Practical Approaches to the
Development of Programme
Outcomes
Dr Jacqueline Potter,
Centre for Academic Practice and Student
Learning (CAPSL)
5. anatomy
7. process
1. context & purposes
Practical Approaches
to
Programme Outcomes
2. choosing/using
reference points
3. writing for
an audience
8. questions?
6. curriculum mapping
4. aims vs. outcomes
starting points
Europe
Ireland
Tuning project
subject outcomes
Dublin Descriptors
National
Qualifications
Framework
Institutional Level
Descriptors
Professional Body
requirements
School
Strategic Plan
Other national
experiences, e.g.
UK subject benchmarks
Institutional Plans
and Policies
Programme Outcomes
Module Outcomes
research and scholarship
of the contributing
teaching staff
& other resources
Research-led
teaching
Tuning project
subject outcomes
Dublin Descriptors
National
Qualifications
Framework
Institutional Level
Descriptors
Professional Body
requirements
School
Strategic Plan
Other national
experiences, e.g.
UK subject benchmarks
Institutional Plans
and Policies
Programme Outcomes
Module Outcomes
research and scholarship
of the contributing
teaching staff
& other resources
Research-led
teaching
Dublin Descriptors
National
Qualifications
Framework
Institutional Level
Descriptors
Tuning project
subject outcomes
Professional Body
requirements
School
Strategic Plan
Other national
experiences, e.g.
UK subject benchmarks
Institutional Plans
and Policies
Programme Outcomes
Module Outcomes
research and scholarship
of the contributing
teaching staff
& other resources
Research-led
teaching
Audiences
for programme outcomes
• Students
• Course team members
• Other academic
colleagues, including
external examiners and
reviewers
• Professional bodies and
other external agencies
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
aims vs. outcomes
starting points
Prompt Questions for Programme
Aims and Programme Outcomes
One possible starting point where aims and the rationale are present
for an existing programme of study within existing programme
documentation……..
anatomy
On completion of this programme it is
expected that students will:/…
….be able to:
….demonstrate:
…be aware of the nature and
treatment of medical emergencies,
and the general hazards and
risks of …surgery
…derive and apply solutions
from knowledge of sciences,
engineering sciences, technology
and mathematics
…a general knowledge of
the history of …in
Western Europe
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
anatomy
Competences
Subject Specific - Generic
•linked through the use of the common learning
outcomes language
•drafted using active, non-ambiguous verbs
•verbs refer to the representation of learning,
not the process
“Through discussion, creation of reciprocal knowledge and mapping
the ways the subject area is learned and taught in the
various countries, insight was gained and consensus built on what
constitutes the vital core of each subject area.” Tuning Project (2007)
curriculum mapping
starting points
Curriculum Mapping
One possible starting point where outcomes for constituent modules
or courses are present for an existing programme of study within
existing programme documentation……..
process
Collaborative
About consensus
common denominators not lowest
Emotionally charged
there will be differing viewpoints
Iterative
it will not be done and finished
And the Process Metaphor?
It’s not a straight-jacket
it’s an invitation to a party
BIGWIG
(Beyond the Information Given - Within the Information Given)
Developing Degree Level Expectations, Ontario (COUs)
-six guidelinesDepth and Breadth of Knowledge
Knowledge of Methodologies
Application of Knowledge
Communication Skills
Awareness of Limits of Knowledge
Autonomy and Professional Capacity
If you visit one site outside Europe and Bologna, go tohttp://degree-expectations.apps01.yorku.ca/wordpress/developingdegree-level-expectations-for-your-unit-ocav-guidelines/32/
CAPSL Support
Central workshops during Hilary and Trinity term on:
developing programme outcomes;
writing module outcomes;
curriculum design and assessment.
Requests for workshops or facilitated discussions on
these topics to best support local curriculum
initiatives, are welcome from course directors,
discipline heads and Schools.
Please contact us at capsl@tcd.ie or visit our website
for further details.
Any Questions?