Linking Learning Outcomes, Teaching and Learning Activities and Assessment

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Linking Learning Outcomes, Teaching and
Learning Activities and Assessment

• Dr Declan Kennedy,
• Department of Education,
• University College,
• Cork.

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• In this talk
• Bologna Process.
• European Credit Transfer and Accumulation System
  (ECTS),
• Framework of Qualifications.
• Modularisation
• Bologna Process and Learning Outcomes.
• Linking Learning Outcomes, Teaching and Learning
  Activities and Assessment

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The Background Bologna

• Bologna Agreement signed in Bologna, Italy in
  1999 by 29 countries. A total of 45 countries
  have now signed up to this agreement.
• The overall aim of the Bologna Agreement is to
  improve the efficiency and effectiveness of
  higher education in Europe in terms of academic
  standards of degrees and quality assurance
  standards.
• One of the main features of this process is the
  need to improve the traditional ways of
  describing qualifications and qualification
  structures.

Bologna, Italy (1999)
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The Bologna Process
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What countries have signed the Bologna Agreement?

• European Union - all 27 countries
• Austria
• Belgium
• Bulgaria
• Cyprus
• Czech Republic
• Denmark
• Estonia
• Finland
• France
• Germany
• Greece
• Hungary
• Ireland
• Italy
• Latvia
• Lithuania
• Luxembourg
• Malta

• Non-European Union
• Albania
• Andorra
• Armenia
• Azerbaijan
• Bosnia and Herzegovina
• Croatia
• Georgia
• Holy See
• Iceland
• Montenegro
• Moldova
• Norway
• Macedonia
• Russia
• Serbia
• Switzerland
• Turkey
• Ukraine

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What is the Bologna Process all about?

• Setting up of European Higher Education Area
  (EHEA) to ensure the increased international
  competitiveness of the European system of higher
  education.
• The Bologna Process is not based on a European
  Union initiative. The agreement is between both
  EU and non-EU countries.
• Setting up of system to make it easier to
  understand the description of qualifications and
  qualification structures.
• Every student graduating will receive a Diploma
  Supplement describing the qualification that the
  student has received. The purpose of the Diploma
  Supplement is to improve transparency and
  facilitate recognition. A standard format will be
  used to help compare qualifications and make them
  easier to understand. The Diploma Supplement will
  also describe the content of the qualification
  and the structure of the higher education system
  in which it was issued.

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• Bologna Process
• As a step towards achieving greater clarity in
  the description of qualifications, by 2010 all
  modules and programmes in third level
  institutions throughout the European Union must
  be written in terms of learning outcomes.
• Learning outcomes represent one of the essential
  building blocks for transparency within higher
  education systems and qualifications
• - Bologna Working Group, p.18 (December
  2004)
• Staff training in UCC lunchtime session and
  setting up of Postgraduate Certificate / Diploma
  in Teaching and Learning at Higher Education.

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European Credit Transfer and Accumulation System
(ECTS)

• The European Credit Transfer System (ECTS) was
  initially set up in 1989 as a pilot scheme within
  the framework of the Erasmus programme.
• Its aim at that time was to facilitate the
  recognition of study periods undertaken abroad by
  mobile students through the transfer of credits.
• A credits system is a systematic way of
  describing an educational programme by allocating
  a certain value (credits) to each module of the
  programme to describe the student workload
  required to complete the module.
• Bologna Process has developed the ECTS system
  from simply being a system for recognising study
  at foreign institutions into a Credit Transfer
  and Accumulation System. This takes ALL learning
  into account not just study in other countries.
  
• Hence, ECTS now stands for European Credit
  Transfer and Accumulation System.

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National Framework of Qualifications in Ireland
Available at http//www.nqai.ie/en/Publications/
File,1268,en.pdf
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Verification of National Framework of Ireland
with EHEA Framework
Verification of Compatibility of Irish National
Framework of Qualifications with the Framework
for Qualifications of the European Higher
Education Area Summary of Final Report
November 2006
http//www.nqai.ie/en/International/Verificationof
CompatibilityofIrishNationalFrameworkofQualificati
ons/File,1797,en.doc
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Modularisation

• A module is a self-contained fraction of a
  students workload for the year and carries a
  unique examination/assessment mark.
• The size of a module is indicated by its credit
  weighting.
• Under ECTS system, each year of degree programme
  60 credits.
• Modules are allocated 5, 10, 15 or 20 credits
  depending on the fraction of the programme
  workload covered in the module.
• Each module is given a unique code, e.g. ED2013
• ED2013
• Education Year 2 Number assigned to this
  module

