Transcript Slide 1

Outcomes-based Teaching and Learning
Pre-workshop 1
Designing Intended Learning Outcomes
Intended Outcomes of Pre-workshop Exercises
for members of each group
1.
2.
3.
4.
Review existing subject ILOs.
Identify areas requiring changes.
Revise or re-design subject ILOs.
Discuss and share your ideas with your group
members.
Before the workshop
Refer to the Pre-workshop reference provided, conduct
Pre-workshop Exercises 1 and 2 with your group members
to:
a. review subject ILOs with respect to content, kind of
knowledge and levels of understanding / performance.
b. identify areas requiring changes (if any).
c. revise (as appropriate) the subject ILOs.
d. review the alignment between course and subject ILOs.
Discuss with your group members in doing the above
exercises.
Complete the exercises ready for discussion and sharing
in the workshops on 2 December 2006.
Outcomes-based Teaching and Learning (OBTL)
using Constructive Alignment
Teaching:
Engaging the
student in the
verb in the ILO
ILO:
What the
student
has to learn
Assessment:
How well
the student
has met the
ILO
Constructive Alignment
Intended Learning Outcomes (ILOs)
expressed as verbs students have to enact
Teaching / Learning
Activities
Designed to
elicit desired
verbs
May be:
Large class activities
Small class activities
Individual activities
Teacher-managed
Peer-managed
Self-managed
as best suits context
A
The very best understanding that could be
reasonably expected: verbs such as
hypothesise, apply to “far” domains,
generate, create, theorize etc.
B
Highly satisfactory understanding: verbs
such as explain causes, reflect, justify,
solve, analyze, compare and contrast,
intepret, apply to known domains etc.
C
Quite satisfactory learning, with understanding at a declarative level: verbs such
as describe, explain, elaborate, classify,
report, cover topics a to n,
D
Understanding at a level that would
warrant a Pass: low level verbs, also
inadequate but salvageable higher level
attempts.
Assessment Tasks
Format such that
the target verbs are
elicited and
deployed
in context.
Criteria clearly allow
judgement as to the
quality of the
student's
performance
Outcomes-based Teaching and Learning using
Constructive Alignment
There are four steps in designing such teaching:
1. Describe intended outcomes in the form of standards
students are to attain.
2. Create a learning environment likely to bring about the
intended outcomes.
3. Use assessment tasks enabling you to judge if and how
well students’ performances meet the criteria.
4. Transform these judgments into standard grading
criteria.
Intended Learning Outcomes (ILOs)
. Statements of what students are expected to be
able to do as a result of engaging in the learning
process (studying a subject/course/programme).
. Expressed from the students' perspective.
. Expressed in the form of action verbs leading to
observable and assessable behaviour.
. Related to criteria for assessing student
performance.
To effectively define the ILOs, both the content
(breadth) and levels of understanding / performance
(depth) should be identified.
Content areas
(breadth)
What ?
ILOs
Levels of understanding / performance
(depth) How well ?
The verbs in the ILOs …
. It is useful to express ILOs by using appropriate verbs.
. The verbs in the ILOs identify the learning activities for
achieving them.
. Teaching is specifically aimed at activating those verbs.
. Assessment tasks cannot be satisfactorily completed unless the
same verbs that are in the ILOs are appropriately enacted
(criterion-referenced).
. Generic high level verbs include reflect, hypothesise, solve
unseen complex problems, generate new alternatives. Such
verbs would be used to define an A or B grade in meeting the
ILOs. Low level verbs such as describe, identify, memorize
would be more frequent in defining C and D.
Distinction between Teaching Objectives and
Intended Learning Outcomes (ILOs)
Teaching objective (for the teacher)
What the teacher intends to do.
e.g. To develop students' proficiency in
communicative strategies.
Intended learning outcomes (for the students)
What the students are expected to be able do
having developed proficiency in communication. Some
generic examples of ILOs could be:
e.g. 1. Explain different strategies used in communication.
2. Apply appropriate stategies in different modes of
communication.
3. Reflect on and improve own communicative strategies.
A Sample Set of Subject ILOs
Subject: Communicative strategies
Aims:
Develop appropriate communicative strategies
and improve students' general level of proficiency
in English
Intended learning outcomes (some examples):
1. Explain different strategies used in communication.
2. Apply appropriate strategies in different modes of
communication.
