Clarifying learning outcomes
through the view of an university
lecturer
Assoc. Prof. Dr Desislava Atanasova
Overview
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What are learning outcomes and why do they
matter?
Impact of learning outcomes on teaching and
learning
Learning outcomes application in real programs
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1st WP 2 Meeting 15 & 16.06.2009
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What are learning outcomes?
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Learning outcomes are:
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“statements of what a learner is expected to know,
understand and/or do as a result of a learning
experience”
(ECTS Users’ Guide, 2004)
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sets of competences, expressing what the student
will know, understand or be able to do after
completion of a process of learning
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What are learning outcomes?
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Learning outcomes
are transparent, communicable and assessable;
 represent a shift from teacher to learner centered:
from inputs to outputs;
 represent one of the essential building blocks for
transparency within higher education systems and
qualifications;
 specify the requirements for award of credit.
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What learning outcomes have to be?
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The learning activity could be, for example, a
lecture, a module or an entire program.
Learning outcomes must
not simply be a “wish list” of what a student is
capable of doing on completion of the learning
activity.
 be simply and clearly described.
 be capable of being validly assessed.
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Learning outcomes and competences
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Learning outcomes have applications in many
fields:
Programmes, courses
 Mission statement of the Faculty/university
 Nationally for qualification framework, quality
assuarance
 Internationally for wider recognition and
transparency purposes
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Why do learning outcomes matter?
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ECTS, mobility and transparency
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Pedagogical development
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Learning outcomes, teaching
and learning
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The reflective practitioner and deep learning
The constructive alignment –
curriculum; teaching methods; climate of
interaction with students; institutional climate;
internal rules and procedures.
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Using learning outcomes
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More efficient assessment
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More effective teaching and learning strategies
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All the advantages of transparency.
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Purpose of Learning Outcomes
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Clear to students what’s expected of them
Clear to teachers what students are expected to
learn in own and other modules
Help teachers select most appropriate teaching
strategy
Helps to keep teaching focused on student
learning
Help teachers match assessment with curriculum
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Learning Outcomes approaches
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Two approaches (by the EUA Quality Culture Project III, Network
4: Teaching and Learning – Implementing Learning Outcomes - Draft) in
defining Learning Outcomes:
 Bottom-Up (recommended); Means defining first LO in the
Module level and move upwards to the Program LO
involving al stakeholders.
 Top-Down; Vice-versa.
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Learning Outcomes architecture.
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Learning Outcomes should
comprise of:
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The following stakeholders
contribute to the debate on
the expected learning
outcomes:
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Competences and skills;
Knowledge and
understanding;
Attitudes;
Concepts;
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• Market (Employers)
• University teachers
• University administration
• Students
• Social partners (including
government as a necessary
stakeholder)
• Graduates/Alumni
• Professional Accreditation
Bodies and Associations.
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Importance of learning outcomes
Learning outcomes have applications in many
locations:
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the individual higher education institution (for course
units/modules and programmes of study);
nationally (for qualifications, qualifications
frameworks and quality assurance regimes); and
internationally (for wider recognition and
transparency purposes).
They are important for the understanding of
qualifications in society, for example by learners
and employers.
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What is Outcomes Based Education?
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Outcomes Based Education focuses on
student learning by:
Using learning outcome statements to make
explicit what the student is expected to be able
to know, understand or do;
 Providing learning activities which will help the
student to reach these outcomes;
 Assessing the extent to which the student meets
these outcomes through the use of explicit
assessment criteria.
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Outcomes Based Education
stages in the backward design process
1
LEARNING
OUTCOMES DESIRED RESULTS
2
ASSESSMENT –
ACCEPTABLE
EVIDENCE
3
LEARNING
EXPERIENCES
AND
INSTRUCTION
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Outcomes Based Education at the
Programme Level
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The graduate outcomes for a degree are clearly written
statements about the knowledge, skills and attitudes of its
graduates.
Graduate outcomes are developed from a number of sources
including professional accreditation bodies, employer groups, the
university educational principles and the professional experience
of staff teaching in the discipline.
Graduate outcomes represent the subject matter, techniques,
skills and attitudes of central importance to the chosen
discipline(s).
From these outcomes the curriculum of the course is
constructed, the subdivision of structure into units is made, and
the outcomes specific to each of the units are derived.
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Stages in Learning outcomes
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Employer meeting
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Programs from other universities
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Market research
Program Learning Outcomes
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Stages in Learning outcomes
Program Learning Outcomes
Curricula for the program
Module learning outcomes for each course in
the curricula
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Stages in Learning outcomes
Syllabus for each
course
Main topics of the
lectures and seminars
Purposes of the
workshops and individual
assignment
Way of teaching
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Sample Learning Outcomes – Bachelor in
Informatics and Information Technologies
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Bachelors of Informatics and IT will be
equipped with professional skills and
programming language knowledge in the area of
Informatics and IT. Graduates are also provided
with good mathematics instruction. The
professional qualification is guaranteed by the
well-balanced proportion of basic courses in
Informatics, Mathematics and other practiceoriented subjects.
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Sample Learning Outcomes – Bachelor in
Informatics and Information Technologies
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Bachelors of Informatics
Technologies will be able to:
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and
Information
adjust quickly to any working environment and creatively
apply the knowledge gained;
analyse the necessity of automation of relevant company
activities and suggest adequate software products for the
purpose;
design and develop or adapt relevant software products for
the needs of specific applications, working in teams with
other IT professionals of the company;
design, implement and administrate computer networks;
teach students at high schools if a teaching status has been
awarded after relevant facultative courses.
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Sample Learning Outcomes – Bachelor in
Informatics and Information Technologies
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Course in Operating System
Students will be given knowledge and skills about the
main principles of design and functioning of the
operating systems.
 They will receive practical skills at the practice
sessions, which are based on the two most
widespread OS: Windows and UNIX.
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Implications of learning outcomes
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Learning outcomes statements are typically
characterised by the use of active verbs
expressing knowledge, comprehension,
application, analysis, synthesis, evaluation,
creation etc.
They have implications for qualifications,
curriculum design, teaching, learning and
assessment, as well as quality assurance.
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