Dr. Gregory J. Maffet
NCAAA Consultant
Dr. Naser M. Sarhan
NCAAA Consultant
KFUPM
29-30 January 2014

Workshop’s Learning Outcomes (LOs)
Attendees at the end of this workshop will be able to:
1. Comprehend the nature and role of Program and
Course learning outcomes in instruction.
2. Align an understanding relationships between
Teaching Methods, Assessments Methods and LOs,
3 . Write learning outcomes using the correct format

Workshop’s LOs
4. Summarize the role of learning outcomes in instruction and assessment .
•
Why we are writing learning outcomes?
•
The role of learning outcomes in assessment?
( including Rubrics and KPIs )
5. Use the five domains of learning specified in
National Qualification Framework ; including the selection of verbs that map to measurable instructional objectives, learning outcomes and assessment.

Workshop’s Los
6. Construct learning outcomes from learning objectives, in order to develop learning outcomes for
Programs and Courses.
7. Mapping learning outcomes

First session
st
Second session Third Session
•
KPIs for Profile Data,
NCAAA KPIs
•
Introduction to Learning
Outcomes (LOs)
•
•
Importance & Benefits of
LOs
•
General Guidelines
Where do LOs come from?
•
Recommendations and
Suggestions
•
The difference between
Learning Outcomes
• and Learning
Objectives
•
•
Characteristics of LOs
LO Process and Levels
•
NQF Learning Domains and LO – Verbs

SSRP – Profile, p.12
3. Key Performance Indicators
The following KPI’s are adopted to monitor the achievement in accomplishing the
Program objectives.
1. Graduation with a GPA acceptable by Industry
2. satisfaction at alumni/employer surveys
3. To build up an instrument park, corresponding to most world class universities
4.
Field training of students must be continuously updated with latest techniques.
5. Industry-standard computer modeling and interpretation packages must be included in the curriculum
6. Average time for procuring equipment and instruments.

SSRP . p.9
KPI’s
Student / Faculty ratio
Number of graduating students in the math Program
Percentage of students completing the Program in 4 years
Percentage of students with Cumulative GPA 2.5 and above
Percentage of courses being evaluated online by students
Percentage of faculty earning 8.5 or above in online course evaluation
Percentage of students being employed within one year of graduation
Percentage of our BS graduates admitted in the graduate
Programs
Number of ISI publications per faculty
Current
0.2
2
0
100
100
80
100
0
1.5
Target
5
15
100
100
100
90
100
50
2

SSRP – Standard 4, p.36
The learning outcomes taken together become the overall strategy for the degree plan . The department is currently looking into the possibility of setting a standard end-of-
Program examination (exit exam) that will assess specific learning outcomes. Verification of learning outcomes comes in the form of feedback from potential employers from work placement
SSRP – Standard 3, p.34
Periodically, feedback is sought from alumni and employers. In many occasions, the feedback is used for Program quality improvement almost immediately. The grades of graduating students are reviewed as a way to measure performance.

• The assessment of Program outcomes is done on continuous basis. SSRP, p.22
• Since the Program outcomes are intrinsically related to
Program objectives, achievement of Program outcomes is an essential prerequisite of student qualification at graduation. ....
Level of achievement of the Program outcomes is periodically measured to examine the extent to which they are met.
SSRP, p.24

The intended student learning outcomes are periodically evaluated through various means like public presentations, exams, assignments, projects, etc.
Appropriate Program evaluation mechanisms including graduating student surveys, employment outcome data, employer feedback and subsequent performance of graduates are used to provide evidence about the usefulness of intended learning outcomes and the extent to which they are achieved.
SSRP – Standard 4., p.38

• Students learning outcomes are evaluated based on HW, quizzes, and exams, and in some cases reports and presentations, are used to measure the student learning outcomes. SSRP, p.31
• Faculty members make sure that students are tested in a manner that allows them to assess the extent to which learning outcomes are met. They maintain a check on their testing procedures. SSRP, p.35.

Key Performance Indicators: Why?
Performance of a higher education institution & its
Programs is complex (teaching, research, community…)
KPIs summarize performance in key areas
 scientifically, rationally, and meaningfully for different stakeholders:
1.
Faculty & Staff
2.
Students
3.
External agencies ( NCAAA , employers,…)

… KPIs = Key Performance Indicators
…a measure of performance or achievement
…a Key Success Indicator (KSI)
…a measure of results and efficiency
Quantifiable performance measures used to define success and measure progress toward the achievement of goals.
(maybe qualitative via rubrics)

KPI
KEY
 is fundamentally important to gain advantage; a make-or-break component for success.
Performance
 when outcomes can be clearly measured, quantified, and easily influenced by the institution or Program.
Indicator
 provides leading information on future performance.
(ie., when the gas gauge is on “ E ” then the leading information tells us that the car’s future performance will be to stop; so the action plan is to get gas immediately)

NCAAA Learning & Teaching KPIs
5. Ratio of students to teaching staff (Based on full time equivalents)
6. Students overall rating on the quality of their courses. (Average rating of students on a five point scale on overall evaluation of courses.)
7. Proportion of teaching staff with verified doctoral qualifications.
8. Percentage of students entering Programs who successfully complete first year.
9. Proportion of students entering undergraduate Programs who complete those Programs in minimum time.
10. Proportion of students entering post graduate Programs who complete those Programs in specified time.
11. Proportion of graduates from undergraduate Programs who within six months of graduation are: employed, enrolled in further study, not seeking employment or further study

Goals and Objectives
Strategic Goal 1: To enhance and expand
Program facilities and infrastructure for research activities.
Objective 1: (70 %) of the Program faculty conducting research or are involve in related by the end of 2014.
Objective 2: ???
Major Strategies
S1. Establish infrastructure for research.
S2. Encourage collaborative research among faculty.
S3 . Provide appropriate funding for research and creative activities
S4. Expand facilities for research
Measurable Indicators
KPI 1: Percentage of established research quality standards
KPI 2: Number of publications (#/yr) in international reviewed journals
KPI 3: Number of organized scientific/Research events
(workshops / seminars & conferences)
Analysis
What do the findings mean?
How are they applied?
HOW?
Strategic Goal 2:
Objective 1:
Objective 2:
Strategic Goal 3:
Objective 1:
Objective 2:
Quality Goal 1:
Objective:
Objective 2:

Standard 4 Teaching and Learning
KPI for Ratio of Students to Teaching Staff
KPI 
KPI TEMPLATE
Target Benchmark 
KPI Actual (finding or value) Benchmark

Internal Benchmarks 
External Benchmarks 
New Target Benchmark

HOW?
Analysis: How is this data interpreted? Strengths & Recommendations
What is the improvement plan to reach the new goal?
Analysis:

We looked previously at the internal KPIs
We now think consistently about benchmarks for the same areas
“year by year”  to establish data trends and trend-analysis
What are the strengths and weaknesses of using the internal average as a benchmark?
(e.g. improve to 90% or improve by 10%)
Standard 4, KPI for Actual Benchmarks
KPI findings
KPI finding in
2007
80%
KPI finding in
2008
75%
KPI finding in
2009
79%
KPI finding in
2010
77%
KPI finding in2011
82%
KPI finding in2012
82%
KPI finding in
2013
86%

Quantitative KPI

Ratio of students to teaching staff
Actual Benchmark

25 to 1 (current)
Target Benchmark

20 to 1 (goal)
Internal Benchmark

24 to 1 (past, 2012)
External Benchmark

26 to 1 (KSA)
(International) 16 to 1
Interpret this statistical data? (Meaning)
Analyze the results? (SWOT? / other)