3. Reflect on and improve own communicative strategies.
Steps in designing ILOs
1. Decide what kind of knowledge is to be taught declarative or functioning.
2. Select the content to be taught.
3. Decide the levels of understanding the students are
expected to achieve for the different content topics.
4. Have a workable number of ILOs. Higher levels of
ILOs may subsume some of the lower level ones.
5. Deside if all the ILOs are of equal importance.
6. Ensure a clear understanding and agreement of the
ILOs within the teaching team and other relevant
parties.
7. Communicate the ILOs to the students.
Distinguish the kind of knowledge you want
Declarative knowledge:
. Knowing about things.
. Knowledge we can declare to someone in writing or
telling.
Functioning knowledge:
. Knowledge we put to work in solving a physics
problem, analysing a case study, designing a
building, making an argument, writing an essay.
Some vague ILO verbs
Appreciate
Become aware of
Familiarise with
Know
Learn about
Recognize
Understand
How do these verbs manifest themselves in
terms of change of behaviour / performance?
The SOLO Taxonomy with
sample verbs indicating levels of understanding
Competence
Identify
Name
Follow simple
procedure
Combine
Describe
Enumerate
Perform serial skills
List
Analyze
Apply
Argue
Compare/
contrast
Criticize
Explain causes
Relate
Justify
Create
Formulate
Generate
Hypothesize
Reflect
Theorize
....
Fail
Incompetent
Misses point
Incompetence
aspect
Prestructural
one relevant
several relevant
integrated into
generalized to
independent aspects a structure
new domain
Unistructural
Multistructural
Relational
Extended Abstract
Levels of Understanding / performance
Some examples:
Unistructural
identify, name, state (a principle), select
Multistructural
combine, collate, describe, extract, give
an account of, list, present, report on
Relational
analyze, apply, argue, compare/contrast,
criticize, discuss, explain, justify,
organize, relate
Extended abstract
create, formulate, generate, hypothesize,
reflect, theorize
* Some of the lower levels could be subsumed into the higher
levels. E.g. To apply appropriate communicative strategies
reading and writing to different tasks will subsume the lower
level ILOs such as identify, name and select.
in
Levels of ILOs
Course/Programme level
What are the intended learning outcomes for students enrolled
in the course/programme?
Subject level
What are the intended learning outcomes for students taking a
particular subject at a particular stage of the course/programme?
Course ILOs
These are the intended learning outcomes of students
enrolled in a particular course.
. What are the content areas which students need to
master to become a competent professional upon
completion of the course?
.
What are the levels of understanding / performance
students are expected to achieve in those content
areas?
.
Consider what is a realistic number of course ILOs.
Subject ILOs
These are the intended learning outcomes of students
taking a particular subject.
. What are the content areas that students need to
learn in the subject?
.
What are the levels of understanding / performance
students are expected to achieve in those content
areas?
.
Consider what is a realistic number of subject ILOs
(ideally no more than five).
.
Consider if all the ILOs are of equal importance.
Exercise 1 - Writing Subject ILOs
Refer to one of the subjects you are teaching and
.
review the existing objectives in relation to content, kind of knowledge and
levels of understanding / perofrmance.
.
identify any areas requiring revision.
.
rewrite the subject objectives in ILO format,
.
consider if the ILOs are of equal importance.
Subject ILOs
Content
Kind of
knowledge
Levels of understanding /
performance
Alignment of Course and Subject ILOs
After you have designed your subject ILOs, consider if
the subject ILOs appropriately address the course ILOs.
You may need to consider the different weightings of the
subject ILOs.
Exercise 2 - Alignment of Course and Subject ILOs
Consider if the ILOs of your subject in Exercise 1
address any of the course ILOs.
Course ILOs
Subject ILOs
1. Are they aligned?
2. Do the subject ILOs appropriately address the course ILOs?
3. Is the weighting appropriate?
After you have completed the pre-workshop
exercises,
1. select one group member to share your
ideas at the workshop, and
2. jot down any issues that you would like to
bring up for discussion at the workshop.