Practical approaches to module
learning outcomes
at postgraduate level
March 5th 2009
CAPSL and the Bologna Desk
Session overview
• Contrast programme and module outcomes
• Module outcomes as curriculum development
and change tools
• Introduce a template for use and adaptation
• Supporting others with outcomes-based
curricula
Contrast programme & module outcomes
Features of Programme Outcomes
•
Written for a broad audience
•
Written in context to reference
points
•
Describe the likely achievements
of a typical student
•
Provide a generalised overview
of the programme curriculum in
terms of generic competences
within a subject specific context
•
Not directly tested or testable
BUT can be mapped to the
outcomes of modules
From Potter, 9th December 2008 event
Module vs. Programme Outcomes
1. Written for students to read
•
Written for a broad audience
•
Written in context to reference
points
•
Describe the likely achievements
of a typical student
•
Provide a generalised overview of
the programme curriculum in
terms of generic competences
within a subject specific context
•
Not directly tested or testable BUT
can be mapped to the outcomes
of modules
2. Explicitly referenced to assessment
3. Written at the threshold level of pass
4. Describe the knowledge, skills and
competencies that all students
will have gained and demonstrated
5. Directly tested through assessment
4. Describe the knowledge, skills and competencies
that all students will have gained and demonstrated
• Measurable achievements
• Result from a learning process
• Stated as achievements of the student
(discipline neutral) examples “Critically evaluate research literature”
“Present the findings of experimental work through an oral
presentation”
1. Written for students to read
An outcomes-based curriculum is focused on learning
and not teaching.
“Statements of what a student is expected to know,
understand and/or be able to demonstrate after
completion of a process of learning.”
(ECTS Users/ Guide, 2005)
At the module level, outcomes-curricula describes
what students will have learnt and demonstrated.
Aim vs learning outcome
Aim
• In this module students will be introduced
to the subject of the core ethical principles
in social work
Learning Outcome
• By the end of this module the learner will
be able to critically apply the core ethical
principles in social work in different case
settings.
From O’Farrell, 9th December 2008 event
2. Explicitly referenced to assessment
“Assessment… involves deciding, collecting and making
judgements about evidence related to learning..”
Harlen (2004:10)
In an outcomes-based curricula it is
standard practice to assess all module
outcomes
Assessing all outcomescommon misconceptions
Each outcome has to be assessed by a separate task
Each outcome should only be assessed once
Outcomes-based approaches lead to over-assessment
The same amount of learning effort and assessment
time should be allocated to each learning outcome
3. Written at the threshold level of pass
100%
Student achievement
50% pass mark
Module outcomes describe learning
achievement at this point
0%
Re-drawn from Jenny Moon original
Outcomes and assessment criteria
Outcomes describe what students will be able to do;
assessment criteria describe how (well) they should be
able to do it.
Clear Assessment Criteria
'What do students have to do to get particular grades or
marks?' The clearer the answer you can find to this
question, the greater the justifiable confidence you will
feel in your ability to assess students’ work.
Measuring competence
Shades of competence
Could do
Can do
Did once
Will do
Has done
Does seldom
Does sometimes
Does often
Does usually
Does always
Can doInnovatively
Using established protocols
In particular settings
Quickly
Efficiently
With guidance
Without guidance
Etc.
5. Directly tested through assessment
Assessment should be valid, reliable and
fair. For example, consider:
 Does the assessment measure what it’s supposed to –
achievement of the learning outcomes?
 Will the same judgement be made, irrespective of
assessor (or occasion*)?
 Does the assessment disadvantage some, but not
others?
Module outcomes as
curriculum development & change tools
Two views of curriculum
Teacher perspective: objectives
teaching activities
assessment
Student perspective: assessment
learning activities
outcomes
Re-drawn from John Biggs original
An approach to module outcomes and
curriculum
From Jenny Moon
A representation of curriculum alignment
Learning
Outcome
Delivery
Assessment
Learning
Outcome
Delivery
Assessment
Programme
Outcome
From Foley , December 9th 2008 event
A synthesis?
E-tivities
Programme
Programme
outcomes
outcomes
Programme
T&L
lectures
Module
Outcomes
study
Module
outcomes
Outcomes
Assessment
tutorials
Success!
!
Assessment
Final Slide
Teacher perspective: objectives
teaching activities
assessment
Student perspective: assessment
learning activities
outcomes
Module outcomes are:
1. Written for students to read
2. Explicitly referenced to assessment
4. Describe the knowledge, skills and
competencies that all students
will have gained and demonstrated
5. Directly tested through assessment
3. Written at the threshold level of pass