Standard 4 Teaching and Learning
KPI for Ratio of Students to Teaching Staff
KPI

Ratio of students to teaching staff (NCAAA KPI)
Target Benchmark  1 to 15
KPI Actual Benchmark

1 to 22 Based on 2014 data
Internal Benchmark

1 to 28 Based on 2010 data
External Benchmark  1 to 12 CAEP data requirement
New Target Benchmark

1 to 18
Analysis: How is this data interpreted? Strengths & Recommendations
What is the improvement plan to reach the new goal?
Analysis:

Standard 4 Teaching and Learning
KPIs For Percentage Of Students’ Completion Rates
KPI  Percentage of students entering undergraduate Programs who complete those Programs in minimum time; 4 years. (NCAAA KPI)
Target Benchmark (2014)  85 %
KPI Actual Benchmark

28% 100 students entered/ 28 graduated
Internal Benchmark

36% 2009 actual finding
External Benchmark  88% Yale University 2012
New Target Benchmark

50%
Analysis: How is this data interpreted? Strengths & Recommendations
What is the improvement plan to reach the new goal?
Analysis:

Standard 4 Teaching and Learning
Student Satisfaction Survey
KPI  Using the Student Survey Form # 2231 (a 4 point scale system), student satisfaction survey results for Program courses will average 3.00 out of 4.00.
Target Benchmark

3.00
KPI Actual Benchmark

2.98 Actual finding score for 2014
Internal Benchmark

2.55
Actual finding score for 2012
External Benchmark

3.12
Actual findings from MIT
New Target Benchmark

3.25
Analysis: Describe and evaluate the data.
How is this data interpreted? Strengths & Recommendations
What is the improvement plan to reach the new goal?

Standard 4 Teaching and Learning
Faculty Satisfaction Survey
KPI 
Target Benchmark 
KPI Finding Benchmark 
Internal Benchmark 
External Benchmark 
New Target Benchmark 
Complete
KPI
Template
Analysis: Describe and evaluate the data.
How is this data interpreted? Strengths & Recommendations
What is the improvement plan to reach the new goal?

KPI Trend Report
KPI

Percentage of students entering undergraduate Programs who complete those Programs in minimum time; 4 years. (NCAAA KPI)
2005 2007 2009 2011 2013 2015
100%
90%
80%
70%
60%
50%
40%
30%
20%
77%
78%
36%
49%
28%
10%
Analysis: discussion and evaluation: strengths, recommendations, predictions

Enrollment Trends and Predictions (Prediction/Actual)
2005 2007 2009 2011 2013 2015 Students
400
300
200
100
50
800
700
600
500
50/62
75/90 75/90
90/288
250/403
2017
Analysis: Descriptions and Evaluation (What? and Why?)
Strengths, Recommendations, & Predictions

Students
800
700
600
500
400
300
200
100
50
Enrollment Trends and Predictions (Prediction/Actual)
2005 2007 2009 2011 2013 2015
200/
90
300
200/
388
200/
450
200/
701
200/
2017
Make predications
& analyze data
Analysis: Descriptions and Evaluation (What? and Why?)
Strengths, Recommendations, & Predictions

Quantitative KPI

Ratio of students to teaching staff
Actual Benchmark

25 to 1 (current)
Target Benchmark

20 to 1 (goal)
Internal Benchmark

24 to 1 (past)
External Benchmark

26 to 1 (KSA)
(International) 16 to 1
Interpret this statistical data? (Meaning)
Analyze the results? (SWOT? / other)

KPI List of Program KPIs
Approved by the
Institution/ Program
KPI
Target
Benchmark
KPI
Actual
Benchmark
KPI
Internal
Benchmarks
2
3
#
1
4
5
6
Analysis of KPIs and Benchmarks: (list strengths and recommendations)
KPI
External
Benchmarks
KPI
Analysis
KPI New
Target
Benchmark
Program Specifications
Program KPI and Assessment Table
NOTE The following definitions are provided to guide the completion of the above table for Program KPI and Assessment.
KPI refers to the key performance indicators the Programs used in the SSRP and are approved by the institution (if applicable at this time). This includes both the NCAAA suggested KPIs chosen and all additional KPIs determined by the Program (including
50% of the NCAAA suggested KPIs and all others).
Target Benchmark refers to the anticipated or desired outcome (goal or aim) for each KPI.
Actual Benchmark refers to the actual outcome determined when the KPI is measured or calculated.
Internal Benchmarks refer to comparable benchmarks (actual benchmarks) from inside the Program (like data results from previous years or data results from other departments within the same college).
External Benchmarks refer to comparable benchmarks (actual benchmarks) from similar Programs that are outside the Program
(like from similar Programs that are national or international).
KPI Analysis refers to a comparison and contrast of the benchmarks to determine strengths and recommendations for improvement.
New Target Benchmark refers to the establishment of a new anticipated or desired outcome for the KPI that is based on the KPI analysis.

KPI List of Program KPIs
Approved by the
Institution/ Program #
1
2 Student: Faculty 5 Stars
S4.2
Code number
KPI
Target
Benchmark
3 Stars
(20:1)
KPI
Actual
Benchmark
2 Stars
(28:1)
KPI
Internal
Benchmarks
KPI
External
Benchmarks
KPI
Analysis
1 Star
(MIT)
0 Stars
KPI New
Target
Benchmark
4 Stars
(16:1)
5
6
3
4
Analysis of KPIs and Benchmarks: (list strengths and recommendations)
0 stars
0 stars
0 stars

University Comparison Matrix
Institution
Max scores
Oxford
Cambridge
London School of
Economics
Imperial College
Durham
St Andrews
University College
London
Warwick
Bath
Exeter
Student satisfaction
Research quality
Entry standards
Studentstaff ratio
Services
& facilities spend Completion
Good honours
Graduate prospects Score
100
87
87
79
78
83
83
79
81
84
82
3
1.3
1.4
1.2
1.0
0.9
0.8
1.0
0.9
0.7
0.8
n/a
574
596
527
556
503
519
498
496
461
459 n/a n/a
11.1
£3,298
11.8
£2,994
11.8
£2,625
11.6
£3,588
15.3
£2,281
13.6
£2,308
10.1
£2,197
14.5
£2,053
17.1
£1,742
18.5
£2,017
Analysis (Strengths and Recommendations)
100
98.1
98.8
96.5
95.9
96.2
97.4
93.9
96.5
96.4
96.1
100
90.9
87.4
80.9
81.7
81.8
82.9
81.0
80.8
81.1
82.8
100
79.8
84.4
87.8
87.1
78.5
74.1
79.9
77.6
79.1
73.0
1000
1000
990
911
835
834
814
811
789
767
764

•
The Design phase of a typical curriculum development process (Analysis, Design,
Development, Implementation, Evaluation) is largely concerned with developing clear learning objectives and learning outcomes .
• It is important to recognize during this phase that there is a direct relationship between objectives, learning outcomes, teaching strategy / methods & students assessments (Rubrics – KPIs with benchmarking and analysis) .

5 Questions for Instructional Design
1. What do you want the student to be able to do? ( Outcome )
2. What does the student need to know in order to do this well? ( Curriculum )
3. What activity will facilitate the learning?
( Pedagogy—learning & teaching )
4. How will the student demonstrate the learning? ( Assessment )
5. How will the teacher know the student has done this well? ( Criteria )

• Learning outcomes: describe what learners are supposed to know, understand, or are able to do at the end of the Program or course .
•
LOs are based upon:
• the needs of the learner (individual & personal).
• the needs of society (mission statements).
• what the learner should know about a particular subject in order to perform successfully (career and personal lifestyle).

