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Everything you need to know Everything you need to know about Learning Outcomes!about Learning Outcomes!

21 September 201221 September 2012Dundalk Institute of TechnologyDundalk Institute of Technology

Dr Declan Kennedy, Dr Declan Kennedy, Department of Education, Department of Education, University College CorkUniversity College Cork

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1.1. What are Learning What are Learning Outcomes?Outcomes?

2.2. How do I write module How do I write module Learning Outcomes?Learning Outcomes?

3.3. How do I write How do I write programme learning programme learning outcomes. outcomes.

4.4. How are Learning How are Learning Outcomes and Outcomes and Competences related?Competences related?

5.5. What are the benefits What are the benefits and potential problems and potential problems of Learning Outcomes? of Learning Outcomes?

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“However, as the report on the implementation of the Bologna Process shows, we must make further efforts to consolidate and build on progress. We will strive for more coherence between our policies, especially in completing the transition to the three cycle system, the use of ECTS credits, the issuing of Diploma Supplements, the enhancement of quality assurance and the implementation of qualifications frameworks, including the definition and evaluation of learning outcomes”.

Bucharest Communique (2012)

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“We welcome the clear reference to ECTS, to the European Qualifications Framework and to learning outcomes in the European Commission’s proposal for a revision of the EU Directive on the recognition of professional qualifications. We underline the importance of taking appropriate account of these elements in recognition decisions”.

Bucharest Communique (2012)

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What are learning outcomes?What are learning outcomes?Learning Outcomes are specific statements of what students Learning Outcomes are specific statements of what students should know and be able to do as a result of learning (Morss and should know and be able to do as a result of learning (Morss and Murray, 2005)Murray, 2005)

Learning outcomes are statements of what is expected that a Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning activity….student will be able to DO as a result of a learning activity….(Jenkins and Unwin).(Jenkins and Unwin).

Learning outcomes are explicit statements of what we want our Learning outcomes are explicit statements of what we want our students to know, understand or to be able to do as a result of students to know, understand or to be able to do as a result of completing our courses. (Univ. New South Wales, Australia)completing our courses. (Univ. New South Wales, Australia)

““Learning outcomes are statements that specify what learners will Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills or attitudes”. (American are usually expressed as knowledge, skills or attitudes”. (American Association of Law Libraries).Association of Law Libraries).

Learning outcomes are an explicit description of what a learner Learning outcomes are an explicit description of what a learner should know, understand and be able to do as a result of learning. should know, understand and be able to do as a result of learning. (Learning and Teaching Institute, Sheffield Hallam University)(Learning and Teaching Institute, Sheffield Hallam University)

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Working DefinitionWorking Definition

Learning outcomes are statements of what a Learning outcomes are statements of what a student should know, understand and/or be student should know, understand and/or be able to demonstrate after completion of a able to demonstrate after completion of a process of learning process of learning

The learning activity could be, for example, a lecture, a The learning activity could be, for example, a lecture, a module or an entire programme.module or an entire programme.Learning outcomes must not simply be a “wish list” of Learning outcomes must not simply be a “wish list” of what a student is capable of doing on completion of the what a student is capable of doing on completion of the learning activity.learning activity.Learning outcomes must be simply and clearly Learning outcomes must be simply and clearly described. described. Learning outcomes must be capable of being validly Learning outcomes must be capable of being validly assessed.assessed.

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Aims and ObjectivesThe Aim of a module or programme is a broad general statement of teaching intention, i.e. it indicates what the teacher intends to cover in a programme, module or learning activity. Example of aim: To give students an introduction to organic chemistryThe objective of a module or programme is a specific statement of teaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover. Examples of objectives:

1. Give students an appreciation of the unique nature of carbon and it ability to bond to other carbon atoms.

2. To give students an understanding of the concept of hybridisation.3. To ensure that students know some characteristic properties of alkanes and

alcohols.4. To make students familiar with a range of families of organic compounds:

alkanes, alcohols, carboxylic acids and esters.Aims are general and long term and refer to a series of lectures or unit of work (module).Objectives are more specific and short term.

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From the definition of Learning Outcome we see:From the definition of Learning Outcome we see:

Emphasis on the learner.Emphasis on the learner.

Emphasis on the learner’s ability to do something.Emphasis on the learner’s ability to do something.

Focus on teaching – aims Focus on teaching – aims and objectives and use of and objectives and use of terms like terms like know, know, understand, be familiar with.understand, be familiar with.

Outcomes: Focus on what we want Outcomes: Focus on what we want the student to be able to do - use of the student to be able to do - use of terms like define, list, name, recall, terms like define, list, name, recall, analyse, calculate, design, etc.analyse, calculate, design, etc.

• Aims: Give broad purpose or general intention of the module.• Objectives: Information about what the teaching of the module hopes to achieve.• Learning outcomes are not designed to replace the traditional way of describing teaching and learning but to supplement it.

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The language of aims and objectives

To give students an understanding of …..

To give students an appreciation of…..

To make students familiar with……

To ensure that students know…….

To enable students to experience …..

To encourage students to …….

To provide students with the opportunity to…….

etc.

