IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
IMPROFARM project
2011-1-PL1-LEO05-19878
Training Methodology-
www.improfarm.eu
-1 -
This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Table of Contents
Introduction 2
Module development process 4
Complementary information for writing learning outcomes 6
Learning outcomes introduction 7
THE EUROPEAN QUALIFICATION FRAMEWORK FOR LIFELONG LEARNING 8
TYPES OF EXAMINATION QUESTIONS USED 12
Formal Design Directions 14
Appendixes
Appendix 1: “Module Curriculum Checklist”
Appendix 2: E-learning training content template.
Appendix 3: Case studies template.
Appendix 4: Learning Outcomes Tips
This project has been funded with support from the European Commission. This Training
Methodology reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein
-2 -
This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Introduction
IMPROFARM project focuses on the development of innovative training resources which will support
transfer of know-how and innovations through acquisition of new skills and competencies of farmers,
farms employees and employees of agriculture sector related facilities.
The training resources will be developed through the transfer of Naturaliter project training resources and
update of these resources.
The update will bring experience, innovations and know-how from new involved countries as well as from
new organizations. The update will also be focused on update of the training methodology with
implementation of EQF and utilization of actual ICT means to improve attractiveness of the developed
training resources and to simplify access to the training.
The first and necessary document informing about training activity is a curriculum. A curriculum is a
normative document setting the framework for planning learning experiences. This document creates
“big picture” of training design and provide tutors of training with key information about training
objectives, basic topics, training and evaluation methods, duration of training and other important
information. Well developed curricula determine the future success of training activity.
European Commission is putting an accent in the shifting learning outcomes in curricula. First, European
instruments encourage transparency and recognition of qualifications (European qualifications
framework and European credit system for training) requiring the use of learning outcomes to define
qualifications and inducing a shift from input-based to outcome-based qualification standards. Second,
EU funds granted to innovative programes and European level discussion on how to meet the
challenges of a knowledge-based society can also be expected to encourage the shift to competencebased approaches in curricula.
Learning outcome is a statement of what a learner is expected to know, understand and/or be able to
demonstrate at the end of a period of learning. Learning outcomes are statements that specify what
a learner will know or be able to do as a result of a learning activity. Outcomes are usually expressed as
knowledge, skills, or attitudes. Learning outcomes are specific measurable achievements.
There are some reasons for using learning outcomes in curricula e.g.:


the expectation that this will strengthen the link between training activity and the labour market,
using learning outcomes and competences come from new theoretical insights into the factors
influencing learning processes. Behaviourist, cognitivist and constructivist learning theories all
acknowledge the benefits of linking learning processes to typical daily and work situations.
Curricula based on learning outcomes focus on the results of learning processes.
-3 -
This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations

