YASAR UNIVERSITY
BOLOGNA SEMINARS
Revision and Updates
European Union Center
November, 2013
Outline
General Information on
Bologna Process
Road Map of Yasar University
How to Write Programme and
Learning Outcomes
• Bologna Process intergovernmental European reform process
aimed at establishing the European Higher Education Area
(EHEA). Bologna Declaration was signed in 1999.
• Aims:
– Promoting mobility
– Mutual recognition of degrees and other higher education
qualifications,
– transparency (readable and comparable degrees organised
in a three-cycle structure)
– Life Long Learning
– European cooperation in quality assurance.
47 countries are participating to Bologna P. (Turkey:
since 2001)
Countries Participating to Bologna Process
Countries following BP and attending to Bologna Policy Forum meetings since 2009.
• Transparency Tools such as;
– European Credit Transfer and Accumulation
System (ECTS)
– Diploma Supplement (DS)
– Learning Agreement (LA)
– Transcript of Records (ToR)
European Qualifications Framework (EQF)
National Qualifications Framework (NQF)
by YÖK – 2009, Final Version 2010
Sectoral Qualifications
by YÖK , 2011
Programme Outcomes
by university
Learning Outcomes
by university
TURKISH HIGHER EDUCATION QUALIFICATIONS FRAMEWORK
• See NQF, Undergraduate, Level 6 (Link)
• See Sectoral Qualifications (Link)
• New Law: 6111 (2011) Credit System, minimum and maximum credits,
graduation qualifications and NQF
Yasar University
 Uses ECTS Credits since 2009
 Updated university’s legal regulations, took Senate decisions
on Recognition, LLL, placement, short courses, and credit
transfer
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«Best Practice in ECTS Implementation»
by National Agency (2009)
Prepared ECTS Course Catalogue:
http://bologna.yasar.edu.tr/
Prepared and published Prgramme Outcomes
Gives DS
Awarded «Diploma Supplement Label» in 2011.
Awarded «ECTS Label» in 2012.
Road Map of YU
Stages
Assigning ECTS to all courses (30 ECTS per semester arrangements)
Determining the Programme Outcomes
Completing the course syllabuses, determing the learning
outcomes for each course
Preparing the ECTS Course Catalogue; bologna.yasar.edu.tr
Diploma Supplement Process
ECTS Label Process
Revision of Programme Outcomes by matching them with the
National Qualifications and Sectoral Qualifications Framework
X
Updating the ECTS Catalogue, bologna.yasar.edu.tr
X
Revision of Course Syllabuses
X
1. Revision of Programme Outcomes
Match Software Engineering Programme Outcomes with;
1. National Qualifications Framework, Level 6
(undergraduate)
2. Sectoral Qualifications Framework of Engineering and
Engineering Trades (ISCED 52)
Example: Yasar University, Software Engineering
Programme
• Programme Outcomes: To determine the
knowledge, skills and competences of Software
Engineering graduates in line with the NQF and SQ
• What are the qualifications of our graduates?
Programme Outcomes of Software Engineering
Upon the successful completion of this programme, the student will be able
1. To identify, formulate, and solve software engineering problems by applying knowledge of
mathematics, science and engineering
2. To design and conduct scientific and engineering experiments; analyze and interpret data
3. To identify, formulate and validate user needs and system requirements
4. To develop large and complex software systems by applying software engineering principles
and techniques
5. To use modern engineering techniques for analysis and design
6. To recognize the importance of abstraction and modeling
7. To use the efficient software engineering background for being able to follow up most recent
developments in the field
8. To collect data regarding the special domain of knowledge in other fields and disciplines
besides the computing discipline for the purpose of supporting software development
9. To demonstrate efficient communications in written and oral forms and work effectively
individually and in teams
10. To adopt the ethical and professional responsibility and use them in professional life
Matching Programme Outcomes
with National Qualification Framework
National Qualifications Framework
Programme Outcomes
1. Alanında edindiği ileri düzeydeki
kuramsal ve uygulamalı bilgileri
kullanabilme
1,2,4
2. Alanı ile ilgili ileri düzeydeki bir
çalışmayı bağımsız olarak yürütebilme.