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Focus on Learning Outcomes – Focus on Learning Outcomes – BolognaBologna

Bologna Agreement signed in Bologna, Italy in 1999 by 29 Bologna Agreement signed in Bologna, Italy in 1999 by 29 countries. A total of 46 countries have now signed up to this countries. A total of 46 countries have now signed up to this agreement.agreement.The overall aim of the Bologna Agreement is to improve the The overall aim of the Bologna Agreement is to improve the efficiency and effectiveness of higher education in Europe in terms efficiency and effectiveness of higher education in Europe in terms of academic standards of degrees and quality assurance standards. of academic standards of degrees and quality assurance standards. One of the main features of this process is the need to improve the One of the main features of this process is the need to improve the traditional ways of describing qualifications and qualification traditional ways of describing qualifications and qualification structures. structures.

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Bologna, Italy (1999)

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What countries have signed the Bologna Agreement?European Union - all 27 countriesAustriaBelgiumBulgariaCyprusCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIrelandItalyLatviaLithuaniaLuxembourgMaltaNetherlandsPolandPortugalRomaniaSlovakiaSloveniaSpainSwedenUnited Kingdom

Non-European UnionAlbaniaAndorraArmeniaAzerbaijanBosnia and HerzegovinaCroatiaGeorgiaHoly SeeIcelandLiechtensteinMontenegroMoldovaNorwayMacedoniaRussiaSerbiaSwitzerlandTurkeyUkraine

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What is the Bologna Process all about?

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

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Learning Outcome in Bologna Process‘Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area.’

Berlin Communique 2003 ‘We adopt the overarching framework for qualifications in the EHEA, comprising three cycles (including, within national contexts, the possibility of intermediate qualifications), generic descriptors for each cycle based on learning outcomes and competences, and credit ranges in the first and second cycles.’

Bergen Communique 2005

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‘We underline the importance of curricula reform leading to qualifications better suited both to the needs of the labour market and to further study. Efforts should concentrate in future on removing barriers to access and progression between cycles and on proper implementation of ECTS based on learning outcomes and student workload.’ ‘Qualifications frameworks are important instruments in achieving comparability and transparency within the EHEA and facilitating the movement of learners within, as well as between, higher education systems. They should also help HEIs to develop modules and study programmes based on learning outcomes and credits, and improve the recognition of qualifications as well as all forms of prior learning.’ ‘We urge institutions to further develop partnerships and cooperation with employers in the ongoing process of curriculum innovation based on learning outcomes.’ ‘With a view to the development of more student-centred, outcome-based learning, the next [Stocktaking] exercise should also address in an integrated way national qualifications frameworks, learning outcomes and credits, lifelong learning, and the recognition of prior learning.’

London Communiqué 2007

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“The Bologna reforms have changed the face of higher education across Europe, thanks to the involvement and dedication of higher education institutions, staff and students. Higher education structures in Europe are now more compatible and comparable. Quality assurance systems contribute to building trust, higher education qualifications are more recognisable across borders and participation in higher education has widened. Students today benefit from a wider variety of educational opportunities and are increasingly mobile. The vision of an integrated EHEA is within reach”.

Bucharest Communique (2012)

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Bologna Process:Bologna Process:As a step towards achieving greater As a step towards achieving greater clarity in the description of clarity in the description of qualifications, by 2010 all modules qualifications, by 2010 all modules and programmes in third level and programmes in third level institutions throughout the European institutions throughout the European Union must be written in terms of Union must be written in terms of learning outcomes. learning outcomes. ““Learning outcomes represent one of Learning outcomes represent one of the essential building blocks for the essential building blocks for transparency within higher education transparency within higher education systems and qualifications”systems and qualifications”

- Bologna Working Group, p.18 (December 2004)Major contribution of exemplar material from staff taking “Postgraduate Certificate / Diploma in Teaching and Learning at Higher Education”. Staff training in UCC – lunchtime session and setting up of “Postgraduate Certificate / Diploma in Teaching and Learning at Higher Education”. To date, translated into Irish, Spanish, German, Albanian, Serbian, Russian, Lithuanian.

Order from WWW.NAIRTL.IE

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Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Competences, Bologna Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Competences, Bologna Handbook, Introducing Bologna Objectives and Tools, B2.3-3, 1 – 18.Handbook, Introducing Bologna Objectives and Tools, B2.3-3, 1 – 18.

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How do I write Learning How do I write Learning Outcomes? Outcomes?

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Benjamin BloomBenjamin Bloom(1913 – 1999)(1913 – 1999)

He looked on learning as a He looked on learning as a process – we build upon our former process – we build upon our former learning to develop more complex levels oflearning to develop more complex levels of understandingunderstanding

Carried out research in the development of Carried out research in the development of classification of levels of thinking behaviours in the classification of levels of thinking behaviours in the process of learning. PhD University of Chicago in process of learning. PhD University of Chicago in 1942. 1942. Worked on drawing up levels of these thinking Worked on drawing up levels of these thinking behaviours from the simple recall of facts at the lowest behaviours from the simple recall of facts at the lowest level up to evaluation at the highest level. level up to evaluation at the highest level.

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Bloom’s Taxonomy of Bloom’s Taxonomy of Educational ObjectivesEducational Objectives

Bloom’s taxonomy (1956) is a very useful aid to Bloom’s taxonomy (1956) is a very useful aid to writing learning outcomes.writing learning outcomes.The taxonomy consists of a hierarchy of The taxonomy consists of a hierarchy of increasingly complex processes which we want increasingly complex processes which we want our students to acquire.our students to acquire.Provides the structure for writing learning Provides the structure for writing learning outcomesoutcomesBloom’s Taxonomy is frequently used by Bloom’s Taxonomy is frequently used by teachers in writing learning outcomes as it teachers in writing learning outcomes as it provides a ready made structure and list of provides a ready made structure and list of verbs. verbs.

