learning outcomes.pptx
- 1. vvddd Learning outcomes By Quality Assurance Department
- 2. Characteristics of a Qualifications Framework • Levels Level Descriptors • Qualifications Design Learning Outcomes Assessment • Quality Assurance (at different levels): Institutional Qualification Assessment • Registers for national qualifications • Some qualifications frameworks use credit
- 3. A learner must be introduced to, and know basic facts and concepts before they are able to move on to more complex thinking/tasks such as comprehending, applying, analysing, creating or evaluating. Taxonomies of Learning
- 4. Learning Domains Cognitive Emphasis on • Remembering • Reasoning • Concept formation • Creative thinking Affective Emphasis on • Emotions • Attitudes • Interests • Values Psychomotor Emphasis on • Muscle and motor skills e.g. • Driving • Handwriting • Speech
- 5. Bloom’s Taxonomy: Cognitive Domain Synthesis Analysis Application Comprehension Knowledge Recall,remember or recognise information Understand meaning, restate information in ownwords Useor apply knowledge, put theory into practice Interpret elements, constituent parts of process, makequalitative assessment Design solutions, develop plans, integrate methods Evaluation Critical thinking, strategic comparisons
- 6. Active verbs Analysis Synthesis Evaluation Analyse Differentiate Arrange Manage Appraise Evaluate Appraise Discriminate Assemble Organise Argue Judge Calculate Distinguish Collect Plan Assess Predict Categorise Examine Compose Prepare Attach Rate Compare Experiment Construct Propose Choose Score Contrast Question Create Set up Compare Select Criticise Test Design Write Defend Support Formulate Estimate Value Knowledge Comprehension Application Define Duplicate Label List Memorise Arrange Name Recall Relate Repeat Reproduce Classify Describe Discuss Explain Express Identify Indicate Locate Re-organise Report Restate Review Select Translate Apply Choose Demonstr ate Employ Illustrate Interpret Operate Practice Schedule Sketch Solve Use Active Verbs: Cognitive Domain
- 7. Bloom’s Taxonomy: Affective Domain Valuing Responding Receiving Listen, read (passive) Inquiry, response (active) Attaches importance/worth to the information gained Characterizing Internalise and believes in the value Organising Accepts different viewpoints. Compare and relates with other values
- 8. Active Verbs: Affective Domain Receiving Reading, Listening (passive mode) Responding Valuing Organising Characterizing Answer Assist Comply Conform Discuss Help Label Practice Present Report Select Tell Write Complete Demonstrate Describe Differentiate Explain Follow Form Initiate Join Justify Propose Read Share Adhere Alter Arrange Combine Compare Defend Explain Generalize Identify Integrate Modify Order Relate Synthesize Act Discriminate Display Influence Modify Propose Question Revise Serve Solve Use Verify
- 9. RH Daves (1970) : Psychomotor Domain Articulation Precision Manipulation Imitation Imitating Others Actions under direction or guidance Actions are almost perfect Multiple skills with harmony among them Naturalisation Actions with high performance levels become second nature
- 10. Active Verbs: Psychomotor Domain Imitation Manipulation Precision Articulation Naturalisation Adhere Copy Identify Imitate Mimic Observe Re-enact Repeat Replicate Try Build Execute Implement Perform Re-create Calibrate Complete Control Demonstrate Perfect Show Adapt Combine Construct Coordinate Develop Formulate Improve Integrate Modify Solve Design Invent Manage Project Specify
- 11. The Awarding Body must: • Own the qualification • Have institutional and programme licenses from the relevant Licensing Body (where required) • Have quality assurance measures in place at: Institutional Level Programme Level The qualification must: • Be written in Learning Outcomes • Have summative assessment of the Learning Outcomes Criteria for Listing and Alignment
- 12. Learning Outcomes Learning Outcomes: • Help learners in their learning by setting out what is expected of them • Support learning progression and recognition of prior learning • Provide information to potential learners and employers about the knowledge and skills that will be achieved on successful completion of a particular qualification
- 13. Learning Outcomes Help staff to: •1 Design the content of a qualification • Focus on exactly what they want students to achieve in terms of both knowledge and skills • Show the connection between the Learning Outcomes of individual modules and the programme aims • Decide on appropriate assessment criteria and methods
- 14. Writing Learning Outcomes Before starting to write the Learning Outcomes, consider: • What knowledge, skills and values have the learners to demonstrate? • What should the learners to be able to do? • How will learners demonstrate what they have learned? • How do the learning outcomes in the module fit the programme learning outcomes?
