorize would be more frequent in defining C and D.would be more frequent in defining C and D.

Page 10: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Distinction between Teaching Objectives and Distinction between Teaching Objectives and Intended Learning Outcomes (ILOs) Intended Learning Outcomes (ILOs)

Teaching objective (for the teacher)Teaching objective (for the teacher)What the teacher intends to do.What the teacher intends to do.e.g.e.g. To develop students' proficiency in To develop students' proficiency in

communicative strategies. communicative strategies.

Intended learning outcomes (for the students)Intended learning outcomes (for the students)What the students are expected to be able do What the students are expected to be able do having developed proficiency in communication. Some having developed proficiency in communication. Some generic examples of ILOs could be:generic examples of ILOs could be:

e.g. e.g. 1. 1. ExplainExplain different strategies used in communication. different strategies used in communication. 2. 2. ApplyApply appropriate stategies in different modes of appropriate stategies in different modes of

communication.communication. 3. 3. ReflectReflect on and on and improveimprove own communicative strategies. own communicative strategies.

Page 11: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

A Sample Set of Subject ILOsA Sample Set of Subject ILOs

Subject:Subject: Communicative strategiesCommunicative strategies

Aims:Aims: Develop appropriate communicative strategies Develop appropriate communicative strategies and improve students' general level of proficiency and improve students' general level of proficiency in Englishin English

Intended learning outcomes (some examples):Intended learning outcomes (some examples):

1.1. ExplainExplain different strategies used in communication. different strategies used in communication.2.2. ApplyApply appropriate strategies in different modes of appropriate strategies in different modes of communication. communication.3.3. ReflectReflect on and on and improveimprove own communicative strategies. own communicative strategies.

Page 12: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Steps in designing ILOsSteps in designing ILOs1.1. Decide what kind of knowledge is to be taught - Decide what kind of knowledge is to be taught -

declarativedeclarative or or functioning.functioning.

2.2. Select the content to be taught.Select the content to be taught.

3.3. Decide the levels of understanding the students are Decide the levels of understanding the students are expected to achieve for the different content topics. expected to achieve for the different content topics.

4.4. Have a workable number of ILOs. Higher levels ofHave a workable number of ILOs. Higher levels of ILOs may subsume some of the lower level ones. ILOs may subsume some of the lower level ones.

5.5. Deside if all the ILOs are of equal importance.Deside if all the ILOs are of equal importance.

6. Ensure a clear understanding and agreement of the 6. Ensure a clear understanding and agreement of the ILOs within the teaching team and other relevant ILOs within the teaching team and other relevant

parties.parties.

7. Communicate the ILOs to the students.7. Communicate the ILOs to the students.

Page 13: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Distinguish the Distinguish the kindkind of knowledge you want of knowledge you want

DeclarativeDeclarative knowledge:knowledge:.. Knowing Knowing aboutabout things. things.. Knowledge we can declare to someone in writing or . Knowledge we can declare to someone in writing or

telling.telling.

FunctioningFunctioning knowledgeknowledge::. . Knowledge we Knowledge we put to workput to work in solving a physics in solving a physics problem, analysing a case study, designing a problem, analysing a case study, designing a building, making an argument, writing an essay.building, making an argument, writing an essay.

Page 14: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Some vague ILO verbsSome vague ILO verbs

AppreciateAppreciateBecome aware of Become aware of Familiarise withFamiliarise withKnowKnowLearn aboutLearn aboutRecognizeRecognizeUnderstandUnderstand

How do these verbs manifest themselves in How do these verbs manifest themselves in terms of change of behaviour / performance? terms of change of behaviour / performance?

Page 15: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

The SOLO Taxonomy with The SOLO Taxonomy with sample verbs indicating levels of understandingsample verbs indicating levels of understanding

CompetenceCompetence

Prestructural Unistructural Multistructural Relational Extended AbstractPrestructural Unistructural Multistructural Relational Extended Abstract

one relevant several relevant integrated into generalized to one relevant several relevant integrated into generalized to aspect independent aspects a structure new domainaspect independent aspects a structure new domain

IdentifyIdentifyNameNameFollow simpleFollow simple procedureprocedure

CombineCombineDescribeDescribeEnumerateEnumeratePerform serial skillsPerform serial skillsListList

AnalyzeAnalyzeApplyApplyArgueArgueCompare/Compare/ contrastcontrastCriticizeCriticizeExplain causesExplain causesRelateRelateJustifyJustify

CreateCreateFormulateFormulateGenerateGenerateHypothesizeHypothesizeReflectReflectTheorizeTheorize

IncompetenceIncompetence

FailFailIncompetentIncompetentMisses pointMisses point

. . . .. . . .