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Bloom (1956) proposed that knowing is composed of six successive levels

arranged in a hierarchy.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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This area is commonly called the cognitive (“knowing” or “thinking”) domain (involving thought processes). Bloom suggested certain verbs that characterise the ability to demonstrate these processes. These verbs are the key

to writing learning outcomes.The list of verbs has been

extended since his original publication.

The “toolkit” for writing learning outcomes!The “toolkit” for writing learning outcomes!

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1. Knowledge - ability to recall or 1. Knowledge - ability to recall or remember facts without necessarily remember facts without necessarily

understanding themunderstanding them

Use action verbs like:Use action verbs like:

Arrange, collect, define, Arrange, collect, define, describe, duplicate, describe, duplicate, enumerate, examine, enumerate, examine, find, identify, label, list, find, identify, label, list, memorise, name, order, memorise, name, order, outline, present, quote, outline, present, quote, recall, recognise, recall, recognise, recollect, record, recollect, record, recount, relate, repeat, recount, relate, repeat, reproduce, show, state, reproduce, show, state, tabulate, tell.tabulate, tell.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: KnowledgeExamples: KnowledgeRecallRecall genetics terminology: homozygous, heterozygous, genetics terminology: homozygous, heterozygous, phenotype, genotype, homologous chromosome pair, etc. phenotype, genotype, homologous chromosome pair, etc. IdentifyIdentify and consider ethical implications of scientific and consider ethical implications of scientific investigations.investigations.DescribeDescribe how and why laws change and the consequences how and why laws change and the consequences of such changes on society.of such changes on society.ListList the criteria to be taken into account when caring for a the criteria to be taken into account when caring for a patient with tuberculosis.patient with tuberculosis.DefineDefine what behaviours constitute unprofessional practice what behaviours constitute unprofessional practice in the solicitor – client relationship.in the solicitor – client relationship.Outline the history of the Celtic peoples from the earliest Outline the history of the Celtic peoples from the earliest evidence to the insular migrations.evidence to the insular migrations.DescribeDescribe the processes used in engineering when the processes used in engineering when preparing a design brief for a client. preparing a design brief for a client. Recall the axioms and laws of Boolean algebra. Recall the axioms and laws of Boolean algebra.

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2. Comprehension - ability to 2. Comprehension - ability to understand and interpret learned understand and interpret learned

informationinformationUse action verbs like:Use action verbs like:

Associate, change, clarify, Associate, change, clarify, classify, construct, classify, construct, contrast, convert, decode, contrast, convert, decode, defend, describe, defend, describe, differentiate, discriminate, differentiate, discriminate, discuss, distinguish, discuss, distinguish, estimate, explain, estimate, explain, express, extend, express, extend, generalise, identify, generalise, identify, illustrate, indicate, infer, illustrate, indicate, infer, interpret, locate, predict, interpret, locate, predict, recognise, report, restate, recognise, report, restate, review, select, solve, review, select, solve, translate.translate.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: ComprehensionExamples: ComprehensionDifferentiateDifferentiate between civil and criminal law between civil and criminal lawIdentifyIdentify participants and goals in the development of electronic participants and goals in the development of electronic commerce. commerce. DiscussDiscuss critically German literary texts and films in English. critically German literary texts and films in English.PredictPredict the genotype of cells that undergo meiosis and mitosis. the genotype of cells that undergo meiosis and mitosis. TranslateTranslate short passages of contemporary Italian. short passages of contemporary Italian.Convert number systems from hexadecimal to binary and vice versa. Convert number systems from hexadecimal to binary and vice versa. ExplainExplain the social, economic and political effects of World War I on the the social, economic and political effects of World War I on the post-war world. post-war world. ClassifyClassify reactions as exothermic and endothermic. reactions as exothermic and endothermic.RecogniseRecognise the forces discouraging the growth of the educational the forces discouraging the growth of the educational system in Ireland in the 19th century.system in Ireland in the 19th century.ExplainExplain the impact of Greek and Roman culture on Western civilisation. the impact of Greek and Roman culture on Western civilisation. RecogniseRecognise familiar words and basic phrases concerning familiar words and basic phrases concerning themselves….when people speak slowly and clearly. themselves….when people speak slowly and clearly.

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3. Application: ability to use learned 3. Application: ability to use learned material in new situations, e.g. put ideas material in new situations, e.g. put ideas

and concepts to work in solving problemsand concepts to work in solving problems

Use action verbs like:Use action verbs like: Apply, assess, calculate, Apply, assess, calculate,

