Outcomes-based Curricula: a general overview
Dr Ciara O’Farrell
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Nature of Learning Outcomes
Issues and benefits
Aligning and mapping learning outcomes
Writing programme and module outcomes
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LO approach: Curriculum design on integration of knowledge, value, skills
Forms critical part of Bologna educational reform
Aim: To improve effectiveness/efficiency of higher
Education in Europe (local/international level)
Programmes and Modules must be written in terms of
Learning Outcomes
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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)
Measure output: competency-based
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Learning Outcomes: issues and concerns
Conceptual/philosophical
Prosaic/restrictive/prescriptive
Academic versus vocational
Practical/technical
Large undertaking; T&L;
Threshold statements
Writing challenges
Adam 2004
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Benefits for:
Learner
Programme/module designer
QA: National/international educational transparency/comparability of standards
Employers
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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)
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Aims, Objectives, or Learning
Outcomes?
Aims: Broad goals
Objectives:
Measurable intentions
Specific steps that take us towards those goals
Teacher-focused
Learning Outcomes:
Measurable achievements
Result from a learning process
Stated as achievements of the student
Sussex university
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.
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TCD Institutional Level Descriptors
NQAI framework of qualifications
Subject benchmarks and/or professional body requirements (where necessary)
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Taxonomies
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Know
Reflect
Think critically
Understand
Appreciate
Summarize
Share reflections
Interpret, analyze, evaluate, construct arguments
Apply
Discuss
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Return to LOs to design good assessment
Assessments measure how successfully students have attained LOs
“Present the findings of their experimental work through an oral presentation”
“Critically evaluate research literature”
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Local –Global Use of Outcomes constructive alignment of learning outcomes teaching strategies assessment evaluation programme outcomes professional body requirements
College award descriptors
,
NQAI national award descriptors
Bologna process of the European
Higher Education
Area
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Writing Programme/Module
Outcomes
On successful completion of this programme, students should/will be able to:
On successful completion of this module/course, students should/will be able to:
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Articulate:
Knowledge and understanding needed
Intellectual skills required to make use of knowledge and understanding
Specify practical skills (competencies. eg lab skills)
Generic/transferable skills (communication, problem solving etc)
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Subject specific outcomes – relate to subject discipline and knowledge/skills particular to it
Generic/transferable skills/competencies – relate to any/all disciplines (teamwork, problem-solving etc)
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Sample Graduate attributes/competencies
Sample Competency
Problem solving
Teamwork
Research skills
Writing/literacy skills
Interpersonal skills
Communication skills
Ethical behaviour
Sample Grad. Attribute
“The ability to employ techniques of analysis and enquiry”
“The ability to employ originality and creativity in formulating and applying evidence-based arguments”
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On successful completion of this programme, students will be able to:
give an oral presentation in a team to a specialist audience, critically evaluating both the team’s performance and your own contribution to the team.
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Sample module learning outcome
On successful completion of this course, students will be able to:
identify effective online marketing strategies and incorporate them into a marketing plan
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Write your own programme/module learning outcome
1. Write your outcome beginning with:
“At the end of this programme/module, students will be able to….”
2. Share your outcome with a partner, using the following checklist to evaluate it:
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Does the outcome:
assess what is important?
clearly describe what the student is asked to do, using action verbs?
ask the students to apply what they have learned by producing something?
include a timeframe?
Is it specific and measurable?
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