- 15. Writing Learning Outcomes Learning Outcomes should: • Be written in the future tense • Start with an active verb to describe what the learner will know and/or be able to do by the end of the module • Be specific – avoid using verbs that are ambiguous • Be clear and easily understood by learners and non- experts • Describe the final achievement of the learner
- 16. Writing Learning Outcomes Learning Outcomes must be: • Measurable and assessable • Aligned to the assessment criteria (and vice versa) • Assessed • The result of the learning experience e.g. do not include a Learning Outcome where the topic is not covered in the module • Achievable
- 17. Writing Learning Outcomes Do not use verbs that are vague such as `understand`, `appreciate`, `be aware of`, `be familiar with’, ‘acquire’ `learn’ Use: Example: Active Verb Object Qualifying Phrase Explain the fundamental concepts of quantitative analysis Writing Learning Outcomes
- 18. Writing Learning Outcomes A good learning outcome is SMART: Writing Learning Outcomes
- 19. Example of Statements Be given the opportunity to learn about Listing qualifications on the OQF Be aware of Listing qualifications This is not a learning outcome. It describes the content, not what learners will do. Less vague but how is understanding to be assessed? Understand about Listing qualifications on the OQF List a qualification on the OQF This is vague and can’t be assessed. There is no context or qualifying phrase. Listing qualifications on what? This is specific. Starts with an action verb, states what will be Listed (object) and provides the context (on the OQF). Examples of Statements
- 20. WRITING DESCRIPTORS AT VARIOUS LEVELS Descriptor Level 5 Level 6 Level 7 Level 8 Knowledge Students will be able to; Learn basic knowledge of ……………………….. Define/ Interpret…………………. Demonstrate breadth of understanding of …………………… Demonstrate an awareness of different perspectives and/or approaches of………………….. Students will be able to; Significant and far reaching understanding of ……………… Understand nature and scope of……………. Illustrate conceptualization of ……………… Demonstrate knowledge in relation to major environmental concerns of……………………………….. Students will be able to; Demonstrate extensive scope of knowledge in (specialized) …………………………… Show an understanding of relationship………………. Unpin knowledge from concepts of ……………. Demonstrate subject/topic specific knowledge of concepts and theories of……………….to synthesize information Students will be able to; Demonstrate advance knowledge of ………. field/topic through………….. Demonstrate an extensive understanding of theories of………….. Demonstrate an extensive understanding of principles of …………………… Exhibit the link of theory and practices of …………… Show awareness of contemporary research related to……………… Skills Students will be able to; Use cognitive learning to conceptualize……………… Use technical skills to ……………. Complete well-defined task using…………… skills Analyze issues to solve well defined problems Students will be able to; Use a wide range of cognitive and technical skills to……………. Apply appropriate investigation techniques to conceptualize problems related to…………….. Communicate abstraction of ………………… Solve well defined problems……………………….. Students will be able to; Use analytical skills and creative thinking in understanding of …………… Identify appropriate tools/methods/instruments or investigative techniques in the area of …………………. Propose solutions to complex and varying situations/problem /context of ……………………. Students will be able to; Be able to synthesize and interpret information to evaluate possible conclusions Develop/Adapt/ Apply appropriate methods and techniques of inquiry in…………… Evaluate …………………. Related information independently. Propose new ideas and/or processes in …………………….. Integrate research in ………………….