change, choose, complete, change, choose, complete, compute, construct, compute, construct, demonstrate, develop, demonstrate, develop, discover, dramatise, employ, discover, dramatise, employ, examine, experiment, find, examine, experiment, find, illustrate, interpret, illustrate, interpret, manipulate, modify, operate, manipulate, modify, operate, organise, practice, predict, organise, practice, predict, prepare, produce, relate, prepare, produce, relate, schedule, select, show, schedule, select, show, sketch, solve, transfer, use. sketch, solve, transfer, use.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples applicationExamples applicationConstructConstruct a timeline of significant events in the history of a timeline of significant events in the history of Australia in the 19Australia in the 19thth century. century. ApplyApply knowledge of infection control in the maintenance of knowledge of infection control in the maintenance of patient care facilities. patient care facilities. SelectSelect and employ sophisticated techniques for analysing the and employ sophisticated techniques for analysing the efficiencies of energy usage in complex industrial processes.efficiencies of energy usage in complex industrial processes.ShowShow proficiency in the use of vocabulary and grammar, as proficiency in the use of vocabulary and grammar, as well as the sounds of the language in different styles…..well as the sounds of the language in different styles…..RelateRelate energy changes to bond breaking and formation. energy changes to bond breaking and formation.ModifyModify guidelines in a case study of a small manufacturing guidelines in a case study of a small manufacturing firm to enable tighter quality control of production.firm to enable tighter quality control of production.ShowShow how changes in the criminal law affected levels of how changes in the criminal law affected levels of incarceration in Scotland in the 19th century. incarceration in Scotland in the 19th century. ApplyApply principles of evidence-based medicine to determine principles of evidence-based medicine to determine clinical diagnoses.clinical diagnoses.

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4. Analysis: ability to break down information 4. Analysis: ability to break down information into its components, e.g. look for inter-into its components, e.g. look for inter-

relationships and ideas (understanding of relationships and ideas (understanding of organisational structure)organisational structure)

Use action verbs like:Use action verbs like:Analyse, appraise, arrange, Analyse, appraise, arrange,

break down, calculate, break down, calculate, categorise, classify, categorise, classify, compare, connect, contrast, compare, connect, contrast, criticise, debate, deduce, criticise, debate, deduce, determine, differentiate, determine, differentiate, discriminate, distinguish, discriminate, distinguish, divide, examine, divide, examine, experiment, identify, experiment, identify, illustrate, infer, inspect, illustrate, infer, inspect, investigate, order, outline, investigate, order, outline, point out, question, relate, point out, question, relate, separate, sub-divide, test.separate, sub-divide, test.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: AnalysisExamples: AnalysisAnalyseAnalyse why society criminalises certain behaviours. why society criminalises certain behaviours.CompareCompare and contrast the different electronic business and contrast the different electronic business models. models. CategoriseCategorise the different areas of specialised interest within the different areas of specialised interest within dentistry. dentistry. DebateDebate the economic and environmental effects of energy the economic and environmental effects of energy conversion processes.conversion processes.IdentifyIdentify and and quantifyquantify sources of errors in measurements. sources of errors in measurements.CalculateCalculate gradient from maps in m, km, % and ratio. gradient from maps in m, km, % and ratio. Critically Critically analyseanalyse a broad range of texts of different genres a broad range of texts of different genres and from different time periods. and from different time periods. CompareCompare the classroom practice of a newly qualified the classroom practice of a newly qualified teacher with that of a teacher of 20 years teaching teacher with that of a teacher of 20 years teaching experience. experience. Calculate logical functions for coders, decoders and Calculate logical functions for coders, decoders and multiplexers.multiplexers.

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5. Synthesis - ability to put 5. Synthesis - ability to put parts togetherparts together

Use action verbs like:Use action verbs like:

Argue, arrange, assemble, Argue, arrange, assemble, categorise, collect, categorise, collect, combine, compile, combine, compile, compose, construct, compose, construct, create, design, develop, create, design, develop, devise, establish, explain, devise, establish, explain, formulate, generalise, formulate, generalise, generate, integrate, invent, generate, integrate, invent, make, manage, modify, make, manage, modify, organise, originate, plan, organise, originate, plan, prepare, propose, prepare, propose, rearrange, reconstruct, rearrange, reconstruct, relate, reorganise, revise, relate, reorganise, revise, rewrite, set up, summarise. rewrite, set up, summarise. 1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: SynthesisExamples: SynthesisRecogniseRecognise and formulate problems that are amenable to and formulate problems that are amenable to energy management solutions.energy management solutions.ProposePropose solutions to complex energy management solutions to complex energy management problems both verbally and in writing. problems both verbally and in writing. Assemble sequences of high-level evaluations in the Assemble sequences of high-level evaluations in the form of a program. form of a program. Integrate concepts of genetic processes in plants and Integrate concepts of genetic processes in plants and animals.animals.SummariseSummarise the causes and effects of the 1917 Russian the causes and effects of the 1917 Russian revolutions.revolutions.Relate Relate the sign of enthalpy changes to exothermic and the sign of enthalpy changes to exothermic and endothermic reactions.endothermic reactions.

OrganiseOrganise a patient education programme. a patient education programme.

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6. Evaluation: Ability to judge value 6. Evaluation: Ability to judge value of material for a given purposeof material for a given purpose

Use action verbs like:Use action verbs like:

Appraise, ascertain, argue, Appraise, ascertain, argue, assess, attach, choose, assess, attach, choose, compare, conclude, compare, conclude, contrast, convince, contrast, convince, criticise, decide, defend, criticise, decide, defend, discriminate, explain, discriminate, explain, evaluate, interpret, judge, evaluate, interpret, judge, justify, measure, predict, justify, measure, predict, rate, recommend, relate, rate, recommend, relate, resolve, revise, score, resolve, revise, score, summarise, support, summarise, support, validate, value.validate, value.1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

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Examples: EvaluationExamples: Evaluation

Assess the importance of key participants in Assess the importance of key participants in bringing about change in Irish history bringing about change in Irish history Evaluate marketing strategies for different Evaluate marketing strategies for different electronic business models.electronic business models.Appraise the role of sport and physical Appraise the role of sport and physical education in health promotion for young people.education in health promotion for young people.Predict the effect of change in temperature on Predict the effect of change in temperature on the position of equilibrium…the position of equilibrium…Summarise the main contributions of Michael Summarise the main contributions of Michael Faraday to the field of electromagnetic induction. Faraday to the field of electromagnetic induction.

