Learning Outcomes as a Tool for Quality Assurance in Higher Education

1. Learning Outcomes as a Tool for Quality Assurance in Higher Education Prof. Ziad Al-Saad Vice President Yarmouk University

2. Bologna Process In June 1999, representatives of the Ministers of Education of 29 European countries convened in Bologna, Italy to formulate the Bologna Declaration, aimed at establishing a common European Higher Education Area (EHEA). The overall aim is to improve the efficiency and effectiveness of higher education in Europe.

3. Bologna Process The Bologna process spells out a number of “action lines” in which learning outcomes should play an important role. One of the logical consequences is that, by 2010, all programmes and significant constituent elements of programmes in third level institutions throughout the European Higher Education Area should be based on the concept of learning outcomes, and that curriculum should be redesigned to reflect this.

4. A Paradigm Shift learning outcomes are the basic building blocks of the Bologna package of educational reforms” and that this methodological approach is at the heart of the paradigm shift from teacher to student-centred learning.

5. A Paradigm Shift Learning outcomes are important for recognition … 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 that you have obtained your degree?” This approach is of 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 nonformal educational experiences.

6. Teachers Centered Approach The traditional way of designing modules and programmes was to start from the content of the course. Teachers decided on the content that they intended to teach, planned how to teach this content and then assessed the content. Difficult to identify precisely what the student has to be able to do in order to pass the module or programme.

7. Student Centred” Approach International trends in education show a shift from the traditional “teacher centred” approach to a “student centred” approach. This alternative model focuses on what the students are expected to be able to do at the end of the module or programme. Hence, this approach is commonly referred to as an outcome-based approach.

8. Defining Learning Outcomes • Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. (ECTS Users’ Guide, 2005) •Learning outcomes are explicit statements of what we want our students to know, understand or be able to do as a result of completing our courses. (University of New South Wales, Australia) • Learning outcome: a statement of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning”. (Gosling and Moon, 2001) • A learning outcome is a statement of what the learner is expected to know, understand and/or be able to do at the end of a period of learning. (Donnelly and Fitzmaurice, 2005)

9. Defining Learning Outcomes • Learning outcomes focus on what the learner has achieved rather than the intentions of the teacher; • Learning outcomes focus on what the learner can demonstrate at the end of a learning activity.

10. Benefits of Using Learning Outcomes Designing your courses using learning outcomes leads to a more student-centred approach: it marks a shift from the content of a module or course (namely, what staff members teach) towards its outcome (in other words, what the student is able to do on successful completion of the course or module).

11. What is the difference between aims, • objectives and learning outcomes?

12. Aims The aim of a module or programme is a broad general statement of teaching intention, i.e. it indicates what the teacher intends to cover in a block of learning. Aims are usually written from the teacher’s point of view to indicate the general content and direction of the module. For example, the aim of a module could be “to introduce students to the basic principles of atomic structure” or “to provide a general introduction to the history of Jordan in the twentieth century”.

13. Objectives The objective of a module or programme is usually a specific statement of teaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover in a block of learning. For example, one of the objectives of a module could be that “students would understand the impacts and effects of behaviours and lifestyles on both the local and global environments”. (In some contexts, objectives are also referred to as goals).

14. Aims and Objectives Thus, the aim of a module gives the broad purpose or general teaching intention of the module, whilst the objective gives more specific information about what the teaching of the module hopes to achieve.

15. Advantages of Learning Outcomes One of the great advantages of learning outcomes is that they are clear statements of what the learner is expected to achieve and how he or she is expected to demonstrate that achievement. Thus, learning outcomes are more precise, easier to compose and far clearer than objectives. Easy to measure

16. Learning Outcomes Can: Help to guide students in their learning in that they explain what is expected of them, in turn helping them to succeed in their studies. Help staff to focus on exactly what they want students to achieve in terms of both knowledge and skills. Provide a useful guide to inform potential candidates and employers about the general knowledge and understanding that a graduate will possess. Good, clear learning outcomes will also be useful when compiling information for student Progress Files, which will soon be required of all universities.

