Transcript Assessment of Learning Outcomes Working Group

Programme Design and the Assessment of
Learning Outcomes
- an introduction
Dr Simon Steiner
- Academic Advisor
Prog. Design/ALOE @ xx (date)
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Assessment of Learning Outcomes
- an introduction
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Accreditation of programmes
Programme design under UK-SPEC
Approaches to programme design
Levels
Level descriptors
Module Design
Writing Learning Outcomes
Assessing Learning Outcomes
Developing an assessment strategy
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Accreditation of programmes
• Accreditation of HE programmes by a professional
body/joint accreditation by DABCE:
[www.engc.org.uk/news-list/dabce-(degree-accreditation-board-forchartered-engineers)]
• Professional qualifications/standards:
[www.engc.org.uk/professional-qualifications/standards/about-ourstandards]
– UK-SPEC  CEng, IEng, EngTech qualifications
[www.engc.org.uk/professional-qualifications/standards/uk-spec]
– ICTTech is variation to EngTech qualification
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Programme design under UK-SPEC
[www.engc.org.uk/ecukdocuments/internet/document%20libra
ry/UK-SPEC.pdf]
• UK-SPEC provides a framework that “questions”:
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Outcomes achieved
Process of teaching and learning
Assessment strategy employed
Human and material resources involved
Quality assurance arrangements
Entry to the programme
Support to cohort entry extremes
• Use of output standards – general and specific
• Applicability to MEng, IEng programmes
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Approaches to programme design
• Top-down design
– Graduate outcomes of programme as a starting point for
design
– Top level – underpinning levels
• Bottom-up
– What do students know already?
• Based on knowledge, skills and abilities that students bring to
programme of study.
– Contribution of modules to programme outcomes
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Levels – what do we mean?
• Levels’ statements:
• “Apply knowledge with underpinning comprehension
in a number of areas”
• “Design and apply appropriate research
methodologies”
• “Determine solutions to a variety of unpredictable
problems”
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Level Descriptors
• Used to describe the level at which a module is
operating and a student is working.
• These descriptors establish the notion of
development of intellectual, personal and other skills
as a student moves through the different years
(levels) of a degree programme.
• These levels must be distinguished from a ‘level of
performance’ demonstrated in undertaking an
assignment.
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Level Descriptors
Level
4
(UG level1)
5
(UG level2)
6
(UG level 3)
7
(Masters)
Subject
Consolidation
Development Authority
Mastery
Skills
Learning
Key
Independence
Research
Intellectual
capacities
Knowledge,
Understanding
Manipulation
Application,
Analysis,
Synthesis
Evaluation,
Judgment,
Reasoning
Formulation,
Conceptualisation,
Reflection
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Module Design – BEng  MEng
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Module Design
• Aims
– Broad intentions of the teaching team
• The module aims to …..
• Intended Learning Outcomes (ILO’s)
– 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
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Writing Learning Outcomes
• Between 3 and 6 per module
• Try to avoid reference to the curriculum (syllabus)
• Focus on what the students will be expected to be
able to do with the subject knowledge.
• Ensure that it contributes to the programme
outcomes
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Examples:
1. Pipes, Hydraulics and Flow Assurance
Aims of Module
– This module provides an overview of subsea pipeline design
and understanding of pipeline structural analysis.
Learning Outcomes for Module
On completion of this module, students are expected to be able
to:
1. Apply an understanding of hydraulic flow, pumps and
pumping in pipeline engineering.
2. Analyse 3−dimensional stress/strain relationships in pipes.
3. Solve installation and thick walled problems for pipes.
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2. Level 3 English Literature
On completion of the module the student is expected to
be able to:
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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.
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3. Power Electronics and Control of
Electrical Machines
Aims of Module
• To explore the components and circuits used in
power electronics for machine control and in power
systems
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Learning outcomes?
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List the principal semiconductor devices used in power electronic systems, and describe
their operational characteristics, limitations, control and protection.
Understand the need for thermal protection and carry out power loss and temperature rise
calculations.
Analyse single and three-phase rectifier circuits and apply them to dc motor control and
HVDC transmission.
Describe single and three-phase inverter circuits and explain different topologies and
modulation strategies.
Design and analyse induction motor inverter drives.
Carry out Fourier series analysis of complex waveforms and understand harmonic distortion.
Describe the application of power electronic circuits for reactive power compensation and
flow control in integrated power networks.
Analyse synchronous and asynchronous machines operating in steady state and transient
conditions.
Understand the theory used in designing rotating machines.
Describe the construction, behaviour and application of special motors, eg stepper and
linear motors.
Select the best machine for a particular application.
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Assessing Learning Outcomes
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Criteria are necessary to make a judgement on a learning outcome
– An assessment task should allow the student to demonstrate they have met
the criteria
– All criteria must be met to achieve the learning outcome
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The judgment is set at a threshold level
– This is the MINIMUM standard acceptable
(not the mean, or an aspirational standard)
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Grades are used to describe higher levels of attainment
– Used to reward higher levels of attainment by students
– The student could achieve a profile of grades against a learning outcome
– The assessor will determine an overall grade against the learning outcome
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Developing an assessment strategy
– How many assessments are necessary?
– How will you and the student know that they have
demonstrated a learning outcome?
– How will you provide feedback to the student?
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Traditional assessment
Criteria used
for judgements
Mark for
assignment
(%)
Assessment 1
Assessment 2
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9
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15
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8
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47
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Average
mark(%)
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Orthogonal assessment
Assessment 1 Assessment 2 Average mark for
each outcome
(%)
LO1
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9
42
LO2
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11
46
LO3
15
10
50
LO4
8
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30
Average Mark (%)
42
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Evidencing Learning Outcomes
Learning
Outcome
LO1
Assessments
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2
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X
LO2
LO3
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X
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Resources
• Guide to the Assessment of Learning Outcomes (June 2008)
– re-write pending
www.engsc.ac.uk/downloads/scholarart/learning_outcomes.pdf
• Framework for Higher Education Qualifications - FHEQ (August
2008)
– England, Wales, N. Ireland
www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/
• Assessment of Learning Outcomes Working Group
www.aloe.ac.uk/
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Programme Design and the Assessment of
Learning Outcomes – an introduction
Any questions?
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What one thing….
Please write below one thing that you have
personally learnt today:
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Action Points – Programme Design/ALOE
Please write below three action points you will take from
today, with a planned start time:
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