Page 16: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Levels of Understanding / performanceLevels of Understanding / performanceSome examples:Some examples:

Unistructural Unistructural identify, name, state (a principle), selectidentify, name, state (a principle), select

MultistructuralMultistructural combine, collate, describe, extract, give combine, collate, describe, extract, give an account of, list, present, report onan account of, list, present, report on

RelationalRelational analyze, apply, argue, compare/contrast, analyze, apply, argue, compare/contrast, criticize, discuss, explain, justify, criticize, discuss, explain, justify,

organize, relate organize, relate

Extended abstractExtended abstract create, formulate, generate, hypothesize,create, formulate, generate, hypothesize,reflect, theorizereflect, theorize

* Some of the lower levels could be subsumed into the higher * Some of the lower levels could be subsumed into the higher levels. E.g. To levels. E.g. To applyapply appropriate communicative strategies appropriate communicative strategies in reading and writing to different tasks will subsume the lower in reading and writing to different tasks will subsume the lower level ILOs such as level ILOs such as identifyidentify, , namename and and selectselect..

Page 17: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Levels of ILOsLevels of ILOs

Course/ProgrammeCourse/Programme level levelWhat are the intended learning outcomes for students enrolled What are the intended learning outcomes for students enrolled

in the course/programme?in the course/programme?

SubjectSubject level levelWhat are the intended learning outcomes for students taking a What are the intended learning outcomes for students taking a

particular subject at a particular stage of the course/programme?particular subject at a particular stage of the course/programme?

Page 18: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Course ILOsCourse ILOs

These are the intended learning outcomes of students These are the intended learning outcomes of students enrolled in a particular course.enrolled in a particular course.

.. What are the content areas which students need to What are the content areas which students need to master to become a competent professional upon master to become a competent professional upon

completion of the course?completion of the course?

.. What are the levels of understanding / performance What are the levels of understanding / performance students are expected to achieve in those content students are expected to achieve in those content

areas?areas?

.. Consider what is a realistic number of course ILOs.Consider what is a realistic number of course ILOs.

Page 19: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Subject ILOsSubject ILOs

These are the intended learning outcomes of students These are the intended learning outcomes of students taking a particular subject.taking a particular subject.

.. What are the content areas that students need to What are the content areas that students need to learn in the subject?learn in the subject?

.. What are the levels of understanding / performance What are the levels of understanding / performance students are expected to achieve in those content students are expected to achieve in those content

areas?areas?

.. Consider what is a realistic number of subject ILOs Consider what is a realistic number of subject ILOs (ideally no more than five).(ideally no more than five).

.. Consider if all the ILOs are of equal importance.Consider if all the ILOs are of equal importance.

Page 20: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Exercise 1 - Writing Subject ILOsExercise 1 - Writing Subject ILOs

Refer to one of the subjects you are teaching and Refer to one of the subjects you are teaching and

.. review the existing objectives in relation to content, kind of knowledge and review the existing objectives in relation to content, kind of knowledge and levels of understanding / perofrmance. levels of understanding / perofrmance.

. identify any areas requiring revision.. identify any areas requiring revision.

. rewrite the subject objectives in ILO format,. rewrite the subject objectives in ILO format,

.. consider if the ILOs are of equal importance.consider if the ILOs are of equal importance.

Subject ILOsSubject ILOs Content Content Kind of Kind of Levels of understanding / Levels of understanding / knowledge knowledge performance performance

Page 21: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Alignment of Course and Subject ILOsAlignment of Course and Subject ILOs

After you have designed your subject ILOs, consider if After you have designed your subject ILOs, consider if

the subject ILOs appropriately address the course ILOs.the subject ILOs appropriately address the course ILOs.

You may need to consider the different weightings of the You may need to consider the different weightings of the subject ILOs.subject ILOs.

Page 22: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

Exercise 2 - Alignment of Course and Subject ILOsExercise 2 - Alignment of Course and Subject ILOs

Consider if the ILOs of your subject in Exercise 1 Consider if the ILOs of your subject in Exercise 1 address any of the course ILOs.address any of the course ILOs.

Course ILOsCourse ILOs

1.1. Are they aligned?Are they aligned?2.2. Do the subject ILOs appropriately address the course ILOs?Do the subject ILOs appropriately address the course ILOs?3. Is the weighting appropriate?3. Is the weighting appropriate?

Subject ILOsSubject ILOs

Page 23: Outcomes-based Teaching and Learning Pre-workshop 1 Designing Intended Learning Outcomes

After you have completed the pre-workshop After you have completed the pre-workshop exercises, exercises,

1.1. select one group member to share your select one group member to share your ideas at the workshop, and ideas at the workshop, and 2.2. jot down any issues that you would like to jot down any issues that you would like to

bring up for discussion at the workshop. bring up for discussion at the workshop.