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Bloom Revisited: Anderson and Krathwohl (2001)

Bloom (1956)

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Anderson and Krathwohl (2001)

To remember

To understand

To apply

To analyse

To evaluate

To create

Analysis, Synthesis, Evaluation – Higher Order Thinking Skills

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AFFECTIVE DOMAIN (“Feeling”) concerned AFFECTIVE DOMAIN (“Feeling”) concerned with value issues : involves attitudes. with value issues : involves attitudes.

Two other domains in Bloom’s TaxonomyTwo other domains in Bloom’s Taxonomy

1. Receiving

2. Responding

3. Valuing

4. Organisation

5. Characterisation

Willingness to receive information

Active participation in own learning

Commitment to a value

Comparing, relating, synthesising values

Integration of beliefs, ideas and attitudes

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Active verbs for affective domainActive verbs for affective domain Appreciate, accept, Appreciate, accept,

assist, attempt, assist, attempt, challenge, combine, challenge, combine, complete, defend, complete, defend, demonstrate (a belief demonstrate (a belief in), discuss, dispute, in), discuss, dispute, embrace, follow, hold, embrace, follow, hold, integrate, order, integrate, order, organise, join, share, organise, join, share, judge, praise, judge, praise, question, relate, share, question, relate, share, support, synthesise, support, synthesise, value. value.

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Examples of Learning Outcomes in Examples of Learning Outcomes in Affective DomainAffective Domain

Accept the need for professional ethical standards.Accept the need for professional ethical standards.Appreciate the need for confidentiality in the professional Appreciate the need for confidentiality in the professional client relationship.client relationship.Display a willingness to communicate well with patients.Display a willingness to communicate well with patients.Relate to participants in an ethical and humane manner.Relate to participants in an ethical and humane manner.Resolve conflicting issues between personal beliefs and Resolve conflicting issues between personal beliefs and ethical considerations.ethical considerations.Embrace a responsibility for the welfare of children taken Embrace a responsibility for the welfare of children taken into care.into care.Participate in class discussions with colleagues and with Participate in class discussions with colleagues and with teachers. teachers.

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PSYCHOMOTOR (“Doing”) DOMAIN: PSYCHOMOTOR (“Doing”) DOMAIN:

Work never completed by Bloom.Work never completed by Bloom.

Involves co-ordination of brain and Involves co-ordination of brain and muscular activity. Active verbs for this muscular activity. Active verbs for this domain: bend, grasp, handle, operate, domain: bend, grasp, handle, operate, perform, reach, relax, shorten, stretch, perform, reach, relax, shorten, stretch, differentiate (by touch), perform (skilfully).differentiate (by touch), perform (skilfully).

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Laboratory skillsLaboratory skillsOperate the range of instrumentation specified in the module safely Operate the range of instrumentation specified in the module safely and efficiently in the chemistry laboratory.and efficiently in the chemistry laboratory.Perform titrations accurately and safely in the laboratory.Perform titrations accurately and safely in the laboratory.Construct simple scientific sketches of geological features in the field. Construct simple scientific sketches of geological features in the field.

Clinical SkillsClinical Skills Perform a comprehensive history and physical examination of Perform a comprehensive history and physical examination of patients in the outpatient setting and the general medical wards, patients in the outpatient setting and the general medical wards, excluding critical care settings. excluding critical care settings. Perform venipuncture and basic CPR. Perform venipuncture and basic CPR.

Presentation skillsPresentation skillsDeliver an effective presentation.Deliver an effective presentation.Demonstrate a range of graphic and CAD communication techniques. Demonstrate a range of graphic and CAD communication techniques. Perform basic voice and movement tasks (theatre studies). Perform basic voice and movement tasks (theatre studies).

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Module TitleModule Title: Dental Surgery – 5th Year Dental Students: Dental Surgery – 5th Year Dental StudentsModule CodeModule Code: DS5001: DS5001

On successful completion of this module, students should be able to:On successful completion of this module, students should be able to:

Summarise relevant information regarding the patient’s current condition Summarise relevant information regarding the patient’s current condition to generate a differential diagnosisto generate a differential diagnosisFormulate an appropriate treatment plan and justify the proposal giving Formulate an appropriate treatment plan and justify the proposal giving due consideration to patient expectations and limitations due consideration to patient expectations and limitations Arrange appropriate tests and demonstrate the ability to interpret tests Arrange appropriate tests and demonstrate the ability to interpret tests and reportsand reportsAdminister local anaesthetics safely and perform basic dento-alveolar Administer local anaesthetics safely and perform basic dento-alveolar surgical procedures in a professional manner showing good clinical surgical procedures in a professional manner showing good clinical governance governance Recognise, evaluate and manage medical and dental emergencies Recognise, evaluate and manage medical and dental emergencies appropriatelyappropriatelyDifferentiate between patients that can/can not be safely treated by a Differentiate between patients that can/can not be safely treated by a GDPGDPManage competing demands on time, including self-directed learning & Manage competing demands on time, including self-directed learning & critical appraisalcritical appraisalMaster the therapeutic and pharmacological management of patients with Master the therapeutic and pharmacological management of patients with facial pain and oro-facial disease facial pain and oro-facial disease