4,9
3.....
8,1,3
4.
2,1
5.
4,6,1
6.
7,11
National Qualifications Framework
http://tyyc.yok.gov.tr/?pid=33
Each article in NQF should be satisfied/matched by one or more of
your Programme Outcomes
Matching Programme Outcomes
with Sectoral Qualification Framework
Go to page http://tyyc.yok.gov.tr/?pid=48 for SQF
Choose the main field
Choose Level 6 as undergradute (Bachelor’s)
Choose academic competences
You will have the list of sectoral qualifications for Engineering
and Engineering Trades.
Each qualification in this list must match with your
Programme Outcomes
Matching Programme Outcomes
with Sectoral Qualification Framework
Sectoral Qualifications Framework
Learning Outcomes of Software
Engineering Programme
1-Matematik, fen bilimleri ve kendi dalları ile ilgili
mühendislik konularında yeterli altyapıya sahiptir.
1,2
2-
3
3....
5,7
4.....
6
5....
4,2
6....
11
7.....
9,10
8.....
8
9....
7
10. Yaşam boyu öğrenmenin gerekliliği bilincindedir;
bilim ve teknolojideki gelişmeleri izler ve kendini sürekli
yeniler.
7
Road Map for YU
1. Matching;
YU
Programme
Outcomes
NQF
SQF
Revising of new Programme Outcomes by the Dep and approval by the Senate
(2.12.2013-16.01.2014)
2. Revision of course syllabuses and updating the ECTS Course Catalogue Page
(bologna.yasar.edu.tr) by the Departments (Send the updated info to
euc@yasar.edu.tr ) (16.01.2014-30.01.2014)
3. Approval of course syllabuses by Head of Dep. (01.02.2014-08.02.2014)
IMPORTANT NOTES
• Please add one general article to your Programme
Outcomes for matching the UFND courses
• YÖK has not yet announced the NQF and SQF in
English. We will work on the Turkish version.
• Only the English version of course syllabuses are to
be updated.
• Each semester should have 30 ECTS course work load
(Flexibility 29-31, however not recommended)
Revision of Course Syllabuses
Learning outcomes are statements of what a learner is expected
to know, understand and/or be able to demonstrate after
completion of a process of learning. (ECTS Users’ Guide)
1.
2.
3.
Knowledge/understanding
Skills
Competences
• A shift from intentions of teacher (aims of a module/course)
to achievement of learner
• From teacher based to student based learning
• The learning outcomes are student-focused and conveys the
learning success of the student, not the aim of education
Student Based Approach
(Outcome based approach)
 what the students are expected
to be able to do at the end of the
module or programme
 Learning outcomes: what it is
expected that students should be
able to do at the end of the
learning period.
 Focus to gain these learning
outcomes
 Assestment: How much of these
outcomes are succesfully gained?
What students can do at the end of a learning opportunity defines the
learning outcome
How to Write Learning Outcomes?
• The Programme and Learning Outcomes should be
written by using Bloom’s Taxonomy (1956).
• Bloom (1956) proposed that knowing is composed of six successive levels
arranged in a hierarchy.
• Bloom suggested certain verbs that characterise the ability to
demonstrate these processes.
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
1. Knowledge
1. Knowledge - ability to recall or remember
facts without necessarily understanding them
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
1. Knowledge
• USE ACTION VERBS LIKE:
Arrange, collect, define,
describe, duplicate,
enumerate, examine,
find, identify, label, list,
memorise, name, order,
outline, present, quote,
recall, recognise,
recollect, record,
recount, relate, repeat,
reproduce, show, state,
tabulate, tell.
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2. Comprehension - ability to understand and
interpret learned information
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
1. Knowledge
• USE ACTION VERBS LIKE:
Associate, change, clarify,
classify, construct, contrast,
convert, decode, defend,
describe, differentiate,
discriminate, discuss,
distinguish, estimate,
explain, express, extend,
generalise, identify,
illustrate, indicate, infer,
interpret, locate, predict,
recognise, report, restate,
review, select, solve,
translate.