•
What a STUDENT should learn as a result of a period of specified and supported study.
•
The ACHIEVEMENTS of the learner rather then the intentions of the teacher.
•
Focus is directly on Student Performance.

Are concerned with the learning of the student:
STUDENT…
PERFORMANCE and ACHIEVEMENT

What the student CAN DO

What the student KNOWS AND CAN DO

What the student UNDERSTANDS OR
 COMPREHENDS and CAN DO

•
The distinction between learning outcomes and learning objectives is not universally recognized .
•
Many instructors may find that the term
“learning outcomes” describes what they have already understood by the term “learning objectives.”
What is the difference?

For NCAAA the difference between course LOs and objectives…
•
Learning objectives are statements of what the teacher intends for the students to learn and are generally part of a teacher-centered approach [ are
Mission, traditional, teacher or content driven ].
• Learning outcomes are statements of what the student will KNOW and be able to DO or demonstrate as a result of their learning and are part of a student-centered approach .

• Learning objectives , for example, may outline the material the INSTRUCTOR intends to cover in the course / Program or the disciplinary questions the class will address. Known as IN-PUTS .
• By contrast, learning outcomes focus on what the
STUDENTS know, comprehend and realistically are able to do… [skill performance] by the end of an assignment, activity, class, or course [achievement].
Known as OUT-PUTS.

• learning outcomes , mean focusing on the application and integration of the course content from the perspective of the student.
• learning outcomes can more explicitly and directly address expectations for student learning .

Teacher-Centered
Inputs
Student-Centered
Outputs 
Results
Content-Centered
Traditional
Assessments
Measurable
Observable
Performance &
Achievement
What else overlaps?


Learning objectives can be written as teacher or curriculum centered content or they can be rewritten as student-centered learning outcomes.
….
Both learning objectives and outcomes must be measurable or observable.
One assessment is for teaching and another assessment is for a student’s learning .

•
Example of a Learning Objective : Students will be taught the basic principles of database searching . [ teacher will teach basic principles
… ]
•
Example of a Learning Outcome : Students will be able to apply the principles of database searching in a review of literature.
[ student will KNOW and APPLY… ]

?
Which Dentist do you want working on your teeth?
: The teacher will instruct the student to know how to successfully drill cavities and repair teeth…
The student earns 100% on the exam for drilling cavities and repairing teeth….
The student knows how and successfully drills out cavities and repairs teeth…
The teacher successfully taught the student to drill out cavities and repair teeth.

?
Which Pharmacist do you want filling your meds?
: The teacher will instruct the students to know how to successfully fill medical prescriptions…
The student earns 100% on the exam for filling medical prescriptions….
The student knows how and successfully fills medical prescriptions…
The teacher successfully taught the student to fill medical prescriptions….

•
Please work as group in writing three learning objectives for your Program.
•
Now, re-write these objectives as LOs
•
Be prepared to share them and analyze the difference – they will be collected in order to be used latter.

Importance & Benefits of LOs
Where do LOs come from?
Characteristics of LOs
LO Process and Levels
NQF Learning Domains & LO – Verbs

1. LOs build evidence for accountability, accreditation, and for continuous improvement.

Show evidence of how well students learn.

Use evidence for continuous improvement and strategic plans .

2. Know what you are doing…
3. Know why you are doing it…
4. Know what students are learning as a result ;
(key for assessment).
5. Make improvement changes based on results (research based improvements)

•
Teachers teaching…. to students learning
•
Teaching effectiveness…. to learning results

Course learning outcomes serve the following purposes…
• To inform students of what is expected of them.
•
To guide the teacher in his/her approach to delivery of content and assessment that focuses on what the student will be able to do as a result of the learning.
•
To influence the domain and level of learning required of the delivery and assessment.
•
To fulfill the requirements of one or more Program outcomes.

1. Select learning content objectives and skills
( What to teach? Teaching content priorities?
)
2. Development of instructional strategies that align with specific learning outcomes.
3. Develop and select instructional and Program materials that align with specific learning outcomes.
4. Construct evaluation instruments for assessing student performance based on the learning. outcomes.
5. Improve overall Program and as a faculty.

Benefits of Learning Outcomes
1. Learning outcomes measure & characterize the values that an institution, Program, or course have articulated for student development & performance.
2. A set of student learning outcomes define what students will know and be able to do when they have completed any degree, regardless of his/her major .

Benefits for Learning Outcomes
3. Student learning outcomes will help guide faculty across the university to develop curricula, plan courses, determine financial needs, design syllabi, construct learning activities, and assess student learning.
4. LOs provide a framework for learners and advisers in order to discuss the goals of the curriculum and the personal career goals for individual students.

Employment
Needs
Student
Needs
Institutional
Mission
Assessment Methods
Teaching Strategy
Student
Learning
Outcomes
Teacher
Objectives
Course
Outcomes
Program
Outcomes

Benefit: OBE

“Outcome-Based Education”
• Outcome-based education is a method of teaching that focuses on what students know and can actually do after they are taught.
• All curriculum and teaching decisions are made based on how best to facilitate the desired outcome.
• The desired outcome is selected first and the curriculum is created to support the intended outcome.
• This leads to a planning process in reverse of traditional educational planning.

What must students do to demonstrate that the
Institution and Program Mission Statements are accomplished?

Mission
Needs
Effects
Program and Course
Learning Outcomes
What will the student know and do in order to demonstrate the Mission is successfully achieved?

In addition to Knowledge & Cognitive Skills Domains,
(cause and effect chart)

Cause
Student
Needs
Effects
Learning Outcomes
What will the student know and do in order to demonstrate student needs are successfully achieved?

Characteristics of a Graduate Are:
Holders of a bachelor degree in any Program should have demonstrated :
1.
Knowledge of a comprehensive, coherent and systematic body of knowledge in a field of inquiry;
2.
The ability to investigate complex problems and develop creative solutions with limited guidance;
3.
The ability to use appropriate statistical techniques in the analysis and resolution of complex issues, and select and use the most appropriate mechanisms for communicating the results to a variety of audiences;
4.
Capacity to provide leadership and willingness to cooperate fully with others in joint projects and initiatives;
5.
In the case of a professional Program the full range of knowledge and skill required for effective practice in the profession concerned.
Are these LOs?

LO performance drives learning objectives, assessment methods
& assessment methods drive teaching methods
All
Students
Know &
Do
Picture an ideal graduate:
1. Knowledge & skills
2. Performance
3. Career & Life
4. Worldview & Values
Teaching Assessment Objectives Learning Mission Student
Methods Methods (Content) Outcomes Needs Needs

Graduate
Characteristics
(needs)
Learning and
Teaching Strategies
Differentiated
Instruction
Assessment
Empirical or
Observable
Learning
Outcomes
&
Learning
Objectives
(Content )

Practice racecar driving, acceleration & clutch speed drills, light foot gas peddle practice, observe wife ’s color choices
Automobile
Characteristics
(Needs)
Learning and
Teaching Strategies
Differentiated
Instruction
Assessment
Empirical or
Observable
You want to buy a car. What are the quality objectives?
Speed, family capacity, economic, attractive color,
Learning
Outcomes
&
Learning
Objectives
250 kph top speed
0 to 100 in 4.2 sec
Seats 8 passengers
40 mpg.
Wife likes color
Race track testing
Count seats (8)
Road test (40mph)
Wife likes color