(Learning outcomes written by Dr. Eleanor O’Sullivan)(Learning outcomes written by Dr. Eleanor O’Sullivan)

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Learning Outcomes

The ECTS credit system is the common currency for education.Learning Outcomes are the common language for education.Facilitate comparability across the various systems in different countries. Facilitate diversity – formal learning, informal learning, life long learning, etc. The term “competency” is commonly used to point the learner in the general direction but caution must be exercised when using this term.

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What is the relationship between Learning Outcomes and Competences?

Difficult to find a precise definition for the term “competence”.“Some take a narrow view and associate competence just with skills acquired by training” (Stephen Adam, 2004)In Tuning project, the term competence is used to represent a combination of attributes in terms of knowledge and its application, skills, responsibilities and attitudes and an attempt is made to describe the extent to which a person is capable of performing them ECTS Users’ Guide (2005) describes competences as “a dynamic combination of attributes, abilities and attitudes. Fostering these competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages. They may be divided in subject-area related competences (specific to a field of study) and generic competences (common to any degree course)” (ECTS, 2005)

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ECTS Users’ Guide (2009)

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The European Qualifications Framework for Lifelong Learning defines competence as follows: “Competence” means the proven ability to use knowledge, skills and personal, social and / or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy. (EQF 2008). The above definition is quoted in the ECTS Users Guide (2009) as is summarised as EQF interpreting competence as “the capacity to transfer knowledge into practice”. Advice – if you have to write competences use the language of learning outcomes to describe competences.

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Competence:The student should be able to use the mass and energy balances for a given food process.

Objectives:Understand scope of mass balances in food processing systems.Understand appropriate use of mole fractions and mass fractions in mass balances

Learning outcomes:Describe the general principles of mass balances in steady state systems.Draw and use process flow diagrams with labels on flow streams for mass balance problems.Solve mass balance problems associated with food processing operations.Design and solve mass balances for complex process flow systems, including batch mixing problems, multiple stage flow problems, problems with multiple inflows and outflows, recycle streams and multiple components, and processes where chemical reactions take place.

Hartel and Foegeding (2004)

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Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Competences, Bologna Handbook, Introducing Bologna Objectives and Tools, Competences, Bologna Handbook, Introducing Bologna Objectives and Tools, B2.3-3, 1 – 18.B2.3-3, 1 – 18.

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Beware of this Tuning Publication!

The authors of this publication:Have invented their own incorrect definition of learning outcomes and give incorrect information on how to write Learning OutcomesUse a definition of Competences which is in conflict with the definition of Competence used in the European Qualifications Framework. Are confused about the relationship between Competence and Learning Outcomes and Incorrectly links learning outcomes to competencesConfuses the concept of learning outcomes with the assessment of learning outcomes. The authors do not appear to realise that the extent to which a learning is achieved is measured by the assessment of the learning outcome. Incorrectly link learning outcomes to particular levels in degree programmes.Many of the exemplars given of Learning Outcomes are incorrectly written.Give misleading statements implying that in order to be compliant with Bologna you must be compliant with Tuning. The authors fail to point out that the Bologna Process does not require any compliance with Tuning project. Fail to point out the problem with Competences and Quality Assurance Systems. A dreadful publication!

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Gibbs, A, Kennedy D and Vickers A (2012) Learning Outcomes, Degree Profiles, Tuning Project and Competences. Journal of the European Higher Education Area 15 (5) 71 – 87

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Conclusions“Due to the numerous errors and

misunderstandings evident in the Tuning publication, there is a real danger that it will cause confusion among teaching staff in our universities. In addition, the confusion generated by this document could seriously damage the considerable progress made in implementing the Bologna Process in many countries.”

(Gibbs, Kennedy and Vickers, 2012)

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The challenge of beginning the task The challenge of beginning the task of writing of writing

Learning OutcomesLearning OutcomesIt is vital that learning outcomes are clearly written so that they It is vital that learning outcomes are clearly written so that they are understood by students, colleagues and external examiners. are understood by students, colleagues and external examiners. When writing learning outcomes it may be helpful to you if you When writing learning outcomes it may be helpful to you if you focus on what you expect students to be able to demonstrate focus on what you expect students to be able to demonstrate upon completion of the module or programme.upon completion of the module or programme.It is standard practice to list the learning outcomes using a phrase It is standard practice to list the learning outcomes using a phrase like “On successful completion of this module, students should be like “On successful completion of this module, students should be able to:”able to:” [list of learning outcomes] [list of learning outcomes]Avoid complicated sentences. If necessary use one than one Avoid complicated sentences. If necessary use one than one sentence to ensure clarity.sentence to ensure clarity.General recommendation: 5 – 8 learning outcomes per module.General recommendation: 5 – 8 learning outcomes per module.Avoid certain words……….Avoid certain words……….

