Learning Outcomes in Higher Education

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Learning Outcomes in Higher Education

• Dr. Suzanne Gatt
• University of Malta

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This presentation has two aims

• To provide a very short review of the Paper
  prepared for the Bologna Experts Group
• Provide some practical tips in the writing of
  learning outcomes in higher education. These are
  based on a review of a number of guidelines drawn
  up by a number of Higher Education institutions.

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• The Impact of the Bologna Process on Higher
  Education Institutions in Malta
• An overview of the achieved targets and future
  challenges
•  A Working document prepared for the
• BOLOGNA EXPERTS GROUP 2006-2009

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The paper had to consider a number of aspects

• Review of Bologna Process on an International
  Level as well as the plans/view for beyond 2010
• A review of the achievements with respect to the
  Bologna Process in Malta results of the
  stock-taking reports

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• The implementation of ECTS and issuing of the
  Diploma Supplement by the University of Malta
• The state of Quality Assurance Structures in
  Malta
• Student Mobility and barriers experienced by
  students
• Contribution of Higher Education to R D
• Industrys select opinion on Higher Education

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Bologna Process and Learning outcomes

• Developments in Higher Education have encouraged
  a move towards an outcomes based approach to
  teaching, learning and assessment.
• This results as a consequence of European and
  National Qualification Frameworks defining
  standards and levels in terms of what individual
  can do at the end of particular study.

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Learning Outcomes reflect a paradigm shift

• Learning outcomes reflect a shift from focus on
• content and teacher to student-centred.
• This takes place as learning outcomes specify
  what students should be able to do by the end of
  a programme rather than what content is covered.

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What is thus the advantage of using learning
outcomes?

• They help teachers to focus more on what they
  want students to achieve, what methodology they
  think best to use to achieve this, and what
  assessment methods can they use to establish that
  students have achieved the projected learning
• It also helps students understand better what
  learning they are to achieve by the end of a
  module/programme/course.

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What is a learning outcome?

• Learning outcomes describe what a student should
  know, understand or be able to do at the end of a
  period of learning. It includes evidence required
  to show that learning has been achieved
• What should it include?
• What the student can do to demonstrate learning
• The context where the student can demonstrate
  this learning
• How well the student can demonstrate this
  learning.

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One example

• The student will be able to
• Design science investigations for primary
  students based on existing science syllabi that
  are appropriate to the pupils age and abilities
• What can the student do? design science
  investigations
• What context? for primary school pupils
• How well? that are appropriate to the pupils
  age and abilities

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A learning outcome is not

• Specified in terms of course content
• e.g. Vygotskys theory of zone of proximal
  development
• Articulated in vague terms
• e.g. Become familiar with theories of
  constructivism

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What types of knowledge can be included as
learning outcomes?

• Blooms taxonomyis used as guide
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis and
• Evaluation.

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• A learning outcome typically consists of a
  sentence that beginswith a phrase such as
• At the end of this programme students will be
  able to ...
• Learning outcomes need to be
• written in the future tense
• identify important learning requirements
• be achievable and assessable
• use clear language that is easily understood by
  students.

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What language can we use to describe each of the
different types of cognitive outcomes identified
in Blooms Taxonomy?

• Knowledge knows terms, rules, facts,
  conventions, methods theories etc.
• Suitable verbs
• Define, describe, identify, label, list, name,
  outline, reproduce, select, state, recall,
  record, recognise, repeat, drawn on, recount.

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Comprehension

• This takes place when students show understanding
  by translating what they have learnt in a book
  into actual practice, or from one context to
  another.
• Suitable verbs
• convert, defend, distinguish, estimate, explain,
  extend, generalise, give examples, infer,
  paraphrase, predict, rewrite, summarise, clarify,
  judge, restate, locate, recognise, express,
  review, discuss etc.

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Application

• Application shows that students can use what they
  learned in new or concrete situations.
• Vocabulary which can be used
• Students are able to
• change, employ, demonstrate, discover,
  manipulate, modify, operate, predict, prepare,
  produce, relate, show, solve, use, schedule,
  employ,sketch, intervene, practise, illustrate
  etc.

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Analysis

• Analysis shows thata student can break down
  material into its component parts and its
  structure understood
• Students show such knowledge when they can
• Break down, make a diagram, dofferentiate,
  discriminate, distinguish, appraise, test,
  inspect, illustrate, infer, outline, relate,
  select, investigate, analyse, make an inventory,
  calculate, question, contrast, debate, compare,
  criticise etc.

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Synthesis

• Synthesis the ability to put parts together to
  form a new whole, ossibly unique, creative.
• Students are thus able to
• categorise, combine, compose, arrange, plan,
  rearrange, summarise, tell, revise, rewrite,
  write, modify, organise, produce, or synthesise

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Evaluation

• One is able to judge the value of something for
  given purpose using criteria set by him/herself
  or other standards (highest domain).
• Students are able to
• Appraise, compare, conclude, contrast, criticise,
  discriminate, judge, evaluate, choose, rate,
  revise, select, estimate, measure, measure,
  justify, interpret, relate, value, summarise etc.

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How does one go about writing learning outcomes?

• As a teacher/curriculum planner
• Decide what knowledge and skills would
  demonstrate
• Then add the context
• And describe how well they must do.

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• It is important to have a balance between the
  different domains of cognitive learning
• There are also othe skills and abilities such as
  teamwork, communication, ICT skills etc. which
  are also learning outcomes
• Also keep in mind that it has to be possible to
  assess the learning outcomes included
• Make sure that the learning outcomes set are
  realistic and achievable
• Ensure that the learning outcomes can be
  understood by the students.

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Pitfalls to avoid

• ending up including only those outcomes that are
  easily measured
• dis-aggregating knowledge too much as students
  can pass by doing small bits but not grasping the
  whole picture
• constructing learning outcomes which reflect only
  the basic equirements
• encouraging too much convergent thinking
  processes
• allocating percentages against each outcome-
  analytical assessment
• ending up with too many outcomes as students will
  become overconcerned with details

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• I hope that this has helped you understand
  better
• Why learning outcomes are used
• Their value for ensuring quality education
• How they need to be constructed and expressed.
• Thank You