Workshop 2
“Elaboration of educational programmes
according to qualifications framework”
16. und 17. February 2011
Georgia, Bakuriani
Margret Schermutzki
Christopher Moss
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Map to
European
Qualification
Framework
Tuning project subject
outcomes
Professional Body
requirements
National
Qualifications
Framework
Institutional
Level
Description
Programme Outcomes
Module Outcomes
Other national
experiences, e.g. subject
benchmarks
University Strategic
Plan
Research and
scholarship of the
contributing teaching
staff & other
resources
Institutional Plans
and Policies
Research-Ied
teaching
Margret Schermutzki
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Agenda
 Nature of learning outcomes
 Issues and benefits
 Alingning and mapping learning
outcomes
 Writing programmes and module
outcomes
Margret Schermutzki
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Using a common language: Learning outcomes
formulated in terms of competences
Statements of what a student is expected to know,
Understand and/or be able to demonstrate after the
Completion of a process of learning
Competences are „Can do Statements“ presenting the employability
of a learning programme. They become measurable as learning
outcomes.
Benefit:
They are used as reference framework or link between
•
•
•
•
•
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•
the labour market
the degree
the study programme
module
workload
teaching and learning methods
selection of learners
LO are formulated by academic staff
Margret Schermutzki
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How do I write learning outcomes?
Visual comparison of the two taxonomies
Margret Schermutzki
Schermutzki@fh-aachen.de
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How do I write learning outcomes?
Description of levels, knowledge deepening
Margret Schermutzki
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Write you own programme/module learning
outcome
Sample programme outcome
Sample module learning outcome
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
On successful completion of this
course, students will be able to:
 identify effective online marketing
strategies and incorporate them
into a marketing plan
Margret Schermutzki
6
How are learning outcomes
formulated?
Should
enable
valuation
level descriptors
method of valuation
determine
determine
Learning Outcome
(module / course of studies)
 Level descriptors have to be adopted to the subject area/study programme (e.g. Business
studies)
 Learning Outcomes should not refer to the content – however, this facilitates the classification
in categories and the relation to the profile and profession
 Generic and subject-specific
 Increasing autonomy and responsibility
 description: verb („is able“) + infinitive („to ...“) + level
 Learning Outcome as a benchmark
 not more than 10 learning outcomes per module
 grading separately
 Size of Module /Credits (How much time does a student need to reach a certain outcome)
Margret Schermutzki
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Margret Schermutzki, Jean-Luc Lamboley
Course
Skills in the use of
information and
communications
technologies
Ability to make reasoned
decisions
Ability to work in a team
Ability to identify, pose
and resolve problems
Ability to plan and
manage time
Ability for abstract
thinking analysis and
synthesis
Ability to apply
knowledge in practical
situations
Interpersonal and
interaction skills
Oral and Written
Communication
Basic Competencies Checklist
A: Introduced
B: Used
C: Further developed
D: Comprehensive
Assessment
Elements of
Business Studies /
Accounting
Personal
Introduction to
theEconomics
Business
mathematics and
Statistic
Economic Private
Law I
Language / Social
Competence
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We must not forget that learning outcomes, credits and
qualification frameworks are just tools to help us and if we
fail to use them correctly we will end up with
something useless!
Thank you for your attention!
Margret Schermutzki
Christopher Moss
Tuning Europe:
http://tuning.unideusto.org/tuningeu
Vgl Kennedy, Writing and using learning outcomes, Cork, ISBN 978-0-9552229-6-2
www.rug.nl/let/tuningeu
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