17. Learning outcomes allow a more accurate picture of the learning experience • Learning experience is much more than simply measuring workloads Accuracy

18. Learning outcomes allow more transparency of degrees and modules • They ease the administrative process incurred by the recognition of modules and degrees • Greater transparency to students – allowing them greater ownership of their own educational journey Transparency

19. More academic and geographic mobility – thanks to enhanced transparency, clarity and recognition • Recognition from one institution to another but also from one study programme to another Mobility

20. Enhanced employability thanks to the clearer information on the learning experience, particularly abroad • Skills and knowledge clearly set out, therefore employers have a better appreciation of a student’s learning experience • Students can articulate their skills and knowledge better Employability

21. The Learning Outcomes process at programs level The Learning Outcomes process at Course (Module) level

22. The Learning Outcomes process at programs level Program outcomes refer to the outcomes of the entire program leading to the relevant award. You are required to categorize your program outcomes in terms of: Knowledge and understanding Intellectual skills  Practical skills Key/transferable skills

23. Subject benchmark statements Subject benchmark statements set out expectations about standards of undergraduate or postgraduate degrees in a range of subject areas. They describe the attributes, skills and capabilities that a graduate with a degree in a specific subject might be expected to have.

24. Subject benchmark statements Each statement should be written by a group of academics and other specialists (such as representatives from professional bodies, industry and commerce) from the subject area. For some subject areas, you may need to refer to more than one set of benchmark statements.

25. Level Descriptors Level descriptors are generic statements describing the characteristics and context of learning expected at each level. These help guide your expectations of students and they are designed to ensure equivalence and consistency of standards across subject areas. They are set out in the University’s Academic Regulations and Policies and are based on those recommended by the QAA.

26. Level Descriptors The first section of the descriptors for each level is a statement of outcomes which students should be able to demonstrate to be accredited at that level. These relate to knowledge and understanding of the subject, and the intellectual skills required to make use of this knowledge and understanding.

27. Level Descriptors The second section of the descriptors states the wider abilities which a typical student could be expected to have developed at that level. This incorporates both practical skills (i.e. those which are relevant to competence in your own specific context, such as lab skills, performance skills), and more general key/transferable skills (communication, problem solving, self-evaluation). Depending on your context, these two categories of skills may well overlap.

28. Level Descriptors • Once you have devised your program outcomes, you need to make sure that their attainment is clearly achievable through the module outcomes on the program. • If your program covers more than one level (such as a Bachelor’s degree) you may find it useful to break down the aims of the program over the levels so that you can verify that students are progressively working towards the program outcomes throughout the course. • If you have any longer-term outcomes on a program and feel a student may only be able to demonstrate them on completion of the program, state them as program outcomes, rather than module outcomes.

29. The Learning Outcomes process at course (module) level • A well-structured module should show clear alignment between the learning outcomes and the assessment criteria used on the module; in turn this requires you to design appropriate assessment tasks, and to deliver the module in a way which enables students to reach the required outcomes.

30. This alignment betweenlearning outcome, learning and teaching method, assessment tasks and assessment criteria makes the whole process transparent to the students and to other interested parties, and helps you to ensure that there is coherence in your modules.  

31. What are the characteristics of good learning outcomes? • The specified action by the learners must be observable. • The specified action by the learners must be measurable. • The specified action must be done by the learners. • The ultimate test when writing a learning outcome is whether or not the action taken by the participants can be assessed. If not, the outcome probably does net meet all three of the characteristics.

32. Writing Learning Outcomes Your learning outcomes should specify the minimum acceptable standard for a student to be able to pass a module or course (threshold level). This means that it is important to express learning outcomes in terms of the essential learning for a module or course, so you should have a small number of learning outcomes which are of central importance, not a large number of superficial outcomes.