the use of learning outcomes in curricula can also be related to new steering and quality
management concepts. The formulation of outcome-based standards is a way of ensuring quality
in training activity meeting the needs of learners.
The training resources will contain case studies of successful agriculture sector facilities, training and
assessment resources linking relevant skills, competencies and learning outcomes between the case
studies and training and assessment resources.
The case studies will show cases of innovative practices in management, marketing and production
leading to higher efficiency, profitability, employability and competitiveness of the rural areas agricultural.
Module development process
-4 -
This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
It is strongly recommended to start a module development with Module Curriculum Draft preparation.
The process of Module development is presented in the following picture.
1. The first step is development of Module Curriculum Draft. It is recommended to utilize Module
content and Learning Outcomes developed during Ruse meeting in this step. The Module
Corriculum needs to precise Learning Outcomes the level of chapters, not only at the level of the
Module. The Curriculum checklist is in Appendix 1.
2. The second step is Evaluation Methods Specification. Think about evaluation methods in details
(e.g. if test is evaluation methods, think about test questions and expected results related to
learner´s knowledge and skill). This is helpful to make Learning Outcomes more specific and
accurate. Do not hesitate to make corrections in Module Curriculum also during this step.
3. The next step is Module Content Development as a key step of the process. Please keep formal
design directions during this step.
4. Another step is Module Curriculum Validation. After finishing Module content, revise curriculum to
be sure, that both, curriculum and content are properly linked and actual.
5. Final step of the process is Module Validation.
Module curriculum
The Module Curriculum Form is in Appendix 1. Please feel free to add or extend fields of the Form.
A. / B. Module name and Target group are obligatory items.
C. Learner´s preconditions fill only if there is any strong demand on previous knowledge of topic related
to the Module / Chapter.
D. General Learning Outcomes are the same as developed during Ruse meeting.
E2. Basic Learning methods are Self-study Lectures, Case Study learning, Problem Solving, Movie /
Video Exercise, Project Planning, Open-ended Questions (to support analytical thinking about specific
topic), Written Exercise.
E3. Duration means the time necessary to accomplish the chapter (time for reaching Learning
Outcomes) in Hours in one decimal place.
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
E4. Knowledge evaluation methods are: Test, Open-ended Questionnaire, Problem Solving, and Essay
Writing.
E5. Chapter Basic Topics means basic structure of the Chapter. Topics can be also have a form of
subchapter headings.
E6. It is important to set up Learning Outcomes for every chapter and state LO Level (Learning
Outcomes Level) for every Learning Outcome according to proposed evaluation methods and EQF.
G. Necessary equipment is anything that learners should need to accomplish the module (video
streaming hardware and software requirements, printed check-lists, paper, pen, highlighter …).
Complementary information for writing learning outcomes
Learning outcomes approach used in this project is related to European Quality Framework. From the
point of the learning psychology learning outcomes approach used in EQF is related to Taxonomy of
Cognitive Domains. The following text helps to understand levels of learning outcomes needed for
setting up of learning outcomes in the training content and assessment tests/assignments. Even the
EQF developed more levels of learning outcomes the IMPROFARM project will focus on the first four
levels of learning outcomes according to the target group of the IMPROFARM training resources.
Learning outcomes introduction
Learning outcomes provides a classification system of educational goals and objectives for intellectual
skills (knowledge).
The major idea of the learning outcomes is that what educators want students to know (encompassed in
statements of educational objectives) can be arranged in a hierarchy from less to more complex.
EQF defines 6 levels of learning outcomes hierarchically arranged from the simplest behavior to the
most complex. This methodology will focus on the first four levels of learning outcomes according to the
need of the training resources target groups.
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
1. Knowledge- What students are expected to know ( information learned, memorised).
2. Comprehension- What students are expected to understand.
3. Application- How students are expected to apply knowledge.
4. Analysis - How students are expected to analyse the detail of what they have learned.
In practical utilisation of learning outcomes in training there are active behavioral verbs used that are
related to each specific level of the hierarchy. These verbs are used in defining learning outcomes as
well in assessment activities (questions, tests, assignments, etc.). The tutors and developers has to be
aware to which level of the hierarchy the learning outcomes and assessment activities belong. This helps
in the development process to ensure that educational and training activities are balanced in the terms of
the skills and capabilities. In the assessment process this approach ensures that assessment activities
match level of the intended learning outcomes.
-7 -
This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
THE EUROPEAN QUALIFICATION FRAMEWORK FOR LIFELONG LEARNING
DESCRIPTORS DEFINING LEVELS IN THE EUROPEAN QUALIFICATIONS FRAMEWORK (EQF)
Each of the 8 levels is defined by a
set of descriptors indicating the
learning outcomes relevant to
qualifications at that level in any
system of qualifications.
KNOWLEDGE
In the context of EQF, knowledge is
described as theoretical and/or
factual.
Level 1
The learning outcomes
relevant to Level 1 are

basic general knowledge
The learning outcomes
relevant to Level 2 are

basic factual knowledge of a field
of work or study
Level 2
SKILLS
In the context of EQF, skills are
described as cognitive (involving the
use of logical, intuitive and creative
thinking) and practical (involving
manual dexterity and the use of
methods,
materials,
tools and
 basic
skills required
to carry out
instruments).
simple tasks

basic cognitive and practical
skills required to use relevant
information in order to carry out
tasks and to solve routine
problems using simple rules and
tools
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
COMPETENCE
In the context of EQF, competence is
described in terms of responsibility
and autonomy.

work or study under direct
supervision in a structured
context

work or study under supervision
with some autonomy
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Each of the 8 levels is defined by a
set of descriptors indicating the
learning outcomes relevant to
qualifications at that level in any
system of qualifications.
KNOWLEDGE
SKILLS
COMPETENCE
In the context of EQF, knowledge is
described as theoretical and/or
factual.
The learning outcomes
relevant to Level 3 are

