Linking Levels, Learning outcomes and assessment

1. Linking Levels, Learning outcomes and assessment Jenny Moon, Visiting Fellow, Centre for Excellence in Media Practice, Bournemouth University, UK jenny@cemp.ac.uk

2. Key shifts in thinking Focus on: - learning, not teaching - modules not programmes as unit of assessment - development of a credit system at modular level There is recognition of progression of the quality of learning over higher education programmes There is recognition that we assess the representation of learning, not the learning itself.

3. Some language EHEA – European higher education area ECTS and credit Module Learning outcomes Levels, level descriptors and qualification descriptors

4. A map of module development

6. Levels, level descriptors and qualification descriptors • Basic definitions – what are they? Level or qualification descriptors provide generic descriptions of learning in sequential steps against which standards, modular learning outcomes or qualifications can be positioned.

7. What are level and qualification descriptors for? They provide: - set of standards for HE (higher education) learning - language for writing learning outcomes - a vision of progression in HE learning

8. Overarching frameworks for Level and qualification descriptors in the EHEA • Framework for qualifications of the EHEA (EQF – LLL) • European qualifications framework for lifelong learning of the EU (Dublin Descriptors)

9. Other descriptors should relate to the Overarching Framework Some other descriptors are: • Educational qualifications and their General Descriptions (Armenia) • National Qualifications Framework (UK) • SEEC Generic Level Descriptors

10. Level descriptors and qualification descriptors • Qualification and level descriptors – the differences.. - The value of translation of level descriptors into subject language • Components of level descriptors

15. Definition of a statement of learning outcome (module) - a statement of what the learner should be able to do at the end of a period of learning in order to demonstrate the achievement of knowledge, understanding or ability to perform. A learning outcome is usually written in association with level descriptors.

16. Programme outcomes as a form of learning outcomes How programme outcomes differ from learning outcomes for modules

17. Learning outcomes – some other matters • The differences between aims and learning outcomes - Aims and rationales - ‘Objectives’…

18. Example of learning outcome Level 5 Bachelor of Science - Physics: At the end of the module, the student will be expected to be able to - - perform correctly calculations on wave functions and in the solution of the Schroedinger equation for a range of one-dimensional problems

19. Examples of learning outcomes Bachelor of Education: Level 5 At the end of the module, the learner will be expected to be able to: - explain the more common reasons for difficult behaviour in primary school children in class situations, indicating standard techniques for ameliorating that behaviour

20. Example of learning outcome Level 6 Bachelor of Arts in English: At the end of the module, the learner is expected to be able to - demonstrate detailed understanding of the influences of the historical and social context within which the chosen text is set, both from the study of the text itself and from the study of other contemporary literature.

21. Examples of learning outcomes Level 6 Bachelor of Science, Physics At the end of the module, the student is expected to be able to - - describe and explain the function of the basic devices of optoelectronics; optical fibres; liquid crystal displays; bipolar and surface field effect transistors and MOS light emitting diodes

22. A learning outcome for a negotiated learning module At the end of the module the student is expected to be able to: • - write an appropriate and agreed learning contract with correctly structured learning outcomes; • fulfil the learning contract, demonstrating efficiency and autonomy in the management of the required research, learning and reporting

23. Components of a learning outcome • A verb that indicates what a learner is expected to be able to do at the end of the period of learning • Word(s) that indicate on what or with what the learner is acting. If the outcome is about skills then the word(s) may describe the way the skill is performed (eg jump up and down competently • Word(s) that indicate the nature (in context or in terms of standard) of the performance that is required as evidence that the learning has been achieved.

24. Some points about learning outcomes (1): • Stem of a learning outcome – ‘at the end…’ • Saying the student ‘will…’ or ‘is expected to…’ • Different disciplines have subject matter structured differently;

25. Some points about learning outcomes (2) • Verbs in learning outcomes do not relate to specific levels because they have a relationship to the complexity of the knowledge presented • Numbers of learning outcomes per module. • Students should achieve credit for the module only if they achieve all of the learning outcomes • In theory we should assess all the outcomes. In practice mostly we sample them.

26. And a fundamental point: • Learning outcomes should be written at threshold standard. In other words they are what students MUST achieve in order to gain the credit.

27. Consequences of writing threshold learning outcomes (based on UK pass/fail point - 40%)

28. Why use an outcomes-based approach? 1. An outcomes based is to do with learning and not teaching. It is learning that is at the heart education and not teaching!

29. Why use an outcomes-based approach? 2. Learning outcomes are to do with what students have learnt . They are based on the achievement of learning, - not what you hope that they will learn!

30. Why use an outcomes-based approach? 3. Learning outcomes are to do with the representation of learning - not just the learning. Learning is an activity of the brain - it is only when the activity is evidenced that we know that it has happened.

32. Jenny@cemp.ac.uk or Jennyamoon@gmail.com