33. Writing Learning Outcomes Write between four and eight learning outcomes for each of your courses, and up to twenty-five outcomes for an entire programme. Start programme outcomes with the phrase: ‘A successful learner from this program will be able to …’ Start module outcomes with the phrase: ‘On successful completion of the course, students will be able to …’         OR, better still:‘On successful completion of the course, you will be able to …’

34. Writing Learning Outcomes These phrases lead you to use action verbs so that students are able to demonstrate that they have learned or achieved the outcome. Verbs relating to knowledge outcomes – ‘know’, ‘understand’, ‘appreciate’ – tend to be rather vague, so use action verbs – ‘solve’, ‘evaluate’, ‘analyse’ – to indicate how students can demonstrate acquisition of that knowledge. Make sure you only use one verb per learning outcome, and that you keep the sentence structure simple to avoid misinterpretation. Avoid unnecessary jargon; if absolutely necessary, use more than one sentence to ensure clarity.

35. Bloom’s Taxonomy To help you write your outcomes, use Bloom’s Taxonomy which despite its age is still one of the best aids to writing good learning  outcomes.

36. Bloom’s Taxonomy Bloom identified six categories of learning – knowledge, comprehension, application, analysis, synthesis and evaluation – which you can use at any academic level. The first two of these relate specifically to knowledge and understanding, while the remaining four involve intellectual skills.

37. Knowledge & understanding On successful completion of the course, students will be able to: • Explain the meaning, character and identity of place, and how landscape is constructed. • Identify the theories of learning that are implicit in their current approach to education. • Discuss Romantic poetry in relation to the major themes of Romanticism. • Describe the underlying principles governing gene transmission and expression.

38. Pointers on knowledge and understanding outcomes Avoid learning outcomes which are TOO BROAD in scope, such as ‘Recall the fundamental concepts of Structural, Mechanical and Electrical Engineering.’ Avoid learning outcomes which are TOO NARROWin scope, such as ‘State the six categories in Bloom’s Taxonomy.’ Avoid overloading your course with TOO MUCH 'CONTENT': knowledge and understanding outcomes emphasize what your students will be able to comprehend and explain, but this isn’t as important as being able to USE the information through application, analysis, synthesis and evaluation.

39. Intellectual (thinking) skills: application On successful completion of the course, students will be able to: • Apply Kolb’s model of learning to the design of a teaching programme. • Illustrate, using phonetics, the problem of stigmatism in children.

40. Intellectual (thinking) skills: application On successful completion of the module, students will be able to: • Appraise the key issues of market segmentation in a brewing industry case study.

41. Intellectual (thinking) skills: application On successful completion of the module, students will be able to: • Create a set of criteria to assess Home Office implementation of immigration rules. • Design an engine component that conforms to the following criteria…

42. Intellectual (thinking) skills: evaluation On successful completion of the module, students will be able to: • Explain the reasoning behind their allocation of scarce resources in the treatment of patients in an Accident and Emergency setting. • Prioritize conclusions they reached from an analysis of paint techniques, giving reasons.

43. Practical skills (=subject-specific) On successful completion of the module, students will be able to: • Express themselves in writing for different professional and academic audiences. • Employ appropriate ICT skills in order to forecast demographic trends. • Use web-creation tools to produce an interactive website suitable for use by young schoolchildren.

44. Key/transferable skills (=generic) On successful completion of the module, students will be able to: • Work effectively as part of a team. • Reflectively evaluate their own learning and personal planning processes.

45. Good practice in writing learning outcomes:

46. Open-ended learning outcomes Not all learning is pre-planned: in many subjects (especially creative ones), students are expected to choose their own route through a module, and you can devise open-ended learning outcomes to reflect this. For example, you could say that students are expected to be able to: draw creatively on experience to devise work which integrates art forms apply theory critically to analyse their professional experience evaluate the impact of their clinical intervention use a self-reflective approach to devising, developing and delivering project work.

47. Linking Outcomes to assessment You need to ensure that assessment tasks are designed to fulfill the outcomes of a course. One way of ensuring this is by directly linking your assessment criteria to your learning outcomes

48. Linking Outcomes to assessment This may involve a simple one-to-one correlation between outcome and criterion, or you may wish to have more than one criterion for each outcome. This method makes the assessment process all the more transparent to students, and enables them to see the purpose of assessments more easily.

49. Bologna Process • Thank you for your attention