learning outcomes and introduction to assessment pg certificate in higher education professional...
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Learning outcomes and introduction to assessment
Pg Certificate in Higher Education Professional Practice
Jannie Roed and Sue Moron-Garcia6th May 2009
Session outline:
This session and your assignments Learning outcomes – background and
basic principles Writing learning outcomes Activity I Linking outcomes to assessment Activity II Summing up
This session and your assignmentProvide a lesson plan
Aims of the session
Learning Outcomes of the session
How the session is aligned with course assessment
Learning outcomes – the background
National Committee of Inquiry into Higher Education (Dearing Report 1997)
Learning outcomes – the backgroundRecommendations:
Staff training Institute of Learning and Teaching (ILT) Framework for Higher Education Qualifications Benchmarking Assurance of quality and standards Development of programme specifications Learning outcomes
TransparencyTransparency
Why learning outcomes?
Make it clear to students what is expected of them
Help staff focus on what they want students to achieve
What is a learning outcome?
May apply to a single teaching session, a module or whole course.
It is a statement that predicts what learners will have gained as a result of the learning process.
Describes the end of a process, not the process itself.
It specifies the minimum achievement required at the point of assessment in order that a student may pass.
What follows from these principles …
Learning outcomes are statements of essential learning
Learning described in the learning outcome is that which must be attained and demonstrated
Each learning outcome must be assessed
One mode of assessment may assess more than one learning outcome
Each learning outcome must be passed
Writing learning outcomes. Key principles:Learning outcomes:
Should be written in a straightforward language
Should be achievable and restricted in numbers (4/5 per module)
Should have no references to process
Should not include verbs describing behaviour that cannot be directly assessed – “appreciate”, “be familiar with”, “understand”
Must be measurable
Should follow Bloom’s Taxonomy (see handouts for verbs)
Writing learning outcomes
“At the end of the course, the student is expected to be able to …”
Coventry “The intended learning outcomes are
that, on completion of this module, students should be able to:”
Writing learning outcomes
Bloom’s Taxonomy (1956)
Image from ATHERTON J S (2005) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm
Accessed: 25 September 2006
Writing learning outcomes
Active verb Object Qualifier
Summarise the skills and knowledge
necessary for competent
advice giving
Design clear learning outcomes
for a Level 1 Chemistry
module
Assessment methods vs assessment criteria
Assessment methods should be used in module descriptors to show how each learning outcome is assessed
Assessment criteria should not be included
Activity I
10 minutes
In the context of your own subject, what would constitute a level 1, level 2 and level 3 outcome?
Coventry context
Programme specification template (based upon QAA recommendations)
Programme outcomes depend upon module outcomes (ideally!)
Documents are available on the Registry website – or from the CSHE website
Why do we assess students?
Purpose of Assessment
Promote learning
- formative assessment
- summative assessment
Measure attainment of the intended learning outcomes
Constructive alignment
Linking learning outcomes and assessments
John Biggs (1999) Teaching for Quality Learning at University (SRHE & Open University, Buckingham)
Source: http://www.engsc.ac.uk/er/theory/constructive_alignment.asp
Activity II
10 minutes
How would you describe the constructive alignment on the module you teach?
Is there anything you would like to change?
Criticisms?
Learning outcomes
are unsophisticated (Hussey & Smith 2002)
serve new managerialism rather than students and staff (Hussey & Smith 2002)
do not take disciplinary differences into account (Hussey & Smith
2002)
work against good educational practice (Entwistle et al. 2000)
References
Entwistle, N., Skinner, D., Entwistle, D. and Orr, S. (2000) Conceptions and Beliefs about “Good Teaching”: An Integration of Contrasting Research Areas”. Higher Education Research and Development 19(1): 5-26.
Hussey, T. and Smith, P. (2002) The trouble with learning outcomes. Active learning in higher education 3(3): 220-233.
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