Learning Outcome Process
Elements of the Program
Specification
Process informed by:
Start
Aims of the Program
Learning Outcomes of the Program including:
Knowledge & understanding
Cognitive Skills
Interpersonal Skills and
Responsibility
Communication, IT & Numerical
Skills
Psychomotor Skills
NCAAA NQF (domains of learning)
Level Descriptors
Subject Benchmarks
Professional Body Requirements
Outcomes for level attained through:
Attainment verified by:
What ’s the purpose of the
Program?
Characteristics of a Graduate
What should students know and be able to do on completion?
Grades awarded according to:
Program learning outcomes broken down by level to ensure incremental attainment over duration of course
Course learning outcomes
Course assessment
Assessment criteria

Learning Outcome Alignment
Alignment & Mapping
At ALL Levels
Mission &
Student Needs
Flow to Highly
Specified
Knowledge &
Skill Performance
University
College
Programs
DEPARTMENTS
CLASS
COURSES
STUDENTS
A SSESSMENT

(including assessment)
Students
Classroom Classroom
Program
Students
Classroom
Classroom
Students
Classroom
Classroom
Program
Program
University - Institution

(including assessment)

•
Level descriptors are generic statements describing the characteristics and context of learning expected at each level ( year ) .
• These help guide faculty expectations of students and they are designed to ensure equivalence and consistency of standards across subject areas.
• They are set out in the University’s Academic
Regulations and Policies and are based on those recommended by the National Qualification
Framework (NQF).

The Panel also examined a number of student projects for a number of courses. While some of the topics were appropriate …. the work presented often falls below what would be expected at this level.
Some projects were essentially descriptions that did not involve any analysis or practical activity. Others, which involve practical work, were written up without any material that demonstrated the design and implementation of the systems described.
The Panel feels that many of the projects do not meet the
CLOs (course learning outcomes).

Characteristics of Good
Learning Outcomes
1. Measurable or Observable
2. Clear to the student & instructor
3. Integrated , developmental, and transferable
4. Use discipline-specific competencies or standards as a basis, not an end
5. Similar scope & scale
6. “In order to..” do ….. gets to the purpose, uniqueness, and real world application of learning and teaching.
7. Use a variety of learning domains

 Usually written in the future tense

Identify important learning requirements

Are achievable

Use clear language easily understandable to student
When writing outcomes, it may be useful to use the following expression :
“At the end of this Program or course the student should be able to…….”
Then follow with a verb. Useful verbs are: ?????

Establish Draft
Provide Prepare
Tabulate Write
Schedule Update
Audit Articulate
Align Collect
Construct Generate
List Produce
Compile Document
Demonstrate Develop
Helpful?
Need much more!!

Consider Maximize
Maintain Reflect
Continue Review
Ensure Enlarge
Understand Examine
Strengthen Explore
Encourage Deepen
Better?
Yes
Some of these verbs can be used if tied to specific actions or quantification
… BUT!!

NQF Learning Outcome Verbs
NQF Learning Domains
Knowledge
Cognitive Skills
Interpersonal Skills &
Responsibility
Communication,
Information
Technology, Numerical
Psychomotor
Suggested Verbs list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write estimate, explain, summarize, write, compare, contrast, diagram, subdivide, differentiate, criticize, calculate, analyze, compose, develop, create, prepare, reconstruct, reorganize, summarize, explain, predict, justify, rate, evaluate, plan, design, measure, judge, justify, interpret, appraise demonstrate, judge, choose, illustrate, modify, show, use, appraise, evaluate, justify, analyze, question, and write demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize demonstrate, show, illustrate, perform, dramatize, employ, manipulate, operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct

KEY POINT  Learning Domain is based on the verbs used
NQF Learning Domains
Knowledge
Cognitive Skills
Interpersonal Skills &
Responsibility
Communication,
Information
Technology, Numerical
Psychomotor
Suggested Verbs list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write estimate, explain, summarize, write, compare, contrast, diagram, subdivide, differentiate, criticize, calculate, analyze, compose, develop, create, prepare, reconstruct, reorganize, summarize, explain, predict, justify, rate, evaluate, plan, design, measure, judge, justify, interpret, appraise demonstrate, judge, choose, illustrate, modify, show, use, appraise, evaluate, justify, analyze, question, and write demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize demonstrate, show, illustrate, perform, dramatize, employ, manipulate, operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct

Are these
LOs?
At the time of receiving a bachelor’s degree, students:

Can identify , define , and solve problems

Can locate and critically evaluate information

Have mastered a body of knowledge and a mode of inquiry

Can understand diverse philosophies and cultures within and across societies

Can communicate effectively

Can understand the role of creativity , innovation , discovery , and expression across disciplines

Have acquired skills for effective citizenship and life-long learning.

At the time of receiving a BSN Degree, students:

Can identify, define, and solve problems;

Can locate and critically evaluate information;

Have mastered a body of knowledge and a mode of inquiry;

Can understand diverse philosophies and cultures within and across societies;

Can communicate effectively;

Can understand the role of creativity, innovation, discovery, and expression across disciplines; and

Have acquired skills for effective citizenship and life-long learning.
What is the major problem with this list??

(Dentistry Examples)
1.
Graduates should demonstrate sound knowledge of the following areas as they relate to the practice of dentistry (includes a list of over 20 specific dentistry content areas).
2.
Graduates must have the ability to apply their knowledge and understanding of relevant principles and theories in carrying out the following types of responsibilities (e.g. problem recognition for disease identification and diagnosis, problem solving in dental care, critical thinking of dental research, patient investigation—biopsy techniques, radiography, treatment plans).
Write 3 specific Program LOs for your Program by using the generic Program LOs shown on the previous slide.
(present to group using flip chart + Analyze)

General Guidelines
Recommendations & Suggestions
NQF Learning Domains & LOs
Writing LOs

Difference between course learning outcomes & Program learning outcomes ?
LOs at Program level are broad for all students in the Program.
Course LOs are content or skill specific:
Describing what the student will be able to do.
They determine : 1. Content , 2. Delivery and 3.
Assessment of each course, and , along with other courses, meet the Program outcomes.

Example:
Program Learning Outcome
 Upon successful completion of the Program…. a student will be able to critically evaluate problems and alternative solutions in a wide variety of business and organizational contexts in different socio-cultural and political environments.
How is this clear? Measurable? Observable?
What NQF domain of learning?
How will you assess this?

Example:
Course Learning Outcome

On successful completion of the course students … will be able to discuss 7 different ways how information technology can be used to help business organizations to succeed in their objectives.
How is this clear? Measurable? Observable?
What NQF domain of learning?
How will you assess this?

Well written L.O. are ….
Use a verb that indicates what the learner is expected to be able to do at the end of the period of learning; measurable or observable .
Word(s) that indicate on what or with what the learner is acting. If the outcome is about skills then the word(s) may describe the way the skill is performed or the tool to be used.
Word(s) that indicate the nature (in context or in terms of standard) of the performance required as evidence that the learning was achieved.

When Magar’s 3 parts of a LO are used correctly a
LO may also be a KPI


Student needs example: “Student needs to learn how to fish in the ocean to survive on the island.
”
What are some learning outcomes that fit this student ’s needs?
1. ( Knowledge )__________________________
___________________________________
2. ( Cognitive )___________________________
____________________________________
3. ( Skill ) _______________________________
____________________________________

Write a Learning Outcome
(whole group activity 1/2)
We’re taking a friend desert camping for the first time. What does a graduate of desert camping school need to know or what skills are required?
Like, “What to do if a sand storm comes up?”
1. ______________________________
2. ______________________________
3. ______________________________

Re-write as Learning Outcomes
Using Megar’s 3 Parts
(whole group activity 2/2)
1.
What to do if a sand storm comes up?
2.
What to do if he runs out of water?
3.
He needs compass reading and mapping skills?
Re-write the content objectives as LOs.
1. ______________________________
2. ______________________________
3. ______________________________
How do the LOs utilize Magar’s 3 Parts?

