Transcript Programme LO - Hashemite University

Programme Learning Outcomes
Raimonda Markeviciene
With thanks to Dr. Jeremy Cox
How important…
“Learning Outcomes represent one of the
essential building blocks for transparent
higher education systems and qualifications…
It is important that there should be no
confusions about their role, nature and
significance or the educational foundations of
the Bologna process will be weakened”
(Adams S, 2004)
Aims and Objectives
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 programme, module
or learning activity.
Example: To give students
an introduction to
organic chemistry
The OBJECTIVE of a module or
programme is a specific
statement of teaching intention,
i.e. it indicates one of the specific
areas that the teacher intends to
cover.
Examples:
1. Give students an appreciation of
the unique nature of carbon and
it ability to bond to other carbon
atoms.
2. To give students an understanding
of the concept of hybridisation.
3. To ensure that students know
some characteristic properties of
alkanes and alcohols.
4. To make students familiar with a
range of families of organic
compounds: alkanes, alcohols,
carboxylic acids and esters.
LO not replacement but a supplement of
describing teaching and learning
Aims and
objectives
Focus on teaching
– aims and
objectives and use
of terms like know,
understand, be
familiar with.
Aims: Give broad purpose
or general intention of the
module; Objectives:
Information about what
the teaching of the
module hopes to achieve.
Learning
outcomes
Outcomes: Focus on
what we want the
student to be able to
do - use of terms like
define, list, name,
recall, analyse,
calculate, design, etc.
Emphasis on the learner
and his ability to do
something
Types of LO
Assessable
those learning outcomes that
can be assessed during the
programme within the
various modules.
Aspirational or desirable
indicate what a good quality student
would be expected to achieve by
the end of the programme. This
type of learning outcome may not
be assessed at all but gives an
indication to employers and other
agencies the type of standard of
practical performance that
graduates of the programme will
display at the end of the
programme.
“Learning outcomes represent what is formally
assessed and accredited to the student and
they offer a starting point for a viable model
for the design of curricula in higher education
which shifts the emphasis form input and
process to the celebration of student
learning”
(Allan J, 1996)
Example of Programme Learning
Outcomes [BSc(Ed)]
On successful completion of this programme, students should be able to:
• Recognise and apply the basic principles of classroom management and
discipline.
• Identify the key characteristics of excellent teaching in science.
• Develop comprehensive portfolios of lesson plans that are relevant to the
science curricula in schools.
• Evaluate the various theories of Teaching and Learning and apply these
theories to assist in the creation of effective and inspiring science lessons.
• Critically evaluate the effectiveness of their teaching of science in the
second-level school system.
• Display a willingness to co-operate with members of the teaching staff in
their assigned school.
• Foster an interest in science and a sense of enthusiasm for science
subjects in their pupils.
• Synthesise the key components of laboratory organisation and
management and perform laboratory work in a safe and efficient manner.
• Communicate effectively with the school community and with society at
large in the area of science education
.
International environment
EQF for LLL
NQF
Sectoral QF
NQF
EQF for HE
Sectoral QF
Internationally
established (subject
specific) reference
points in Tuning
Dublin descriptors as benchmarks for
LO
Five aspects:
 Knowledge and understanding
 Applying knowledge and understanding
 Making judgement
 Communication skills
 Learning skills
Active Learning Outcomes
- Programme LOs
- Matching Qualification Framework (NQF); National
regulations (subject area bentchmarks)
- Level LOs
- What cognitive complexity is needed?
- Module LOs
- What outcomes & skills/competencies are sought to be
achieved?
