Practical approaches to module learning outcomes at postgraduate level

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Practical approaches to module learning outcomes
at postgraduate level

• March 5th 2009
• CAPSL and the Bologna Desk

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Session overview

• Contrast programme and module outcomes
• Module outcomes as curriculum development and
  change tools
• Introduce a template for use and adaptation
• Supporting others with outcomes-based curricula

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Contrast programme module outcomes
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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

From Potter, 9th December 2008 event
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Module vs. 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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4. Describe the knowledge, skills and
competencies that all students will have gained
and demonstrated

• Measurable achievements
• Result from a learning process
• Stated as achievements of the student
• (discipline neutral) examples -
• Critically evaluate research literature
• Present the findings of experimental work
  through an oral presentation

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1. Written for students to read

• An outcomes-based curriculum is focused on
  learning and not teaching.
• Statements of what a student is expected to
  know,
• understand and/or be able to demonstrate
  after
• completion of a process of learning.
• (ECTS Users/ Guide, 2005)
• At the module level, outcomes-curricula
  describes
• what students will have learnt and demonstrated.

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Aim vs learning outcome

• Aim
• In this module students will be introduced to the
  subject of the core ethical principles in social
  work
• Learning Outcome
• By the end of this module the learner will be
  able to critically apply the core ethical
  principles in social work in different case
  settings.

From OFarrell, 9th December 2008 event
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2. Explicitly referenced to assessment

• Assessment involves deciding, collecting and
  making judgements about evidence related to
  learning..
• Harlen (200410)
• In an outcomes-based curricula it is standard
  practice to assess all module outcomes

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Assessing all outcomes- common misconceptions

• Each outcome has to be assessed by a separate
  task
• Each outcome should only be assessed once
• Outcomes-based approaches lead to
  over-assessment
• The same amount of learning effort and
  assessment time should be allocated to each
  learning outcome

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3. Written at the threshold level of pass
Re-drawn from Jenny Moon original
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Outcomes and assessment criteria

• Outcomes describe what students will be able to
  do assessment criteria describe how (well) they
  should be able to do it.
• Clear Assessment Criteria
• 'What do students have to do to get particular
  grades or marks?' The clearer the answer you can
  find to this question, the greater the
  justifiable confidence you will feel in your
  ability to assess students work.

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Measuring competence

• Can do-
• Innovatively
• Using established protocols
• In particular settings
• Quickly
• Efficiently
• With guidance
• Without guidance
• Etc.

Shades of competence Could do Can do Did
once Will do Has done Does seldom Does
sometimes Does often Does usually Does always
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5. Directly tested through assessment

• Assessment should be valid, reliable and fair.
  For example, consider
• Does the assessment measure what its supposed to
  achievement of the learning outcomes?
• Will the same judgement be made, irrespective of
  assessor (or occasion)?
• Does the assessment disadvantage some, but not
  others?

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Module outcomes as curriculum development
change tools
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Two views of curriculum

• Teacher perspective objectives teaching
  activities assessment
• Student perspective assessment learning
  activities outcomes

Re-drawn from John Biggs original
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An approach to module outcomes and curriculum
From Jenny Moon
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A representation of curriculum alignment
LearningOutcome
Delivery
Assessment
Programme Outcome
LearningOutcome
Delivery
Assessment
From Foley , December 9th 2008 event
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A synthesis?
Programme outcomes
Success!!
E-tivities
tutorials
Module outcomes
Programme outcomes
TL
Assessment
study
lectures
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Final Slide

• Teacher perspective objectives teaching
  activities assessment
• Student perspective assessment learning
  activities outcomes

Module outcomes are
1. Written for students to read
4. Describe the knowledge, skills and
competencies that all students will have gained
and demonstrated
2. Explicitly referenced to assessment
3. Written at the threshold level of pass
5. Directly tested through assessment