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