Marek Frankowicz
STUDENT LEARNING OUTCOMES 1
WHAT ARE LO? WHY LO?
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INITIAL REMARK
Definition of an expert (O. Wilde): „Ordinary
man, away from home, giving advice”
 Some experts propose answers for which there
are no questions
 … or teach & preach useless things
 I would like to be useful; please help me
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CONTEXTS
Globalization
 Change
 From Stone Age to Conceptual Age
 European Higher Education Area, TUNING,
TEMPUS etc.
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NO MAN IS AN ISLAND,
ENTIRE OF ITSELF.
EACH IS A PIECE OF THE CONTINENT,
A PART OF THE MAIN…
John Donne
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THERE ARE MANY DEFINITIONS OF LO
Good working definition (ECTS Users’ Guide):
Learning outcomes are statements of what a learner is
expected to know, understand and/or be able to
demonstrate after completion of a process of learning.
Learning
outcomes focus on what the learner has achieved
rather than the intentions of the teacher.
Learning outcomes focus on what the learner can demonstrate
at the end of learning activity
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AIMS, OBJECTIVES AND ALL THAT JAZZ…
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Aims – broad purposes or goals e.g. this course aims to…They are generally
aspirational at programme level but are more specific and achievable at the
level of modules/courses.
Objectives – the specific steps that take us from where we are now towards
our goals. They can be formulated as teaching objectives (what the teacher
does to promote students’ learning), as curriculum objectives (how the
curriculum supports the achievement of the intended learning) and as
objectives for students’ learning (what the students do to learn).
Intended learning outcomes – what students will know and be able to do as
a result of engaging in the learning process. They represent statements of
achievement expressed from the learners’ perspective…at the end of the
course learners will know … and be able to do…. Course/module learning
outcomes must be achievable and measurable. They should connect
directly to the assessment criteria that are used to judge achievement.
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WHY WRITE LO?
A focus on student learning
 Clarity
 Overal vision and progression
 Realism
 Clear connection between goals, teaching and
assessment
 The process of educational development in the
academy
 Better quality assurance
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TWO KEY COMPETENCES FOR THE 21ST CENTURY
Ability to Learn
Ability to Adapt
Along with „Lifelong Learning” (LLL) concept
we shall also promote
„Lifelong Mobility” (LLM)
(EURASHE WG „Mobility & International Openness”)
Prerequisites for successful LLL and LLM:
Clear and precise information on educational offer
 Efficient recognition mechanisms (based on evidence)
Learning Outcomes!
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LO AND EMPLOYABILITY
„Employability is the Art of Converting
Learning Outcomes
into Earning Incomes”
(M.F.)
Short version:
From Learning to Earning
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TAXONOMY OF LO TAXONOMIES
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Bloom’s Taxonomy
SOLO (Structure of Observed Learning Outcomes) Taxonomy
Fink’s Taxonomy
….
Niemierko Taxonomy
….
Bloom’s Taxonomy:
 Cognitive Domain
 Affective Domain
 Psychomotor Domain
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BLOOM’S TAXONOMY: COGNITIVE DOMAIN
Bloom
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Anderson et al.
1. Remember
2. Understand
3. Apply
4. Analyse
5. Evaluate
6. Create
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BLOOM’S TAXONOMY: AFFECTIVE DOMAIN
1.
2.
3.
4.
5.
Receiving
Responding
Valuing
Organisation & Conceptualisation
Characterisation by Value
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BLOOM’S TAXONOMY: PSYCHOMOTOR DOMAIN
Bloom
1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalisation
Dave, Ferris & Aziz
1. Perception/Observing
2. Guided Response/
Imitation
3. Mechanism
4. Complex Response
5. Adaptation
6. Origination
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WRITING LO: ACTION WORDS
Examples:
Knowledge → define, describe, list
Comprehension → classify, explain, illustrate
Application → apply, prepare, use
Analysis → analyse, deduce, compare
Synthesis → design, explain, formulate
Evaluation → assess, criticise, justify
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EXAMPLES OF LO
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List the criteria to be taken into account when caring for a patient with
tuberculosis
Classify reactions as exothermic and endothermic
Relate energy changes to bond breaking and formation
Compare classical and quantum harmonic oscillator
Organise a patient education programme
Discuss the role of Internet in physics teaching
Design a poster presentation
Examine a patient
Use MS Office effectively and skilfully
Display a willingness to communicate well with patients
Resolve conflicting issues between personal beliefs and ethical
considerations
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FROM WIKIPEDIA:
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During the Gupta period in India
(AD 300–600), craftmen's
associations, which may have
had archaic antecedents, were
known as shreni.
Greek organizations in
Ptolemaic Egypt were called
koinon, starting from their 3rd
century BC origins of Roman
collegia, spread with the
extension of the Empire.
The Chinese hanghui probably
existed already during the Han
Dynasty (206 BC - AD 220):, but
certainly they were present in
the Sui Dynasty (589 - 618 AD).
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LO AT THE PROGRAM LEVEL
Describe what the learner can accomplish as a
result of completing a program
 They should be aligned with the institution’s
mission
 They should focus on broad conceptual
knowledge and higher order skills
 They represent the minimum requirements to
complete a program
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LO AT THE MODULE LEVEL
Describe what the learner can accomplish as a
result of completing a module
 They should be aligned with the program LO
 They represent the minimum requirements to
complete a module
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DESIGN OF STUDY PROGRAM – TUNING APPROACH
1.
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10.
Determine need and potential
Define the profile and the key competences
Formulate programme LO
Decide whether modularise or not
Identify competences and LO for each module/course unit
Determine the approaches to teaching, learning and assessment
Check whether the key generic and subject specific competences are
covered
Describe the programme and the course units
Check balance and feasibility
Implement, monitor and improve
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TEN STEPS TOWARDS LO (NSHU 2006)
WRITE
Step 1. Formulate: What? Subject-related content in LO
Step 2. Formulate: How? The format of LO (active verbs etc.)
REVISE
Step 3. Focus distinguish between LO and other descriptions
Step 4. Specify make LO observable and clear
Step 5. Refine distinguish between learning activities and results
Step 6. Clarify vague outcomes
Step 7. Limit the number of LO
CHECK
Step 8. Adjust check that LO can be assessed
Step 9. Estimate student learning time
Step 10. Calibrate check the module in relation to other modules
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FROM WISHFUL THINKING TO FINAL RESULTS
Program aims and objectives
Intended learning outcomes
Curriculum
Evaluation of students
Achieved learning outcomes
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