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3. Application: ability to use learned material in new
situations, e.g. put ideas and concepts to work in
solving problems
• USE ACTION VERBS LIKE:
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
Apply, assess, calculate, change,
choose, complete, compute,
construct, demonstrate, develop,
discover, dramatize, employ,
examine, experiment, find,
illustrate, interpret, manipulate,
modify, operate, organise,
practice, predict, prepare,
produce, relate, schedule, select,
show, sketch, solve, transfer, use.
1. Knowledge
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4. Analysis: ability to break down information into its
components, e.g. look for inter-relationships and ideas
(understanding of organisational structure)
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
1. Knowledge
• USE ACTION VERBS LIKE:
Analyse, appraise, arrange,
break down, calculate,
categorise, classify, compare,
connect, contrast, criticise,
debate, deduce, determine,
differentiate, discriminate,
distinguish, divide, examine,
experiment, identify, illustrate,
infer, inspect, investigate,
order, outline, point out,
question, relate, separate,
sub-divide, test.
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5. Synthesis - ability to put parts together
• USE ACTION VERBS LIKE:
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
1. Knowledge
Argue, arrange, assemble,
categorise, collect, combine,
compile, compose, construct,
create, design, develop,
devise, establish, explain,
formulate, generalise,
generate, integrate, invent,
make, manage, modify,
organise, originate, plan,
prepare, propose, rearrange,
reconstruct, relate,
reorganise, revise, rewrite,
set up, summarise.
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6. Evaluation: Ability to judge value of material
for a given purpose
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
1. Knowledge
• USE ACTION VERBS LIKE:
Appraise, ascertain, argue,
assess, attach, choose,
compare, conclude, contrast,
convince, criticise, decide,
defend, discriminate, explain,
evaluate, interpret, judge,
justify, measure, predict,
rate, recommend, relate,
resolve, revise, score,
summarise, support, validate,
value.
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While writing PO and LO…
• Avoid verbs like “know”, “understand”, “be familiar with”, “be exposed to”
(Osters and Tiu)
• “Try to avoid ambiguous verbs such as “understand”, “know”, “be aware”
and “appreciate”. (Sheffield Hallam Guide).
• “Care should be taken in using words such as ‘understand’ and ‘know’ if
you cannot be sure that students will understand what it means to know
or understand in a given context” (Univ NSW).
• Certain verbs are unclear and subject to different interpretations in terms
of what action they are specifying…… These types of verbs should be
avoided: know, become aware of, appreciate, learn, understand, become
familiar with. (American Association of Law Libraries).
Programme and Learning Outcomes should:
•
•
•
•
•
•
•
identify important learning requirements
be achievable and assessable
use clear language easily understandable to students
Avoid vague terms like know, understand, learn, be familiar with, be exposed to,
be acquainted with, and be aware of. These terms are associated with teaching
objectives rather than learning outcomes.
Ensure that the learning outcomes of the module relate to the overall outcomes of
the programme.
The learning outcomes must be observable and measurable.
Ensure that the learning outcomes are capable of being assessed.
At the end of this module/course the student will be able to …
Then follow with a verb. Useful ones include:
analyse, appraise apply, calculate, choose, compare, contrast,
create, criticise, demonstrate, derive ,describe ,design,
develop, differentiate, discuss, explain, evaluate, extrapolate,
formulate ,identify ,list, measure, name, plan, plot, postulate,
predict, present, propose, recall, recognise, use, utilise
Links for Keys Documents
• European Qualifications Framework for LLL (EU)
http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_en.pdf
• National Qualifications Framework (YÖK) http://tyyc.yok.gov.tr/?pid=33
• Sectoral Qualifications Framwork (YÖK) http://tyyc.yok.gov.tr/?pid=48
• «66 Soruda Bologna Süreci»:
https://bologna.yok.gov.tr/files/ce63c4b383ae852dce0a9b17bac57c6e.pd
f
• Türkiye Yükseköğretim Yeterlilikler Çerçevesi Genel Bilgi:
http://tyyc.yok.gov.tr/
THANK YOU
Yasar University EU Center
euc@yasar.edu.tr
Gökay Özerim, 5012
Umut Pamuk, 5011