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Words of advice …..Words of advice …..““The key word is DO and the key need in drafting learning The key word is DO and the key need in drafting learning outcomes is to use active verbs”. (Jenkins and Unwin, Fry et al.)outcomes is to use active verbs”. (Jenkins and Unwin, Fry et al.)““They [Learning Outcomes] are statements describing observable They [Learning Outcomes] are statements describing observable behaviour and therefore must use ‘action verbs’”… Words like behaviour and therefore must use ‘action verbs’”… Words like “appreciate” and “understand” do not help students because there “appreciate” and “understand” do not help students because there are so many interpretations of their meaning. It is more transparent are so many interpretations of their meaning. It is more transparent and helpful to be specific about expectations (Morss and Murray). and helpful to be specific about expectations (Morss and Murray). Avoid verbs like “know”, “understand”, “be familiar with”, “be Avoid verbs like “know”, “understand”, “be familiar with”, “be exposed to” (Osters and Tiu)exposed to” (Osters and Tiu)““Try to avoid ambiguous verbs such as “understand”, “know”, “be Try to avoid ambiguous verbs such as “understand”, “know”, “be aware” and “appreciate”. (Sheffield Hallam Guide).aware” and “appreciate”. (Sheffield Hallam Guide).““Care should be taken in using words such as ‘understand’ and Care should be taken in using words such as ‘understand’ and ‘know’ if you cannot be sure that students will understand what it ‘know’ if you cannot be sure that students will understand what it means to know or understand in a given context” (Univ NSW).means to know or understand in a given context” (Univ NSW).Certain verbs are unclear and subject to different interpretations in Certain verbs are unclear and subject to different interpretations in terms of what action they are specifying…… These types of verbs terms of what action they are specifying…… These types of verbs should be avoided: know, become aware of, appreciate, learn, should be avoided: know, become aware of, appreciate, learn, understand, become familiar with. (American Association of Law understand, become familiar with. (American Association of Law Libraries). Libraries).

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Checklist for writingChecklist for writing learning outcomes learning outcomes

for modulesfor modules

Have I begun each outcome with an active verb?Have I begun each outcome with an active verb? Have I avoided terms like Have I avoided terms like knowknow, , understandunderstand, ,

learnlearn, , be familiar withbe familiar with, , be exposed tobe exposed to, , be be acquainted withacquainted with, , be aware ofbe aware of and and appreciateappreciate??

Have I included learning outcomes across the Have I included learning outcomes across the range of levels of Bloom’s Taxonomy?range of levels of Bloom’s Taxonomy?

Are my outcomes observable and measurable?Are my outcomes observable and measurable? Do all the outcomes fit within the aims and Do all the outcomes fit within the aims and

content of the module?content of the module?

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Writing Programme Learning Writing Programme Learning OutcomesOutcomes

The rules for writing learning outcomes for The rules for writing learning outcomes for programmes are the same as those for writing programmes are the same as those for writing learning outcomes for modules.learning outcomes for modules.

The general guidance in the literature is that there The general guidance in the literature is that there should be 5 – 10 learning outcomes for a should be 5 – 10 learning outcomes for a programme and that only the minimum number of programme and that only the minimum number of outcomes considered to be essential be included. outcomes considered to be essential be included.

Programme learning outcomes describe the Programme learning outcomes describe the essential knowledge, skills and attitudes that it is essential knowledge, skills and attitudes that it is intended that graduates of the programme will be intended that graduates of the programme will be able to demonstrate. able to demonstrate.

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Two types of Programme Two types of Programme Learning OutcomesLearning Outcomes

1.1. The first type of learning outcome refers to those The first type of learning outcome refers to those learning outcomes that can be assessed during the learning outcomes that can be assessed during the programme, i.e. within the various modules. programme, i.e. within the various modules.

2.2. ““Aspirational” or “desirable” learning outcomes indicate Aspirational” or “desirable” learning outcomes indicate what a good quality student would be expected to what a good quality student would be expected to achieve by the end of the programme. This type of achieve by the end of the programme. This type of learning outcome may not be assessed at all but gives learning outcome may not be assessed at all but gives an indication to employers and other agencies the type an indication to employers and other agencies the type of standard of practical performance that graduates of of standard of practical performance that graduates of the programme will display at the end of the the programme will display at the end of the programme. programme.

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Example of Programme Learning Outcomes [BSc(Ed)]

On successful completion of this programme, students should be able to:Recognise and apply the basic principles of classroom management and discipline.Identify the key characteristics of excellent teaching in science.Develop comprehensive portfolios of lesson plans that are relevant to the science curricula in schools. Evaluate the various theories of Teaching and Learning and apply these theories to assist in the creation of effective and inspiring science lessons. Critically evaluate the effectiveness of their teaching of science in the second-level school system. Display a willingness to co-operate with members of the teaching staff in their assigned school.Foster an interest in science and a sense of enthusiasm for science subjects in their pupils. Synthesise the key components of laboratory organisation and management and perform laboratory work in a safe and efficient manner. Communicate effectively with the school community and with society at large in the area of science education.

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Further Example of Programme Further Example of Programme Learning OutcomesLearning Outcomes

On successful completion of this programme, students should be able to:

Derive and apply solutions from knowledge of sciences, Derive and apply solutions from knowledge of sciences, engineering sciences, technology and mathematics.engineering sciences, technology and mathematics.

Identify, formulate, analyse and solve engineering problems.Identify, formulate, analyse and solve engineering problems.

