Writing Learning Outcomes
Dr. M. Rafiqul Islam
Director, IQAC, BUET
&
Professor
Department of Naval Architecture and Marine Engineering
Bangladesh University of Engineering and Technology
September 24, 2018
Information presented in this talk is collected mostly from Dr. Nazri’s (Prof. of UiTM,
Malaysia) lecture and publicly available sources. All these sources are gratefully
acknowledged
Different Levels of Learning Outcomes
Programme Educational Objectives
(PEO)
Program Outcomes
(PO)
Few years after
Graduation – 4 to 5 years
Employer Survey, Alumni Survey
Upon graduation –
Program Outcomes
Competent engineers who
are leaders in …..
..will be able to demonstrate
critical thinking skills to solve
Employer survey, Exit Survey, Prog.Survey, Alumni Survey
Course Outcomes (CO)
Upon course completion
Use BLOOM'S Taxonomy of
Learning Domains (C/A/P)
.. will be able to explain the
physical principles of ……
Sum/Form/Cont. Assessments
Upon topic completion
Use Bloom’s Taxonomy of
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments
.. will be able to explain
Archimedes principle of ……
WRITING PROGRAM EDUCATIONAL
OBJECTIVES (PEO)
PEOs
• 4-5 statements on what the graduates are in 4-5
years time
• Must include all learning outcomes in the statements
(for degree program and above)
• Usually in-line with the industry/profession’s needs
• Can include non-measurable verbs such as
understand, know, acquire, etc.
Aims
The Faculty's engineering programme shall produce Civil Engineers who are:
PO1
PO2
PEO1 Knowledgeable and technically competent in civil engineering discipline inline with the industry requirement.
.
PO4
PO9
PEO2 Effective in communication and demonstrate good leadership quality in an
organization. PO5
PO3
PO3
PEO3 Capable to solve civil engineering problems innovatively, creatively and
ethically through sustainable approach.
PO6
PO8
PO7
PEO4 Able to demonstrate entrepreneurship skills and recognize the need of life
long learning for successful career advancement.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Knowledge
Practical Skills
Thinking and scientific skills
Communication skills
Social skills, teamwork and responsibility
Values, ethics, moral and professionalism
Information management and lifelong learning
skills
Managerial and entrepreneurial skills
Leadership skills
WRITING PROGRAM OUTCOMES
(PO)
POs
• Statements on what skills the students will have
upon graduation (in line with program standards or
professional bodies)
• Must include learning outcomes in the statements
(for degree programs and above)
• Can include non-measurable verbs such as
understand, know, acquire, etc.
At the end of this programme, students will be able to:
PO1
PO1: Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field.
PO
2
PO2: Demonstrate comprehensive technical expertise in civil engineering.
PO
3
PO3: Identify, formulate and provide creative, innovative and effective solution to civil engineering
problems.
PO4
PO4: Communicate effectively both in written and spoken form with engineers, other professionals and
community.
PO5
PO5: Function individually or in teams, effectively, with a capability to be a leader.
PO6
PO6: Understand and commit professionally, ethically and with humane responsibility, in line with the
engineer's code of conduct.
PO7
PO7: Recognize the need for and to engage in life-long learning and professional devePOpment.
PO8
PO8: Self motivate and enhance entrepreneurship skills for career devePOpment.
PO9
PO9: Realize and demonstrate effective leadership responsibility.
WRITING COURSE OUTCOMES (CO)
Characteristics of a Good Course Outcome
 should be mapped to the learning domain in
Blooms or other Taxonomy .
 Must state the major skills, knowledge, attitude or
ability that students will acquire.
 expressed in terms of measurable and/or
observable behaviors (hint: ask yourself how you
would test the outcome).
 more general than behavioural objectives.
Characteristics of a Good Course Outcome (Cont.)
 Each course will usually have between 3 and 5
major outcomes.
 Should be written in clear language and in the
future tense
 Begin with an action verb (e.g., write, install, solve,
and apply).
3 components of a course outcome
1) Action verb (describes what the learner will be doing, or the behaviour)
By the end of this course/semester, students should be able to:
• describe the principles used in designing X.
• evaluate the strengths and weakness of …
Avoid these words
Well-written verbs must be (SMART) - understand
- Specific
- appreciate
- Measurable
- know
- Achievable
- learn
- Realistic
- aware
- Time frame
- Observable
- familiar
3 components of a course outcome
2) Condition (context under which the behaviour is to occur)
• describe the principles used in designing X.(V)
• orally describe the principles used in designing X. (V&C)
• design a beam. (V)
• design a beam using Microsoft Excel design template . (V&C)
3 components of a course outcome
3) Standard (criteria of acceptable level of performance)
• describe the principles used in designing X.(V)
• orally describe the principles used in designing X. (V&C)
• orally describe the five principles used in designing X. (V&C&S)
• design a concrete beam. (V)
• design a concrete beam using Microsoft Excel worksheet.
(V&C)
• design a concrete beam using Microsoft Excel worksheet based
on MS EN 1992-1-1: 2010 (NATIONAL ANNEX) (V&C&S)
Course Outcomes: An example
Identify the a) verb b) condition c) standard.
• From the first principles, calculate the beam deflection at the
centre to within one decimal point.
Identify the a) verb b) condition c) standard.
• write an effective course outcomes that include PO lower and
higher order cognitive skills for a one-semester course.
Common weaknesses in writing CO
• Non-observable/Non-measurable CO
At the end of the course, the students should be able to:
1. understand the theory of X.
2. know how to write an effective learning outcomes
3. appreciate the importance of keeping the environment
clean.
• Vague CO that are too broad or general
By the end of the course, students should be able to:
1.
use the computer.
2.
make presentations.
3.
comment on designs.