1. Aim for between four and eight learning outcomes for each course , and up to twenty-five for an entire Program.
2. Start Program outcomes with the phrase:
“A successful learner from this Program will be able to …..”
3. Start course outcomes with the phrase:
“ On successful completion of the course, you will be able to …..”

4. These phrases lead to action verbs so that students are able to demonstrate that they have learned or achieved the outcome.
5.
“to demonstrate” leads to
objective assessment or evaluation or measurement of student performance and achievements.
6. Use one verb per learning outcome , and keep the sentence structure simple .
7. Avoid unnecessary language; if absolutely necessary, use more than one sentence to ensure clarity.

8. Verbs relating to knowledge outcomes
– ‘know,’
‘understand,’ ‘appreciate’ – tend to be vague , or to focus on the process students have gone through
(e.g. understand research [ process ] ) rather than the final outcome of that process (e.g. create & list
[ do ] strategies appropriate to the research topic ).
9. Use action verbs, such as:
‘solve,’ ‘write,’
‘evaluate,’ ‘analyse’ to indicate how students can demonstrate acquisition of that knowledge .

National Qualification Framework
The principal elements in the NQF are:
•
Levels: numbered and linked to qualification titles to describe the increasing intellectual demand and complexity of learning expected as students progress to higher academic awards .
•
Credits Points: allocated to describe the amount of work or volume of learning expected for an academic award or units or other components of a
Program.
•
Domains of Learning: The broad categories of types of learning outcomes that a Program is intended to develop.

NQF Domains of Learning Outcomes
Learning Outcomes are aligned with the five
provided in the
NQF.
Domains of learning apply to both Program and Course learning outcomes
Always keep in mind both Program & Course L.O.s

1. Knowledge
2. Cognitive skills
3. Interpersonal skills and responsibility
4. Communication, information technology and numerical skills
5. Psychomotor skills
NCAAA

Use with Program, Course, and Field
Experience Specifications templates.

Knowledge : the ability to recall, understand, and present information, including:
• Knowledge of specific facts and details
• Knowledge of concepts , principles and theories
• Answers may be memorized or closely paraphrased from assigned material.
• Knowledge of procedures; steps in a process.
•
VERBS

Define, list, name, recall basic information

Cognitive skills : the ability to….
• Apply conceptual understanding of concepts, principles, and theories,
•
Apply procedures involved in critical thinking and creative problem solving, both when asked to do so, and when faced with unanticipated new situations,
•
Investigate issues and problems in a field of study using a range of sources and draw valid conclusions.
• Ability to comprehend the meaning of material.
• Answers must be in the student’s own words while still using terminology appropriate to the course material.
•
VERBS

Explain, summarize, distinguish between, restate

Including the ability to :
•
Take responsibility for their own learning and continuing personal and professional development,
• Work effectively in groups and exercise leadership when appropriate,
• Act responsibly in personal and professional relationships,
• Act ethically and consistently with high moral standards in personal and public forums.

Including the ability to:
•
Communicate effectively in oral and written form,
•
Use information and communications technology, and
•
Use basic mathematical and statistical techniques .

Psychomotor skills: manual dexterity
•
Extremely important in some fields of study . For example, very high levels of psychomotor skills are required for a surgeon, an artist, or a musician.
•
Psychomotor skills apply only to certain fields , and their nature varies widely.

Poor Learning Outcome:
•
Students will name the three types of rock in order to differentiate among the three
(knowledge domain for cognitive skill)
.
Good Learning Outcome:
•
Students will compare and contrast the characteristics of the three types of rocks in order to differentiate among the three.


(small groups)
1. Identify a student need for your specialized course
(center circle).
2. List 5 learning outcomes that are directly based on this need
(connecting circles).
3. Explain how each LO meets Magar’s 3 part requirements
(connecting lines).
Bubble Map - 2

nd
First Session Second Session Third Session
Review Key Components
Assessment of Learning
Outcomes
Intro LO Attitudes
Relationships between
Teaching Methods and
Assessments Methods and
LOs
LO Qualitative
Assessment Rubrics
LO Quantitative KPIs
Mapping
Addressing Common
Problems Associated with
Writing LOs &
Assessment

1. What is the difference between a learning objective and learning outcome ?
2. Where do LOs come from?
3. How are LOs used or applied (benefits)?
4. What are the characteristics of a good LO?
5. What kind of verbs are required for LOs?
6. What are the 3 parts to Megar’s LOs?

Learning Outcomes Formula
Verb or
Action Phrase
+
“In order to …”
Why?
=
Great
Learning
Outcomes
Or
What students need to know?
“Student identifies, consults and evaluates reference books appropriate to the topic ”
In order to
Why do they need to know this?
“locate background information and statistics.
”

• Learning outcomes should specify the minimum acceptable standard for a student to be successful
(pass a course)
“ threshold level”
.
• This means that it is important to express learning outcomes in terms of the essential learning for a course, so there should be a small number of learning outcomes which are of central importance, not a large number of superficial outcomes.

Review: A good L.O. is ….
 Active  it describes what students can do
 Attractive  students want to achieve it
 Comprehensible  students know exactly what it means
 Appropriate  to the student’s current goals and career plans
 Attainable  most students will meet it, with appropriate effort
 MEASURABLE  essential for assessment

Things to avoid…
Avoid learning outcomes which are too broad in scope , such as
‘
Recall the fundamental concepts of Structural, Mechanical and
Electrical Engineering .’
Avoid learning outcomes which are too narrow in scope , such as
‘State the six categories in Bloom’s Taxonomy
.’
Avoid overloading your course with too much ‘ content
’; knowledge and understanding outcomes emphasize what your students will be able to comprehend and explain , but this isn’t as important as being able to use the information through:
application, analysis, synthesis and evaluation .

NCAAA Standard 4, paragraph 4.6
•
Teaching must be of high quality with
appropriate strategies used for different categories of learning outcomes and student learning styles.
•
Differentiated Instruction

LOs determine student assessment…
… student assessment determines
BOTH… teaching strategy and teaching methods.
Together they form a FAMILY

LO alignment with NQF, teaching strategies,
& assessment methods.
Template is designed for alignment
NQF Learning Domains and Learning Outcomes
1.0
Knowledge
1.1
1.2
1.3
1.4
2.0
Cognitive Skills
2.1
2.2
2.3
Teaching
Strategies
2.4
3.0
Interpersonal Skills & Responsibility
3.1
3.2
4.0
Communication, Information Technology, Numerical
4.1
4.2
5.0
Psychomotor
5.1
5.2
Assessment
Methods

The Panel examined the Course Specifications for a significant number of courses. It had some concerns about the level of the assessment instruments (Tools) that were used in the delivery of some of the courses, the coverage of learning outcomes that these assessment instruments addressed, and the soundness of the assessment.

1. Focus is on learning outcomes in debates on teaching strategies or methods in higher education
2. “ Teaching methods
” are not an end in themselves, they are a means to an end
 student performance
3. They are the vehicle(s) teachers use to lead students towards particular learning outcomes .
4. Evaluate teaching methods against the learning outcomes that we are seeking for our students to know and demonstrate.

