Practical Approaches to the Development of Programme Outcomes

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Practical Approaches to the Development of
Programme Outcomes

• Dr Jacqueline Potter,
• Centre for Academic Practice and Student Learning
  (CAPSL)

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Practical Approaches to Programme Outcomes
1. context purposes
5. anatomy
2. choosing/using reference points
7. process
3. writing for an audience
8. questions?
starting points
4. aims vs. outcomes
6. curriculum mapping
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Europe
Dublin Descriptors
Tuning project subject outcomes
Professional Body requirements
Professional Body requirements
Professional Body requirements
Professional Body requirements
Professional Body requirements
Professional Body requirements
Professional Body requirements
Ireland
National Qualifications Framework
Other national experiences, e.g. UK subject
benchmarks
Other national experiences, e.g. UK subject
benchmarks
Other national experiences, e.g. UK subject
benchmarks
School Strategic Plan
Institutional Level Descriptors
Institutional Plans and Policies
School Strategic Plan
School Strategic Plan
School Strategic Plan
Institutional Plans and Policies
School Strategic Plan
Institutional Plans and Policies
School Strategic Plan
Institutional Plans and Policies
School Strategic Plan
Programme Outcomes
Programme Outcomes
Programme Outcomes
research and scholarship of the contributing
teaching staff other resources
research and scholarship of the contributing
teaching staff other resources
research and scholarship of the contributing
teaching staff other resources
research and scholarship of the contributing
teaching staff other resources
research and scholarship of the contributing
teaching staff other resources
research and scholarship of the contributing
teaching staff other resources
research and scholarship of the contributing
teaching staff other resources
Research-led teaching
Research-led teaching
Research-led teaching
Research-led teaching
Research-led teaching
Module Outcomes
Module Outcomes
Module Outcomes
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Dublin Descriptors
Tuning project subject outcomes
Professional Body requirements
National Qualifications Framework
Other national experiences, e.g. UK subject
benchmarks
School Strategic Plan
Institutional Level Descriptors
Institutional Plans and Policies
Programme Outcomes
Programme Outcomes
Programme Outcomes
research and scholarship of the contributing
teaching staff other resources
research and scholarship of the contributing
teaching staff other resources
Research-led teaching
Module Outcomes
Module Outcomes
Module Outcomes
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Dublin Descriptors
Tuning project subject outcomes
Professional Body requirements
National Qualifications Framework
Other national experiences, e.g. UK subject
benchmarks
School Strategic Plan
Institutional Level Descriptors
Institutional Plans and Policies
Programme Outcomes
Programme Outcomes
Programme Outcomes
research and scholarship of the contributing
teaching staff other resources
research and scholarship of the contributing
teaching staff other resources
Research-led teaching
Module Outcomes
Module Outcomes
Module Outcomes
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Audiences for programme outcomes

• Students
• Course team members
• Other academic colleagues, including external
  examiners and reviewers
• Professional bodies and other external agencies

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Features of Programme Outcomes

• Written for a broad audience
• Written in context to reference points
• Describe the likely achievements of a typical
  student
• Provide a generalised overview of the programme
  curriculum in terms of generic competences within
  a subject specific context
• Not directly tested or testable BUT can be mapped
  to the outcomes of modules

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Prompt Questions for Programme Aims and Programme
Outcomes

• starting points

aims vs. outcomes
One possible starting point where aims and the
rationale are present for an existing programme
of study within existing programme
documentation..
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On completion of this programme it is expected
that students will/ .be able to
.demonstrate
anatomy
be aware of the nature and treatment of medical
emergencies, and the general hazards and risks
of surgery

• Provide a generalised
• overview of the programme
• curriculum in terms of
• generic competences
• within a
• subject specific context

derive and apply solutions from knowledge of
sciences, engineering sciences, technology and
mathematics

• Not directly tested or
• testable BUT can be mapped
• to the outcomes of modules

a general knowledge of the history of in
Western Europe
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Competences Subject Specific - Generic
anatomy

• linked through the use of the common learning
  outcomes language
• drafted using active, non-ambiguous verbs
• verbs refer to the representation of learning,
  not the process

Through discussion, creation of reciprocal
knowledge and mapping the ways the subject area
is learned and taught in the various countries,
insight was gained and consensus built on what
constitutes the vital core of each subject
area. Tuning Project (2007)
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starting points
curriculum mapping
Curriculum Mapping
One possible starting point where outcomes for
constituent modules or courses are present for
an existing programme of study within existing
programme documentation..
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process
Collaborative About consensus common
denominators not lowest Emotionally
charged there will be differing
viewpoints Iterative it will not be done and
finished And the Process Metaphor? Its not a
straight-jacket its an invitation to a party
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BIGWIG(Beyond the Information Given - Within
the Information Given)

• Developing Degree Level Expectations, Ontario
  (COUs)
• -six guidelines-
• Depth and Breadth of Knowledge
• Knowledge of Methodologies
• Application of Knowledge
• Communication Skills
• Awareness of Limits of Knowledge
• Autonomy and Professional Capacity
• If you visit one site outside Europe and Bologna,
  go to-
• http//degree-expectations.apps01.yorku.ca/wordpre
  ss/developing-degree-level-expectations-for-your-u
  nit-ocav-guidelines/32/

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• CAPSL Support
• Central workshops during Hilary and Trinity term
  on
• developing programme outcomes
• writing module outcomes
• curriculum design and assessment.
• Requests for workshops or facilitated discussions
  on these topics to best support local curriculum
  initiatives, are welcome from course directors,
  discipline heads and Schools.
• Please contact us at capsl_at_tcd.ie or visit our
  website for further details.

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• Any Questions?