4.
design research
What level of learning should the subjects offer?
• Bloom’s Taxonomy of Learning
– Cognitive, Affective, Psychomotor
• Diploma (C3,P4,A3)
• Undergraduate (C4, P4, A3)
• Masters (C5, P5, A4)
• PhD (C6, P6, A5)
•
General Rule of Thumb –at least 5% of total no.of courses for the program must
achieve proposed BLOOM'S level
E.g.
• For Undergraduate program with total no.of courses = 40 courses/subject
• Hence, at least 2 courses must achieve C4, at least 2 courses must achieve P4, and
at least 2 courses must achieve A3.
Note for writing CO
• It is NOT compulsory for every CO to have all 3 learning domains
(C,A,P)
• It is NOT compulsory for every CO to have all 3 components (i.e.
V+C+S)
• But must have at least V+C or V+S
• CANNOT have 2 “verbs” in the same domain (e.g. state and explain the
basic principles.....), use the highest level of taxonomy only (i.e. explain
the basic principles....)
• Can have 2 “verbs” in different domains (e.g. explain and display the
standard procedure........), BUT must measure both (i.e. there must be
assessments for both outcomes)
• CO can have sub outcomes (e.g. Topic Outcomes, Lesson Outcomes)
which might be more detail and can have ALL 3 components to ensure
the attainment of the CO.
PROGRAM LEARNING OUTCOMES
(PLO)
At the end of this programme, students will be able to:
LO1
PLO1: Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field.
LO2
PLO2: Demonstrate comprehensive technical expertise in civil engineering.
LO3
PLO3: Identify, formulate and provide creative, innovative and effective solution to civil engineering
problems.
LO4
PLO4: Communicate effectively both in written and spoken form with engineers, other professionals and
community.
LO5
PLO5: Function individually or in teams, effectively, with a capability to be a leader.
LO6
PLO6: Understand and commit professionally, ethically and with humane responsibility, in line with the
engineer's code of conduct.
LO7
PLO7: Recognize the need for and to engage in life-long learning and professional development.
LO8
PLO8: Self motivate and enhance entrepreneurship skills for career development.
LO9
PLO9: Realize and demonstrate effective leadership responsibility.
MAPPING PLO to PEO
√
√
√
√
√
√
√
√
√
MAPPING PLO to MOE LO
√
√
√
√
√
√
√
√
√
MAPPING CLO to PLO
CLO1: Propose solution to manufacturing and operation problems
using related theory and analytical methods (C6,A5, PLO3)
VERB
Propose
(C6)
CONDITION
STANDARD
BLOOM’S
LEARNING
OUTCOMES
solution to
manufacturing
and operation
problems
using related
theory and
analytical
methods
C6
A5
PLO3
(PLO3)
PROPOSE
(A5)
C6
Use components concepts to solve problems
A3
Ability to solve problem
A5
Use objective approaches in problem solving
CLO1: Propose solution to manufacturing and operation problems
using related theory and analytical methods (C6,A5, PLO3)
PLO1
CLO1
PLO2
PLO3
√
PLO4
PLO5
PLO6
PLO7
PLO8
PLO9
CLO2: Organise in groups to study and present the application of
advanced manufacturing and operation analysis methods based
on a given topics (C6,A4,P5, PLO3, PLO4, PLO5)
VERB
Organise
CONDITION
(C6)
in groups;
STANDARD
(PLO5) based on a given
topics
to study;
the application of advanced
manufacturing and operation
analysis methods (A4) (PLO3)
and present;
ORGANISE
BLOOM’S LEARNING
OUTCOMES
C6
A4
P5
PLO3
PLO4
PLO5
(P5) (PLO4)
C1
Recalling information
C6
Put parts together to form a whole; Use concepts to solve problem
A4
Explain role of systematic planning in problem solving
P4
Perform with some confidence
P5
Perform without hesitation
CLO1: Propose solution to manufacturing and operation problems
using related theory and analytical methods (C6,A5, PLO3)
CLO2: Organise in groups to study and present the application of
advanced manufacturing and operation analysis methods based
on a given topics (C6,A4,P5, PLO3, PLO4, PLO5)
PLO1
PLO2
PLO3
CLO1
√
CLO2
√
PLO4
PLO5
√
√
PLO6
PLO7
PLO8
PLO9
CLO3: Explain the main concepts and methods obtained from
literatures to professionally analyse the manufacturing and
operation system (C5,A4, PLO1, PLO3, PLO7)
VERB
Explain
(C5)
CONDITION
STANDARD
BLOOM’S LEARNING
OUTCOMES
the main concepts and methods;
the manufacturing
and operation
system (A4)
C5
A4
(PLO1)
PLO1
PLO3
PLO7
obtained from literatures;
(PLO7)
to professionally analyse;
(PLO3)
EXPLAIN
C2
Paraphrase; Use one’s own words
C5
Evaluate by comparing to standards; Make judgements about ideas or materials
C6
Put parts together to form a whole; Use concepts to solve problem
A3
Ability to solve problem
A4
Explain role of systematic planning in problem solving
P2
Readiness to act; Accepts responsibilities for one’s behaviour
CLO1: Propose solution to manufacturing and operation problems
using related theory and analytical methods (C6,A5, PLO3)
CLO2: Organise in groups to study and present the application of
advanced manufacturing and operation analysis methods based
on a given topics (C6,A4,P5, PLO3, PLO4, PLO5)
CLO3: Explain the main concepts and methods obtained from
literatures to professionally analyse the manufacturing and
operation system (C5,A4, PLO1, PLO3, PLO7)
PLO1
PLO2
PLO3
CLO1
√
CLO2
√
CLO3
√
√
√
√
PLO4
PLO5
√
√
PLO6
PLO7
√
√
√
√
PLO8
PLO9