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Advantages of modularisation

• Gives greater clarity of structure and helps to
  establish clear relationship between credits and
  student workload in ECTS system.
• Reflects more accurately the various elements of
  students workload.
• Facilitates work abroad, work placement,
  off-campus study as modules for degree
  examinations.
• Gives greater clarity and consistency in
  assessment.
• Provides flexibility in the design of degree
  programmes by incorporating modules from
  different areas.
• Facilitates credit accumulation, i.e. increases
  number of pathways to final degree award. Hence,
  encourages greater diversity of students, e.g.
  mature and part time students.
• Allows third level institutions to participate in
  schemes like SOCRATES so that students obtain
  ECTS credits towards their degree.
• Facilitates greater ease of student transfer
  between institutions offering ECTS-based
  programmes.

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Modules, Marks, Exams in UCC
Note Total per year 60 credits 1200 marks
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• In University College Cork, a 5-credit module
  normally consists of 24 hours of lectures plus
  associated tutorials/essays / readings/practical/c
  oursework OR
• The equivalent in student workload such as
  literature projects, field courses, or indeed set
  reading assessed by written examination, work for
  problem sets, studying of legal material and
  cases outside of lecture hours, etc.

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How do I link Learning Outcomes to Teaching, and
Learning Activities and Assessment?
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Assessment of Learning Outcomes

• Having designed modules and programmes in terms
  of learning outcomes, we must now find out if our
  students have achieved these intended learning
  outcomes.
• How will I know if my students have achieved the
  desired learning outcomes? How will I measure the
  extent to which they have achieved these learning
  outcomes?
• Therefore, we must consider how to match the
  method of assessment to the different kinds of
  learning outcomes e.g. a Learning Outcome such as
  Demonstrate good presentation skills could be
  assessed by the requirement that each student
  makes a presentation to their peers.
• When writing learning outcomes the verb is often
  a good clue to the assessment technique.
• How can we design our examination system so that
  it tests if learning outcomes have been achieved?

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• Important to ensure that there is alignment
  between teaching methods, learning outcomes and
  assessment criteria.
• Clear expectations on the part of students of
  what is required of them are a vitally important
  part of students effective learning (Ramsden,
  2003)
• This correlation between teaching, learning
  outcomes and assessment helps to make the overall
  learning experience more transparent and
  meaningful for students.

Teaching for understanding
Learning outcomes
There is a dynamic equilibrium between teaching
strategies and Learning Outcomes.
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Formative Assessment

• Assessment FOR learning gives feedback to
  students and teachers to help modify teaching and
  learning activities, i.e. helps inform teachers
  and students on progress being made.
• Assessment is integrated into the teaching and
  learning process.
• Clear and rich feedback helps improve performance
  of students (Black and Williams, 1998).
• Usually carried out at beginning or during a
  programme, e.g. coursework which gives feedback
  to students.
• Can be used as part of continuous assessment, but
  some argue that it should not be part of grading
  process (Donnelly and Fitzmaurice, 2005)

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Summative Assessment

• Assessment that summarises student learning at
  end of module or programme Assessment OF
  Learning.
• Sums up achievement no other use.
• Generates a grade or mark.
• Usually involves assessment using the traditional
  examination.
• Only a sample of the Learning Outcomes are
  assessed cannot assess all the Learning
  Outcomes.

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Continuous Assessment

• A combination of summative and formative
  assessment.
• Usually involves repeated summative assessments.
• Marks recorded.
• Little or no feedback given.

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It is important that the assessment tasks mirror
the Learning Outcomes since, as far as the
students are concerned, the assessment is the
curriculum From out students point of view,
assessment always defined the actual curriculum
(Ramsden, 1992). Biggs (2003) represents this
graphically as follows
Teacher Learning Teaching Perspectives Object
ives Outcomes Activities Assessment Student Pe
rspectives Assessment Learning
Activities Outcomes
To the teacher, assessment is at the end of the
teaching-learning sequence of events, but to the
student it is at the beginning. If the curriculum
is reflected in the assessment, as indicated by
the downward arrow, the teaching activities of
the teacher and the learner activities of the
learner are both directed towards the same goal.
In preparing for the assessment, students will be
learning the curriculum (Biggs 2003)
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Putting our assessment under the microscope

• It is important to focus on the Learning Outcomes
  of our modules and programmes and the criteria
  for achieving these.
• Study our examination questions to see what is
  actually being tested in the examination
  questions. e.g are we testing over the full range
  of Blooms Taxonomy?
• Are we testing across the range in Blooms
  Taxonomy? Knowledge, comprehension, application,
  analysis, synthesis and evaluation.
• What are we looking for in this module?
• What are we looking for in this programme?.