The learning outcomes
relevant to Level 4 are

Level 3
Level 4
In the context of EQF, skills are
In the context of EQF, competence is
described as cognitive (involving the
described in terms of responsibility
use of logical, intuitive and creative
and autonomy.
thinking) and practical (involving
manual dexterity and the use of
methods,
materials,
tools and
knowledge of facts, principles,
 a range
of cognitive
and practical
 take responsibility for completion
processes and general concepts, instruments).
skills required to accomplish
of tasks in work or study
in a field of work or study
tasks and solve problems by
 adapt own behaviour to
selecting and applying basic
circumstances in solving
methods, tools, materials and
problems
information
factual and theoretical
knowledge in broad contexts
within a field of

a range of cognitive and practical
skills required to generate
solutions to specific problems in
a field of work or study

a comprehensive range of
cognitive and practical skills
required to develop creative
solutions to abstract problems
work or study
The learning outcomes
relevant
To Level 5 are
Level 5

comprehensive, specialised,
factual and theoretical
knowledge within a field of work
or study and an awareness of the
boundaries
of that knowledge
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.




exercise self-management within
the guidelines of work or study
contexts that are usually
predictable, but are subject to
change
supervise the routine work of
exercise
management
and
others, taking
some responsibility
supervision
in
contexts
for the evaluation and of work or
study
activitiesofwhere
there
is
improvement
work or
study
unpredictable
change
activities
review and develop performance
of self and others
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Each of the 8 levels is defined by a
set of descriptors indicating the
learning outcomes relevant to
qualifications at that level in any
system of qualifications.
KNOWLEDGE
In the context of EQF, knowledge is
described as theoretical and/or
factual.
The learning outcomes
relevant
To Level 6 are

advanced knowledge of a field of
work or study, involving a critical
understanding of theories and
principles
SKILLS
In the context of EQF, skills are
described as cognitive (involving the
use of logical, intuitive and creative
thinking) and practical (involving
manual dexterity and the use of
methods,
materials,
tools
and
 advanced
skills,
demonstrating
instruments).
mastery and innovation, required
to solve complex and
unpredictable problems in a
specialised field of work or study
In the context of EQF, competence is
described in terms of responsibility
and autonomy.


Level 6
The learning outcomes
relevant
To Level 7 are
Level 7
COMPETENCE


highly specialised knowledge,
some of which is at the forefront
of knowledge in a field of work or
study, as the basis for original
thinking and/or research
critical awareness of knowledge
issues in a field and at the
interface between different fields

specialised problem-solving skills
required in research and/or
innovation in order to develop
new knowledge and procedures
and to integrate knowledge from
different fields
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


manage complex technical or
professional activities or projects,
taking responsibility for decision
making in unpredictable work or
study contexts
take responsibility for managing
professional development of
individuals
and
groups work or
manage and
transform
study contexts that are complex,
unpredictable and require new
strategic approaches
take responsibility for
contributing to professional
knowledge and practice and/or
for reviewing the strategic
performance of teams
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Each of the 8 levels is defined by a
set of descriptors indicating the
learning outcomes relevant to
qualifications at that level in any
system of qualifications.
KNOWLEDGE
SKILLS
In the context of EQF, knowledge is
described as theoretical and/or
factual.
The learning outcomes
relevant
To Level 8 are
Level 8