5. First step in operationalizing it is to clarify the learning outcomes at which we are aiming
( measurable or observable ).
6. Second step involves developing a contingency approach ( differentiated instruction ) to the choice of teaching methods; whereby there is
“fitness for purpose” (alignment of each LO with teaching strategy-methods).

7. When selecting any teaching and learning method it is important to ensure that the method will enable the students to achieve and demonstrate what are intended as learning outcomes.
8. There are different kinds of methods available
( differentiated instruction ):
1. effective in building up subject knowledge
2. contribution to developing generic skills

Teaching Methods Mapping
Courses Codes 101 102 103 104 105 106
Teaching
Methods
Lecture
Small Groups
Discussion
Project
Activity
Debate
Research
Lab
Guest Expert
Demonstration
107 108

Student needs to learn how to fish in the ocean to survive on the island.
Learning outcomes that fit this need?
1. Student is able to catch one fish per day.
2. Student catches fish by demonstrating 3 different fishing methods.
What assessment methods will align with them?
______________________________________
What teaching methods will the teacher use to enable students to successfully demonstrate LO achievement? _______________________

The course CS320 Programming Languages: Concepts and
Paradigms covers procedural, object-oriented, functional and logic paradigms. However, the assessment instruments covered only procedural Programming.
[incomplete assessment]
Some were incomplete , lacking for example some assessment instruments. For example a course portfolio for CS371 Web
Development contained only one of the three quizzes. In course specifications for CS330 Introduction to Operating
Systems , only the final examination was provided.
Some course specifications are inconsistent
.

(small groups)
1. Put one of your course LOs in the center circle.
2. Indentify LO student assessments that will determine the level of student performance in the 5 outer circles.
3. List teaching methods that align with the
LO and the student assessment on the lines attached to the outer circles.
(bubble map 2)


….are “
of knowledge, skills, and attitudes embedded within them.
” Attitudes may include ethics .

What are the
that student performance outcomes expect?

5
4
2
1
0
Goal  Give traffic ticket to speeder without conflict
KPI  Scores 4.00 out of 5.00 on the “ No Conflict Rubric ”
Speech Tone Covered all
Material
Emotional
Control
Stops in a
Save Zone
Closure
100 % Calm and Peaceful
Peaceful
Nervous
Anointing
Loud &
Demanding
100%
Covered
Mostly
Covered
Generally
Clear
Vague
Confusing &
Unclear.
100% Calm & in Control
Mostly Calm
& in Control
Tense
Mostly Safe
Marginally
Safe
Frightening Dangerous
High
Emotions
100% Safe Speeder says
Thanxs
Major
Safety
Hazard
Accepts ticket
Speeder is
Silent
Speeder
Argues
Speeder curses

6
4
2
1
0
Goal  To enroll the nicest students in KSA
KPI  Rank higher then all other KSA Programs ?? according to I-Rubric points below:
Smile
Always smiles
Frequently
Smiles
Seldom
Smiles
Laughs at
Jokes
Never
Smiles
Dress
Always
Immaculate
Always
Presentable
Usually
Nice
Rarely
Nice
Always
Sloppy
Attitude
Always
Positive
Mostly
Positive
Okay
Mostly
Negative
Always
Negative
Ethics
Never miss prayers
Prays most days
Prays all
Fridays
Sometimes prays
Always
Skips prayer
Friendly
Always
Engaging
Many
Friends
Friendly
Few
Friends
Has No
Friends

In the center circle write an
; a
student need for a course or a
Program.
In the connected circles write learning
outcomes you want performed.
On the lines outside each learning outcome circle write how to teach and asess this attitude for each learning outcome

Session 5
Relationship between teaching methods and assessment methods….
with learning outcomes.

Teaching strategy and methods depend on the assessment methods utilized. The assessments utilized depends on the learning outcome VERB that guides the assessment process to validate student learning and direct teaching methods.
Teaching Assessment Objectives Learning Mission Student
Methods Methods (Content) Outcomes Needs Needs

Key is

ASSESSMENT
Learning outcomes must be
…. measurable and meaningful to be assessed accurately .
Who will know?

Student? Faculty?
How will I know?

Evidence?
What evidence is needed?

Demonstration: statistical, observable, or quantifiable data… or rubrics?

NCAAA Standard 4, paragraph 4.4:
Student assessment processes must be appropriate for the intended learning outcomes and effectively and fairly administered with independent verification of standards achieved .

Assessment of Learning Outcomes
1. Indirect Assessment
2. Direct Assessment

Quality Assurance of Assessment of
Learning Outcomes
May be achieved:
1. By direct observation
– inspection of assessment indicators with benchmarks with analysis;
( imbedded KPIs with benchmarking for LOs or rubrics )
2. By indirect measuremen t
– by examining the specifications of assessment processes .
3. By indirect feedback
– from students, from employers, from external examiner, from professional bodies ( surveys ).

Assessments should provide instructors and students with evidence of how well the students have learned what is intend them to learn.
What educators, practitioners, & students want students to learn and be able to do should guide the choice and design of the assessment.
There are two major reasons for aligning assessments with LOs.
First , alignment increases the probability that educators will provide students with the opportunities to learn and practice or demonstrate the knowledge and skills that are required.
Second , when assessments and LOs are aligned, “good grades” are more likely to translate into “good learning” performance.
When LOs and assessments are misaligned, many students will focus their efforts on activities that may lead to good grades on assessments, rather than focusing their efforts on learning what is important to do or achieve in the real world.


State clearly each outcome you are seeking: How would you recognize it? What does it look like? What precisely will the student be able to do or demonstrate?
 Selecting and Implementing Assessment Methods

Not every LO can always be directly assessed ; identify those that you prize most highly and that can be meaningfully measured.

Select strategic methods or instruments for gathering evidence to show whether students have achieved the expected learning outcomes ( for example; KPIs with multiple benchmarks or rubrics ).

Using Evidence Gathered in Assessment:
1.
Specify procedures for analyzing and interpreting the evidence gathered in assessment.
2.
Prior to scoring assessments, determine any performance
expectations ( target benchmarks—external and internal ).
3.
What is the relationship between the findings ( actual and target benchmarks )? Are scores or performance demonstrations consistent, inconsistent, or at opposite ends of the spectrum?
4.
Use the data to pinpoint the areas in your Program that are achieving Program goals and also areas of your
Program that warrant change for improvement.

The following table presents examples of the kinds of assessment activities that can be used to assess different types of learning outcomes, and the ways that we can analyze or measure performance to produce useful feedback for teaching and learning.

T ype of Learning
Outcome
Knowledge —Remember
Students will be able to: recall recognize
Examples of Types of Assessment How to Measure
Objective Test items that require students to recall or recognize information:
Fill-in the Blank •
Multiple Choice items with question such as, “what is • a
…”, or “which of the following is the definition of)
Labeling diagrams •
Reciting (orally, musically, or in writing) •
Accuracy – correct vs number of errors
Item Analysis (at the class level, are • there items that had higher error rates?
Did some items result in the same • errors?)
Cognitive
—Understand
Students will be able to: interpret exemplify classify summarize infer compare explain
Papers, oral/written exam questions, problems, class discussions, concept maps, homework assignments that require (oral or written).
Summarizing readings, films, speeches, etc.
Comparing and/or contrasting two or more • theories, events, processes, etc.
Classifying or categorizing cases, elements, events, • etc., using established criteria
Paraphrasing documents or speeches •
Finding or identifying examples or illustrations of a • concept, principle
Scoring or performance rubrics that identify critical components of the work and discriminates between differing levels of proficiency in addressing the components
Analyze
Students will be able to: differentiate organize attribute
Activities that require students to discriminate or select relevant from irrelevant parts, determine how elements function together, or determine bias, values or underlying intent in presented materials. These might include:
Case studies, Critiques, Labs, Papers, Projects,
Debates, Concept Maps,
Rubrics, scored by instructor/clinical staff, external clients, employers, internship supervisor, etc.