- Session LOs
- Specifying what the learner will – know, understand
and be able to do – at the end of the session using
specific content as the vehicle for the cognitive skills to
be developed
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External reference points
eg Qualification/level descriptors
Subject benchmark statements
Programme specifications
Identify AIMS of programme
Write LEARNING OUTCOMES
Design ASSESSMENT
Define THRESHOLD
assessment criteria
Define GRADING
assessment criteria
Develop ASSESSMENT
METHOD to test achievement
against both criteria
Develop a TEACHING STRATEGY
to enable learners to achieve both
learning outcomes and
assessment criteria
Develop Programme by
reviewing Learning Outcomes
Assessment Methods & Criteria
Student Achievement
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Programme LO
Programme Competences and
Programme Learning Outcomes
Competences
Learning outcomes
• Similar to the
requirements of short
job description;
• Property of the student
(describes what
student can do);
• Contains information
of the context in which
competence is applied
• A longer statement
describing a
measurable outcome
of a competence
• Indicates to which level
the competence has
been developed within
the programme.
Programme Competences and
Programme Learning Outcomes
Competence
Learning outcome
Writing LO: demonstrate knowledge of European and world chronology, especially from 1500
on, and is able to describe in synthetic terms the main approached to the study of European
empires and to world and global history.
Writing LO: demonstrate capability to address a research problem, retrieving the appropriate
sources and bibliography, and giving critical, narrative form to his/her findings in a text of
around 60 pages.
Methodology
Choose generic competences and levels for you degree
programme. (Tuning)
All units are – in one way or another –
related to each other.
Programme Learning
Outcomes
Final
Final
Final
Final
= Level = Level = Level = Level
Unit LOs
Unit LOs
Unit LOs
Unit LOs
Higher
Level
Unit LOs
Higher
Level
Unit LOs
Higher
Level
Unit LOs
Higher
Level
Unit LOs
Lower
Level
Unit LOs
Lower
Level
Unit LOs
Lower
Level
Unit LOs
Lower
Level
Unit LOs
Initial
Level
Unit LOS
Initial
Level
Unit LOS
Initial
Level
Unit LOS
Initial
Level
Unit LOS
The relationship is not like this:
Programme Learning
Outcomes 1 - 4
Final
= Level
Unit LO1
Final
Final
Final
+
Level + Level + Level
Unit LO2
Unit LO3
Unit LO4
Matrix is a solution! Example from music:
Learning Outcome 1
Skills in artistic expression
Learning Outcome 2
Repertoire skills
Learning Outcome 3
Ensemble skills
Learning Outcome 4
Practising and rehearsing skills
Learning Outcome 5
Reading skills
Learning Outcome 6
Aural, creative and re-creative skills
Learning Outcome 7
Verbal skills
Learning Outcome 8
Public performance skills
Professional
preparation
Aural
Theory/
analysis
Historical
studies
Orchestra
Chamber
coaching
Lessons and classes
Principal
Study
lesson
The Curriculum
Example from Music:
Learning Outcome 1
Skills in artistic expression
Learning Outcome 2
Repertoire skills
Learning Outcome 5
Reading skills
Learning Outcome 6
Aural, creative and re-creative skills
Professional
preparation
Aural
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Verbal skills
Public performance skills
Theory/
analysis
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Learning Outcome 7
Learning Outcome 8
Historical
studies
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Ensemble skills
Practising and rehearsing skills
Orchestra
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Learning Outcome 3
Learning Outcome 4
Chamber
coaching
Lessons and classes
Principal
Study
lesson
The Curriculum
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In the Principal Study lesson (the 1-to-1 sessions with the teacher of the main instrument/voice or of
composition) six out of the eight learning outcomes need to be addressed. The unit description for these
lessons should include specifically formulated LOs to cover the six areas identified
Even at final level, these may not be simply a re-statement of the programme LOs
Skills in artistic expression
Learning Outcome 2
Repertoire skills
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Learning Outcome 3
Ensemble skills
Learning Outcome 4
Practising and rehearsing skills
Learning Outcome 5
Reading skills
Learning Outcome 6
Aural, creative and re-creative skills
Learning Outcome 7
Public performance skills
Aural
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Verbal skills
Learning Outcome 8
Professional
preparation
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Theory/
analysis
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Orchestra
Chamber
coaching
Learning Outcome 1
Principal Study
lesson
Lessons and classes
Historical studies
The Curriculum
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In the example of practising and rehearsing skills, these differ with solo, chamber and
orchestral activity
Each unit LO must be separately formulated
Collectively, the final-year unit LOs will equate to the relevant Programme LO
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The above only deals with the relationship between Unit and Programme LOs at the final level
There is also the question of how LOs are built towards throughout the levels of the
programme. It is helpful to have some notion of the typical milestones towards each
Programme LO by Level/Year. An example for a four-year Bachelor programme in Music:
Keep in mind!....