- 21. Assessment - Definition Definition: “The process of judging performance against specific targets/reference points”. Source: OAAA (2016). Term. In OAAA Online Glossary. Retrieved on 16/09/2019, from www.oaaa.gov.om/Training.aspx#Glossary Assessment
- 22. Diagnostic Assessment: Determines a learner’s strengths and weaknesses Usually at the beginning of a learning process Used to identify an appropriate learning programme, or assign the learner to a group Formative Assessment: Takes place during the learning process Provides information on a learner’s progress Used to set learning goals, guide the lecturer/teacher/trainer Provides constructive feedback to the learner Summative Assessment: May take place at different points in the learning process, but usually at the conclusion of the module or programme Purpose, to check the extent of learners’ knowledge/skills on what they have been taught Part of the grading process Types of Assessment
- 23. Principles of Asses Assessment must be: • Valid: measures what it claims to measure • Reliable and consistent: consistency of results over time, tasks and assessors • Sufficient: is appropriate and covers a wide enough range of content • Transparent: `no surprises`. Learners are aware of its purpose and nature • Equitable, fair and credible: to the learner, parents, employers and wider community • Inclusive: individuals or groups are not excluded or disadvantaged • Quality Assured Principles of Assessment
- 24. Development of Assessment 1. What knowledge or skills am I assessing? 2. What activities will allow a learner to demonstrate this knowledge or these skills? 3. Is the assessment fair for all learners? 4. What evidence will be generated by the assessment activities? 5. Is the assessment proportionate to the time taken to carry it out? 6.Does it make best use of available resources, staff time and learners’ time? Assessment
- 25. Each Learning Outcome must have Assessment Criteria ̶ the specific target points ̶ which indicate what the learner needs to do to demonstrate achievement Learning Outcome: what the learner will learn Assessment Criteria: how the learner shows that they have learned For each Learning Outcome, decide: 1. The assessment criteria 2. What assessment method will generate the evidence 3. The amount of evidence required Assessment of Learning Outcomes
- 26. Assessment Criteria are the Ae ss s s e e s n s ti m alee n lt em Cr e in te ts rit a hat the learner needs to demonstrate they have achieved the Learning Outcome. Assessment Criteria should: • Align with the Learning Outcome(s) and assessment method • Be at the level of the module (use appropriate verb) • Be listed in the order they appear • Be specific and unambiguous • Be a manageable number • Have abbreviations in full so they cannot be misinterpreted • Avoid using jargon or information that could date the module, e.g. legislation or standards etc Assessment Criteria
- 27. Assessment Criteria • Identify the specific skills, knowledge and competence necessary to achieve each learning outcome consistency and of assessment • Used to ensure transparency judgments • Provide information to learners on how the attainment of the learning outcomes will be measured – answers the question `what do I need to do’? Assessment Methods • The ways that are used to provide evidence that the criteria have been met by the type of and purpose of the • Influenced achievement module • Must be appropriate for the Learning Outcome e.g. method will depend on whether the Learning Outcome is practical or knowledge- based Assessment Criteria & Assessment Methods
- 28. Constructive Alignment Assessment of Learning Outcomes Learning Outcome Teaching and Learning (learning activities) Assessment Criteria & method
- 29. Qualification Type OQF Level OQF Credit Points OQF Credit Hours 5 180 45 6 150 37 7 90 23 8 60 15 480 120 OQF Level OQF Credit Points OQF Credit Hours 5 120 30 6 120 30 7 120 30 8 120 30 480 120 Where the qualification sp A as nc sem rto ar ie n t th ha enO o Q ne F l L ee vv ee l,l the complexity of learning must increase at each level e.g. Bachelor’s Degree spans levels 5,6, 7 and 8 The qualification must meet the minimum OQF Credit Value at each level of the programme There is some flexibility (see OQF Document, Table 21) Meets Qualification Type: Bachelor’s Degree Does not meet Qualification Type: Bachelor’s Degree
- 30. References https://www.oitcinterfor.org/sites/default/files/file_publicacion/NQF- RQF_Overview%20CINTERFORTraining_ETF.pdf Quality and Qualifications Ireland (2018) Policy Impact Assessment of the Irish Framework of Qualifications (NFQ) Hornblow D., Hasan, J., Morris, I. (2019) Recognition of Bahrain’s National Qualifications Framework in the Wider World, INQAAHE Conference Paper https://www.heacademy.ac.uk/sites/default/files/resources/id477_aligning_teaching_for_construct ing_learning.pdf What is Assessment Criteria | IGI Global (igi-global.com) https://www.igi-global.com/dictionary/innovative-curriculum-design/1574 University of Tasmania, Teaching & Learning, Writing Assessment Criteria https://www.teaching-learning.utas.edu.au/.../writing-assessment-criteria