KPI: NCAAA KPI Reference Number: _____________
Institutional KPI Reference Number: _________
Actual
Benchmark
Target
Benchmark
Internal
Benchmark*
External
Benchmark**
New Target
Benchmark
Analysis (list strengths and recommendations):
* Explain:
1. Why this internal benchmark provider was chosen?
2. How was the benchmark calculated?
3. Name of the internal benchmark provider.
** Explain:
1. Why this external benchmark provider was chosen?
2. How was the benchmark calculated?
3. Name of the external benchmark provider.

Objective
To attract high-calibre students – defined as the top 25% in the national exams.
Strategy
Market Program to top 25%
KPI and Outcome Data or Evidence
Percentage of enrolled students from the top 25%
Target Benchmark
40% of students enrolled next year to be in this high-calibre category

Standard 4 Teaching and Learning
Knowledge / Cognitive Domain
(for an Engineering Program)
Learning Outcome: The student is able to list and describe the mechanical prosperities and durability of construction materials.
KPI

Students name and define 10 mechanical properties commonly found in steel construction materials.
Target Benchmark

KPI Finding Benchmark

Internal Benchmark

External Benchmark

New Target Benchmark

90% Goal (9 out of 10)
75% Assessment finding (2012)
79% Past benchmark (2010)
75% Cairo University
80% New Goal
Analysis: How is this data interpreted?
What is the improvement plan to reach the new goal?

Know what you are looking for…
(direct or indirect)
KPI

Student teacher ratio
Target benchmark 10:1 (Standard 3)
Target benchmark 6.1 (Standard 4)
Actual Benchmark 6:1 ( current reality )
Standard 4 application
– Teachers happy, small class size indirectly indicates quality LO.
Standard 3 application
– Administration sad, small class size directly indicates high cost per student.

Now Evaluate with KPI
Standard 4 Teaching and Learning
Knowledge / Cognitive Domain
Learning Outcome 
Deliver lessons that support active student learning.
(NCAAA LO for Teacher Preparation Program student)
KPI

Deliver lessons that support student learning at 4.50 out of 6.00 rate; based on the active student learning rubric number Edu. 2.25.
Target Benchmark

4.50 (faculty target goal)
KPI Finding Benchmark

2.33
(calculated in 2012)
Internal Benchmark

2.25 (based on 2010 finding)
External Benchmark

4.75
(University of Finland)
New Target Benchmark

3.50
Analysis: How is this data interpreted?
What is the improvement plan to reach the new goal?
Analysis: How is this KPI also a learning outcome?

Grading & Performance Rubrics
What are Rubrics?
A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery.
Rubrics can be used for a wide range of assignments: papers, projects, oral presentations, artistic performances, group projects, or qualitative assessments.
Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.

Example
Oral Exam: This rubric describes a set of components and standards for assessing performance on an oral exam
A (18-20 points)
Exemplary
B (16-17 points)
Competent
Dimensions:
Overall
Understanding
Shows a deep/robust understanding of the topic with a fully developed argument per the categories below
Shows a limited understanding of the topic, not quite a fully developed argument per the categories below
C (14-15 points)
Developing
D/R
Shows a superficial understanding of the topic, argument not developed enough per the categories below
Shows no understanding of the topic and no argument per the categories below
Argument
Implications
Clearly articulates a position or argument
Articulates a position or argument that is incomplete or limited in scope
Fully discusses the major implications of the argument or position
Adequately discusses some of the major implications of the position
Articulates a position or argument that is unfocused or ambiguous
Does not articulate a position or argument
Discusses minor implications (missing the major ones) OR does not discuss major implications adequately
Doesn ’t discuss the implications of the argument or position

Qualitative KPI + Rubric
Goal

Active learning teaching methods.
LO

Teacher candidate will deliver lessons that support active student learning (cognitive domain) at 4.75 rate using Rubric 1.42; including not more than 3 classroom visits.
Pts Participation Small groups per class
Problem solving
Use of technology per class
6 All students participate
4
3
75%
Students
50%
Students
All students participate
All students engaged
Teacher & students together
75% Students 75% Students Teacher & students separately
50% Students 50% Students Student Only
2 25%
Students
25% Students 25% Students Teacher Only
# of
Active
Methods
6
4-5
2-3
1
0 Teacher
Only
Lecture
Whole
Group
Only
Knowledge only level questions
No
Technology
0

Qualitative KPI + Rubric Data
Goal  Active learning teaching methods.
LO  Deliver lessons that support active student learning.
N = 100 Students (suggested NCAAA LO)
Involving discussions
Small groups Problem solving
Use of technology
# of Active
Methods
6 X N = 0 6 X 3 = 18 6 X 4 = ?
6 X 10 = ?
6 X 0 = 0
4 X 2 = 8
2 X 5 = 10
4 X 7 = 28
2 X 10 = 20
4 X 6 = ?
2 X 10 = ?
4 X 10 = ?
20
1 X 12 = 12 1 X 20 = 20
0 X 75 = 0
20 / 100 = .20
0 X 60 = 0
86/100 = .86
1 X 30 = ?
50
50
10
60
20
5
15

LO for Standard 4
Interpersonal Skills and Responsibility
KPI: _________________________________________________________________
NCAAA KPI Reference Number: _____________
Institutional KPI Reference Number: _________
Learning Outcome: _ Break bad news & discuss sensitive issues ________________
Learning Domain: _________________________
______________________________________________________________________
Actual Benchmark Target Benchmark Internal Benchmark* External
Benchmark**
Analysis (list strengths and recommendations):
New Target Benchmark
* Explain:
1. Why this internal benchmark provider was chosen?
2. How was the benchmark calculated?
3. Name of the internal benchmark provider.
** Explain :
1. Why this external benchmark provider was chosen?
2. How was the benchmark calculated?
3. Name of the external benchmark provider.
Complete
Rubric & the KPI templates

3
2
0
Goal 
KPI 
LO 
Pts
6
4
Qualitative KPI + Rubric

3
2
0
Qualitative KPI + Rubric
LO  Gastrointestinal system, medical graduates will be able to safely demonstrate the following four procedures.
KPI

Perform each exam 9 out of 10 times successfully and earn a rating of 5.50 out of 6.00 on the “Gastrointestinal System Rubric .”
Make a rubric
Pts
6
1. Insert
Nasogastric
Tube
2. Perform
Rectal Exam
100% Perfect 100% Perfect
3. Perform
Proctoscopy
100% Perfect
4. Perform a
Faecal Occult
Blood Analysis
100% Perfect
1. Insert
Nasogastric
Tube
100%
Perfect
4

Write KPI and LO for your Program.
Write a KPI and LO for your course
KPI: _________________________________________________________________
NCAAA KPI Reference Number: _____________
Institutional KPI Reference Number: _________
Learning Outcome: _________________
Learning Domain: _____________________________________________________
Actual Benchmark Target Benchmark Internal Benchmark* External
Benchmark**
New Target Benchmark
Analysis (list strengths and recommendations):
* Explain:
1. Why this internal benchmark provider was chosen?
2. How was the benchmark calculated?
3. Name of the internal benchmark provider.
** Explain :
1. Why this external benchmark provider was chosen?
2. How was the benchmark calculated?
3. Name of the external benchmark provider.