Not every Programme LO need wait
until the final year for completion,
e.g. example for Music of Aural Skills:
These skills are essential, therefore key Programme LOs,
but should be fully developed before students complete
their studies. Commonly, they are compulsorily assessed
for the last time at the end of the Second Year
To keep track of Programme LOs it can be helpful to give
them numbers/letters and just list the relevant ones in
each Unit Description. The Unit Description will then
included fully-stated LOs of its own
How to establish generic and
subject specific competences:
 Analyze professional competences that
denominate the level of qualification and degree
 National legal documents: National qualification
framework ; subject area benchmark statements
 Having an opportunity - carry out employment
field research to establish the need for the
generic competences in the job market;
 Having no such opportunity – establish an expert
represented by stakeholders to help to develop
competence list.
Reference points for the
programmes in Music
Typical qualifications and degree
programmes (Lithuanian HE Law)
 professional bachelor of
music (1st cycle)
 bachelor of music (1st cycle)
 master of music (2nd cycle)
 doctor of arts (3rd cycle)
Reference documents
 National subject area benchmark
statements (reindrafted)
 national qualification/degree
profiles (reindrafted)
 EQF (European Qualification
Framework)
 LQF (Lithuanian Qualification
Framework)
 EHEA – Dublin Descriptors
 Polifonia-Dublin Descriptors
(PDD)
Generic competences and LO in
social work of Master degree
Leadership
and
management
Compete
nce
• Analyze the work of the
organization and submit
proposals for the
improvement
• Lead the team, manage
communication and
decision taking processes
LO
Relationship between subject areas competences and LO
(programme level)
2nd competence: is able to estimate , create relationship, act in a targeted ways and organize
help process of social help and research based intervention while working with a person,
group, family, organization or society.
Professional Bachelor
Bachelor
Master
LO 2.1 Demonstrate
Effective verbal and non verbal
communication in providing
help to a person, family, group,
organization, society and
colleagues.
LO 2.2 Apply different
help methods while solving
complex practical situations.
LO 2.1 Analyze the influence
of the help process
while providing social support
and research based
intervention in the work with
person, group, fgamily,
organization or society.
LO 2.1 Integrate different
information sources
Including research based
theories and practical wisdom
while functioning in complex
practical situations.
LO 2.2 Rationalise and
explain applicability of
Of different models in
providing social support and
research based intervention
while working with a person,
group, family, organization or
society.
Subject specific competences English Philology
Linguistics
Literature and
culture
Communication
Education
(VPU)
Linguistic skills:
knowledge of
underlying
assumptions in
linguistics.
Literary skills:
knowledge of
underlying
assumptions
in literature.
English language
communication
skills.
Language teaching
skills.
Knowledge and
understanding of the
structure of English.
Awareness of cultural
specifics linked to
languages, religion
and socio-economic
background
National language
communication
skills.
Ability to apply
knowledge of
conceptual
provision of the
education system.
Knowledge of
literatures in English,
of culture and
civilization
of the English
speaking cultures
Mediation and
translation skills
Subject specific competences and programme
learning outcomes
Mediation and translation
skills: ability to
communicate through
translating, interpreting
and rendering information.
Ability to translate various texts
from English into the national
language and vice versa.
Ability to interpret various texts
from English into the national
language and vice versa.
Ability to render information from
English into the national language
and vice versa.