COMPETENCE
In the context of EQF, skills are
In the context of EQF, competence is
described as cognitive (involving the
described in terms of responsibility
use of logical, intuitive and creative
and autonomy.
thinking) and practical (involving
manual dexterity and the use of
tools and
and
knowledge at the most advanced methods,
 thematerials,
most advanced
 demonstrate substantial
frontier of a field of work or study instruments).
specialised skills and techniques,
authority, innovation, autonomy,
and at the interface between
including synthesis and
scholarly and professional
fields
evaluation, required to solve
integrity and sustained
critical problems in research
commitment to the development
and/or innovation and to extend
of new ideas or processes at the
and redefine existing knowledge
forefront of work or study
or professional practice
contexts including research
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
TYPES OF EXAMINATION QUESTIONS USED
The IMPROFARM project is developing an e-learning based training course for adults. The authors of
the training content should also identify which test and assessment they will use for the trainees.
There are several approaches to assessment that tutors can consider when they are presenting their
course as an e-learning training course. These approaches are also applicable in a traditional classroom
delivery format. These approaches include:
1. Multi-choice questions ( including yes – no questions )
2. Problems solving cases
3. Short answer tests
4. Extended answer tests, essays and assignments
Each approach is discussed in more detail below:
Multiple Choice
While answering a question (that may contain pictures as well) a student chooses the answer
from various possibilities
Questions are answered by a single correct answer and students must choose this particular
answer only. It is recommended to use positive evaluation for this type of questions. There are
questions that could be answered by several correct answers. These questions allow choice
either one or more answers.
Each question is awarded either by plus or minus points. That means that student may not
achieve a good result automatically in case he/she chose ALL answers.
Be aware of the fact that system allows to create a question that enables to reach result better
than 100%.
A tutor should be able to offer feedback on every answer (without considering if the answer
would be correct or not] This feedback should be available to the students at every answer (as
long as the test is set of display a feedback.
Special cases of multiple choice questions are yes/ no questions and matching questions. In
yes/no questions a student is offered a statement to decide if it is either true or false.
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Problems solving cases
This include tutor assessed cases as well as cases automatically by software. Tutor assessed
cases are usually used for testing of higher level of skill – synthesis and evaluation.
Short answer
This type of question (it may contain a picture) can be answered either by a single word or by
a phrase. The question may be answered correctly by few correct answers. Each answer will be
awarded with a different amount of points. It is possible to set in the answers distinction
between normal and capital letters
It is important that the answers are accurate and grammatically correct.
Fill in questions and crosswords are special cases of “short answer” tests.
Extended answer tests, essays and assignments
These are assessed by tutors. Fully automated assessment in this case is no possible. Even
partially automated assessment requires specific skills of the assessor/tutor and specific
software.
IMPORTANT
For the tests development and usage make sure that the test developed/used fits to the
intended level of the learning outcome. So when developing/using a multiple choice question
test for level 3 of learning outcomes the learner has to apply what he/she learned. Not only
repeat what was a subject of the learning process or answer by understanding of the subjects
learned during the learning process.
For level 4 it is unlikely that assessment without a tutor or peer assessment is possible to use in
the assessment of the learners..
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Formal Design Directions
Please keep these directions related to training resources writing – Annex2 and Annex3
1. For the text editing use templates for the case studies and the training content -
2. Bibliography (please respect ISO 690 and ISO 690-2 format – see the example below)
1. OKAWA, V. 2006. HRM today. Nitra : Univerzita Konštantína Filozofa, 2006. 129 s. ISBN 808094-046-.
2. CLOONEY, J. et al. 2009. A better training. In International Journal of HRM. ISSN 0020-739X,
2009, vol. 40, no. 2, p. 206-215.
3. HAWK, J. G. 2005. Lange's Handbook of Chemistry. [online]. London : McGraw-Hill, 2005.
1572 p. [cit. 2009.06.10.] Available at internet:
<http://www.knovel.com/web/portal/basic_search/display?_EXT_KNOVEL_DISPLAY_
bookid=1347&_EXT_KNOVEL_DISPLAY_fromSearch=true&_EXT_KNOVEL_DISPL
AY_searchType=basic> . ISBN 978-1-60119-261-5.
4. Citations of other authors should be marked in the text in square brackets in sequence - name
of author, year of publishing, page number (Finch, 2011, p.134).
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Appendixes:
Appendix 1: “Module Curriculum Checklist”
Appendix 2: E-learning training content template
Appendix 3: Case studies template.
Appendix 4: Learning Outcomes Tips
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Appendix 1: “Module Curriculum Checklist”
MODULE CURRICULUM
A. Module name:
B. Target group:
C. Learner´s Precondition:
D. General Learning
Outcomes:
E. Module Content
E2. Learning
Methods
E1. Chapters:
1.
E3. Duration
E4.
Evaluation
Methods
2.
3.
4.
5.
6.
7.
8.
E5. Chapter 1 Basic Topics:
E6. Learning Outcomes






E5. Chapter 2 Basic Topics:
E6. Learning Outcomes

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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations





E5. Chapter 3 Basic Topics:
E6. Learning Outcomes






F. Module bibliography:
G. Necessary equipment:
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Learning Outcomes Tips
IMPROFARM project
Appendix 4 of the Training Methodology
- 18
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
CONTENTS
INTRODUCTION
LEARNING OUTCOMES
Setting the learning outcomes in writing
Presenting a clear definition of the learning outcomes goal
What follows next?
EXPRESSIONS USED WHEN DEFINING LEARNING OUTCOMES
REVIEW QUESTIONS TO WRITE THE LEARNING OUTCOMES
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
INTRODUCTION
The IMPROFARM project utilizes European Qualifications Framework (EQF) for the development of
IMPROFARM training resources to apply suggestions of the European Commission in the development
of the training resources within the framework of life long learning for adults.
“The EQF has been designed to act as a reference for different qualifications systems and frameworks
in Europe. It takes into account the diversity of national systems and facilitates the translation and
comparison of qualifications between countries. In this sense the EQF is a framework for frameworks
and/or systems and it can therefore be defined as a ‘Meta-framework’.
The EQF should be called a ‘qualifications framework based on learning outcomes’. Learning outcomes
are always more comprehensive than competences. Competences would not be the adequate umbrella
term for EQF.
(Education and Culter DG document “Explaining the European Qualifications Framework for Lifelong
Learning”, http://ec.europa.eu/dgs/education_culture )
The EQF introduces a set of learning outcomes based reference levels .
The IMPROFARM project will utilize learning outcomes in curricula and assessment criteria.
LEARNING OUTCOMES
Learning Outcomes means statements of what a learner knows, understands and is able to do on
completion of a learning process, which are defined in terms of knowledge, skills and competence.
Knowledge means the outcome of the assimilation of information through learning. Knowledge is the
body of facts, principles, theories and practices that is related to a field of work or study. In the context of
the European Qualifications Framework, knowledge is described as theoretical and/or factual.
Skills means the ability to apply knowledge and use know-how to complete tasks and solve problems. In
the context of the European Qualifications Framework, skills are described as cognitive (involving the
use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of
methods, materials, tools and instruments).
Competence means the proven ability to use knowledge, skills and personal, social and/or
methodological abilities, in work or study situations and in professional and personal development. In the
context of the European Qualifications Framework, competence is described in terms of responsibility
and autonomy.
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
A learning process is following the training materials as published at the learning management system,
web page or listening to the lecturer's presentation based on those materials. But it can also be solving
various case studies, tests, etc.
Please, make a note how to emphasize what a student will be able to do after completing the learning
through this training module.
Setting the learning outcomes in writing
Establishing and writing the learning outcomes provides a reference for the students who will use the
outcomes to determine what they will achieve at the end of the course.
Presenting a clear definition of the learning outcomes goal:
The acronym SMART summons up how each outcome should be written and presented. In English
every of the letters of the acronym is connected to a specific expression.
S - specific, significant, stretching
M - measurable, meaningful, motivational
A - agreed upon, attainable, achievable, acceptable, action-oriented, ambitious, assignable
R - realistic, relevant, reasonable, rewarding, results-oriented
T - time-scaled, timely, tangible, trackable
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
What follows next?
A logical step would be, once you have recorded the learning outcomes, to suggest an evaluation
method to assess if students reached set outcomes. Only then it is possible to decide on appropriate
study materials/teaching activities necessary for the students to be successful and achieve the learning
outcomes. Assessment and test questions that are set throughout and at the end of the module should
be able to determine if your intended written learning outcomes were reached.
EXPRESSIONS USED WHEN DEFINING LEARNING OUTCOMES
EQF uses 8 levels of learning outcomes. More information can be found at “The European Qualifications
Framework for Lifelong Learnin” (© European Communities, 2008,ISBN 978-92-79-08474-4 ,
http://ec.europa.eu/eqf/documentation_en.htm ) .
It is expected that the IMPROFARM training resources will utilise first 4 levels of these learning
outcomes levels.
It is very likely that the first three levels will only be used in the IMPROFARM training resources.
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
Knowledge
Level
1
Verbs samples: list, state, define
• basic general knowledge
Comprehension
Level
2
Verbs samples: Describe, Distinguish, Explain, Identify, Illustrate
• basic factual knowledge of a field of work or study
APPLICATION
Level
3
Verbs samples: apply, calculate/compute, demonstrate, prepare, reconcile, solve,
tabulate
• factual and theoretical knowledge in broad contexts within a field of
work or study
Analysis
Level
4
Verbs samples: analyse, categorise, compare and contrast, construct, discuss,
interpret, produce
• knowledge of facts, principles, processes and general concepts, in a field of
work or study
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
IMPROFARM-Improvement of Production and Management in Agriculture Through Transfer of Innovations
REVIEW QUESTIONS TO WRITE THE LEARNING OUTCOMES
In order to link the aims of the training content, the learning outcomes and the assessment methods
tutors must be able to:
a) Clearly name the learning outcomes of each level of the training course. This will provide the
measurable outcome.
b) Establish that the learning outcomes are written, measurable, and appropriate to the target group
and are appropriate for the skill level of the students.
c) Conclude that the achieved competence is as a result of the completed course and that the learning
outcomes have defined all competencies attributable to the course.
d) Consider what assessment types and method are most appropriate to use for a specific learning
outcome. (case studies, problem solving, multi-choice questions, short answers, essay, etc ) .
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This project has been funded with support from the European Commission under the Lifelong Learning Programme.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.