4
3
2
0
Goal 
KPI

LO

Write a rubric for your Program or course LO
Pts
6

LO  Percentage of students scoring 4.50 for delivering lessons that support active student learning. (NCAAA LO for Teacher Preparation Program student)
2005 2007 2009 2011 2013 2015
100%
90%
80%
70%
60%
50%
40%
30%
20%
77%
78%
36%
49%
28%
10%
Analysis: discussion and evaluation strengths, recommendations, predictions prediction
(70%) target benchmark

Introductory Assessment Map

Intermediate Assessment Map

Assessment Strategies …
NCAAA Domains of Learning
Assessment Strategies
1 2 3 4
Knowledge
Facts
Concepts/theories
Procedures
Cognitive Skills
Apply skills when asked
Creative thinking & problem-solving
Interpersonal Skills & Responsibility
5
Responsibility for own learning
Group participation & leadership
Act responsibly & professional
Ethical standards of behavior
Communication IT Numerical Skills
Oral & written
Use of IT
Basic math & stats
Psychomotor Skills
6

Program Learning Outcomes Mapping Matrix
Identify on the table below the courses that are required to achieve the Program learning outcomes. Insert the Program learning outcomes, according to the level of instruction, from the above table below and indicate the courses and levels that are required to teach each one; use your Program’s course numbers across the top and the following level scale. Levels: I =
Introduction P = Proficient A = Advanced (see help icon)
Course Offerings
NQF Learning Domains and Learning Outcomes
1.0
Knowledge
1.1
1.2
1.3
1.4
2.0
Cognitive Skills
2.1
2.2
2.3
2.4
3.0
Interpersonal Skills & Responsibility
3.1
3.2
4.0
Communication, Information
Technology, Numerical
4.1
4.2
5.0
Psychomotor
5.1
5.2

1.
Language is too vague or too specific for course level
2.
Use of ambiguous words and phrases
3.
There are too many learning outcomes
4.
There are too many verbs in one learning outcome
5.
Overuse of the same verb
6.
Inappropriate cognitive level
7.
Use of progression
8.
Learning outcomes are not realistic
9.
Learning outcomes that are not, or cannot be, assessed

1. Language is too vague or too specific for course level
• This is where learning outcomes are either written at a broad level more suitable for a
Program or where the language is too prescriptive describing actions of a student that may be achievable at the end of a specific class rather than an entire course.

•
Example of an outcome that is too broad:
Students will be able to identify and demonstrate the dynamic nature of the environment in which marketing decisions are taken.
• Example of an outcome that is too specific:
Students will be able to outline the functions of marketing within a financial institution.

2. Ambiguous words and phrases
• This refers to the use of vague terms like: know, understand, learn, be familiar with, be exposed to, be acquainted with, be aware of, appreciate, etc.
• The main problem with using these verbs or phrases is that they are not universally understood so students or another teacher may interpret them differently.
• Questions to consider are: how can you be sure that the students know or understand ? and how can they demonstrate that they know or understand?

• Example of an outcome with ambiguous words :
Students will be able to understand the function, structure and components of the musculoskeletal system.
•
Suggested alternative : Students will be able to explain the function, structure and components of the musculoskeletal system.

3. Too many learning outcomes
• It is recommended at course level to have between four and six learning outcomes.
Tips:
• If you have too many outcomes you may want to consider whether some of the learning outcomes could be combined
(and assessed via a rubric).
• You may decide that a particular outcome is more relevant to a specific class than the entire course in which case you may wish to remove it.
• Use your assessment and what it is measuring to prompt you.

4. Too many verbs in one learning outcome
• Too many action verbs in one learning outcome can be confusing as it may not be clear which action is the most important for the student to be required to demonstrate.
• In the example: consider if the focus for this outcome is on whether students can work in groups or whether they can apply basic principles and how this outcome is, or should be, assessed.

•
Example of outcome with too many verbs:
Students will have worked in small groups and considered the application of basic principles to different industrial processes.
•
There may be instances , where two verbs are codependent and consequently relevant to one learning outcome as seen in the example below:

Students will be able to recognize and solve problems relating to the basic concepts of chemical reactions.

5. Overuse of the same verb
• In some cases, particularly when finding an alternative for ambiguous words/phrases such as know, understand or be familiar with, there can be a tendency to find a solution for one learning outcome and repeat it for others.
• In some disciplines such as math there may be a need for repetitive use of words such as ‘ solve ’ or
‘ calculate
’ where there is no alternative required or possible.

6. Inappropriate cognitive level
• This is where there is an over use of verbs that require students to demonstrate knowledge where they may also be required to demonstrate a deeper learning such as analysis, synthesis and evaluation.
•
Choose the verb based on the relevant domain of learning.

7. Use of progression in learning outcomes
• This is where a learning outcome refers to improvement in learning or other phrases that imply progression (series, sequence, succession, string, chain, evolution, development).
• Progression is difficult to measure as the student would need to demonstrate levels of learning at varying points of time. It may be best to remove the reference to progression .

•
Example of progression in a learning outcome: Students will have an increased proficiency in presentation skills.
•
Suggested Alternative: Students will be able to demonstrate a proficiency in presentation skills.

8. Learning outcomes that are not practical
• This is where learning outcomes are not realizable due to constraints of time and/or resources.
• For example a learning outcome might demand an assessment load too great for the students or for the teacher.

9. Outcomes that are not, or cannot, be assessed
• As the traditional faculty-centered approach involved writing objectives from the point of view of what the lecturer intended to deliver.
• Some learning outcomes can address the delivery of content only and are not covered anywhere in the assessment of the course.

• Check that each learning outcome is addressed in some way by assessment .
• Check that all elements of the assessment have been included in the set of learning outcomes.

Course Constructive Alignment
Template
Intended Learning
Outcomes
Assessment Teaching & Learning
Activities
1.
2.
3.
On successful completion of the course, the student should be able to:
Continuous Assessment?
Percentage %
Final Examination –
Format? %
Pass Standard
Penalties
Total grade
Assessments types
Rubrics
What will the students do to learn?
Teaching methods
Class activities

Example 1:
 To increase the student’s ability to visually identify white cells on a differential.

The student will identify correctly all white cells on a differential.
Example 2:

The student will gain knowledge of automated chemistry tests.

The student will state the principle for each automated chemistry test listed

Example 3 :

The student will be familiar with red blood cell maturation in the bone marrow.

The student will diagram the maturation of red blood cells.
Example 4:
 The student will understand the interpretation of hemoglobin electrophoresis patterns.
 Given several electrophoresis scans, the student will correctly diagnose each normal or abnormal pattern.

Please identify which learning domain the following ILOs are related to:
Lecture LOs (Hemolytic Anemias)
• After attending the lecture, reading the assignment, and performing the tests in the laboratory, the student will:
1. Define the term hemolytic anemia.
2. Classify the major hemolytic anemias by their intrinsic or extrinsic causes.

3. Summarize each disease discussed in lecture including distinguishing characteristics, clinical manifestations, laboratory findings, pathology, and treatment.
4. For each disease discussed in lecture, determine the appropriate tests to resolve the problem. Include the principle and mechanism of each test in the evaluation.
5. Given a set of laboratory data and patient history, correctly diagnose the disease.

One more Exercise
Please read the listed LOs and identify what common problems are associated with each one and re–write it.

Thank you for your time and reflections
Dr. Gregory J. Maffet
Dr. Nasser M. Sarhan