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Do students have to achieve ALL the Learning
Outcomes to pass a module?

• Yes in theory but often No in practise.
• Summative assessment - with a terminal
  examination by its very nature can only assess a
  sample of the Learning Outcomes. One cannot
  assess everything in a 2 or 3 hour examination.
• Easier to assess all the Learning Outcomes with
  continuous assessment.
• The 40 pass mark - what does it mean?
• Try to assess all the Learning Outcomes at least
  once.
• The role of the external examiner.
• Caution should be exercised when specifying
  pre-requisite modules. To allow greater
  flexibility (transfer from other institutions at
  home or abroad), list certain modules as
  desirable.
• Allow flexibility when writing Learning Outcomes
  if you make them too specific, you restrict
  yourself when carrying out the assessment.
• Remember Heisenbergs Uncertainty Principle the
  more tightly you specify each Learning Outcomes,
  the less able you are in ensuring that the
  student achieves a pass grade in each one.

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Programme Accreditation

• Module descriptors with clearly written Learning
  Outcomes see handout (1) CIT.
• Framework for Accreditation e.g. Engineers
  Ireland.
• Mapping of Programme Areas vs Programme Outcomes
  see handout (2) CIT.
• Mapping of Module Learning Outcomes vs Programme
  Learning Outcomes

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Steps involved in linking Learning Outcomes,
Teaching and Learning Activities and Assessment

• Clearly define the learning outcomes.
• Select teaching and learning methods that are
  likely to ensure that the learning outcomes are
  achieved.
• Choose a technique or techniques to assess the
  achievement of the learning outcomes.
• Assess the learning outcomes and check to see how
  well they match with what was intended

If the learning outcomes are clearly written, the
assessment is quite easy to plan!
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Linking Learning Outcomes, Teaching and Learning
Activities and Assessment
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(No Transcript)
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The Experience of using Learning Outcomes
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1. Identify aims and objectives of module
2. Write learning outcomes using standard
guidelines
3. Develop a teaching and learning strategy to
enable students to achieve learning outcomes
4. Design assessment to check if learning
outcomes have been achieved
5. If necessary modify module content and
assessment in light of feedback
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Writing Learning Outcomes is a Process not an
Event
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Thats all Folks. Hope you learned something
about the Bologna Process and how to link
learning outcomes to teaching and assessment!
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References

• Biggs J, (2003) Teaching and Learning in Higher
  Education New Trends and Innovations. University
  of Aveiro, 13 17 April 2003
• Black, P and William, D (1998) Inside the Black
  Box Raising Standards through Classroom
  Assessment, London Kings College.
• Bologna Working Group on Qualifications
  Frameworks (2004). Report on A Framework for
  Qualifications of the European Higher Education
  Area.
• Bologna Process Stocktaking London 2007.
  Available at
• www.ond.vlaanderen.be/hogeronderwijs/bologna/docum
  ents/WGR2007/Stocktaking_report2007.pdf
• Donnelly, R and Fitzmaurice, M. (2005). Designing
  Modules for Learning . In Emerging Issues in the
  Practice of University Learning and Teaching,
  ONeill, G et al. Dublin AISHE.
• ECTS Users Guide (2005) Brussels
  Directorate-General for Education and Culture.
  Available online at http//ec.europa.eu/education
  /programmes/socrates/ects/doc/guide_en.pdf
• ECTS Key Features http//www.bologna.msmt.cz/file
  s/ECTSKeyFeatures.pdf

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• National Qualifications Frameworks Development
  and Certification Report from Bologna Working
  Group on Qualifications Frameworks. May 2007
• http//www.ond.vlaanderen.be/hogeronderwijs/bologn
  a/documents/Working_group_reports_2007.htm
• Ramsden, P (2003) Learning to Teach in Higher
  Education, London Routledge.
• Verification of Compatibility of Irish National
  Framework of Qualifications with the Framework
  for Qualifications of the European Higher
  Education Area - Summary of Final Report
  November 2006
• http//www.nqai.ie/en/International/Verificationof
  CompatibilityofIrishNationalFrameworkofQualificati
  ons/File,1797,en.doc
• www.bologna.ie