Design a system, component or process to meet specified Design a system, component or process to meet specified needs and to design and conduct experiments to analyse and needs and to design and conduct experiments to analyse and interpret data.interpret data.

Work effectively as an individual, in teams and in multi-Work effectively as an individual, in teams and in multi-disciplinary settings together with the capacity to undertake disciplinary settings together with the capacity to undertake lifelong learning.lifelong learning.

Communicate effectively with the engineering community and Communicate effectively with the engineering community and with society at large. with society at large. [Undergraduate engineering degree][Undergraduate engineering degree]

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Further Example of Programme Further Example of Programme Learning OutcomesLearning Outcomes

On successful completion of this programme, students should be On successful completion of this programme, students should be able to:able to:

Perform problem solving in academic and industrial environments.Perform problem solving in academic and industrial environments.

Use, manipulate and create large computational systems.Use, manipulate and create large computational systems.

Work effectively as a team member.Work effectively as a team member.

Organise and pursue a scientific or industrial research project. Organise and pursue a scientific or industrial research project.

Write theses and reports to a professional standard, equivalent in Write theses and reports to a professional standard, equivalent in presentational qualities to that of publishable papers. presentational qualities to that of publishable papers.

Prepare and present seminars to a professional standard.Prepare and present seminars to a professional standard.

Perform independent and efficient time management.Perform independent and efficient time management.

Use a full range of IT skills and display a mature computer literacy.Use a full range of IT skills and display a mature computer literacy.[Postgrad Comp Sc degree][Postgrad Comp Sc degree]

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What are the benefits and potential What are the benefits and potential problems of Learning Outcomes?problems of Learning Outcomes?

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“Learning Outcomes represent one of the essential building blocks for transparent higher education systems and qualifications… It is important that there should be no confusions about their role, nature and significance or the educational foundations of the Bologna process will be weakened”

(Adams S, 2004)

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“Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting point for a viable model for the design of curricula in higher education which shifts the emphasis form input and process to the celebration of student learning”

(Allan J, 1996)

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The benefits of Learning OutcomesThe benefits of Learning OutcomesHelp to explain more clearly to students what is expected of Help to explain more clearly to students what is expected of them and thus help to guide them in their studies – them and thus help to guide them in their studies – motivation and sense of purposemotivation and sense of purposeHelp teachers to focus more clearly on what exactly they Help teachers to focus more clearly on what exactly they want students to achieve in terms of knowledge and skills.want students to achieve in terms of knowledge and skills.Help teachers to clarify their thinking about what they want Help teachers to clarify their thinking about what they want to achieve and the common language of learning outcomes to achieve and the common language of learning outcomes helps to facilitates discussion with colleagues.helps to facilitates discussion with colleagues.Helps to define the assessment criteria more effectively.Helps to define the assessment criteria more effectively.Help to provide guidance to employers about the knowledge Help to provide guidance to employers about the knowledge and understanding possessed by graduates of programmes, and understanding possessed by graduates of programmes, i.e. show the value of the programme in terms of i.e. show the value of the programme in terms of programme learning outcomes and module learning programme learning outcomes and module learning outcomes. outcomes. Help to start discussion on Teaching and Learning in third Help to start discussion on Teaching and Learning in third level institutionslevel institutions. .

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International Recognition and Mobility

“Learning outcomes are important for recognition, since the basis for recognition procedures is in the process of shifting from quantitative criteria such as the length and type of courses studied, to the outcomes reached and competencies obtained during these studies. The principal question asked of the student or the graduate will therefore no longer be “What did you do to obtain your degree?” but rather “What can you do now you have obtained your degree?”. This approach is of more relevance to the labour market and is certainly more flexible when taking into account issues of lifelong learning, non-traditional learning and other forms of non-formal educational experiences”

Council of Europe, 2002.

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That’s all Folks. Hope you learned something

about Learning Outcomes!

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Bloom, B. S., Engelhart, M., D., Furst, E.J, Hill, W. and Krathwohl, D. (1956) Taxonomy of educational objectives. Volume I: The cognitive domain. New York: McKay.Bloom, B.S., Masia, B.B. and Krathwohl, D. R. (1964). Taxonomy of Educational Objectives Volume II : The Affective Domain.. New York: McKay.Brown, R.B. (1993) ‘Meta-competence: a recipe for reframing the competence debate’, Personnel Review, 22(6): 25-36.Brown, R.B. (1994) ‘Reframing the competency debate: management knowledge and meta-competence in graduate education’, Management Learning, 25(2): 289-99.Burgoyne, J. (1988a) Competency Based Approaches to Management Development, Lancaster: Centre for the Study of Management Learning.

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Capel, S, Leask, M and Turner, T (1997). Learning to Teach in the Secondary School. London: Routledge. Chambers, D.W. (1994). Competencies: a new view of becoming a dentist. J Dent Education (58) 342-345Cockerill, T. (1989) ‘The kind of competence for rapid change’, Personnel Management, September, 52-56Council of Europe, Seminar on Recognition Issues in the Council of Europe, Seminar on Recognition Issues in the Bologna Process, Lisbon, 2002. Available at: Bologna Process, Lisbon, 2002. Available at: http://www.coe.inthttp://www.coe.intDave, R H (1975) Dave, R H (1975) Developing and Writing Behavioural Developing and Writing Behavioural ObjectivesObjectives (R J Armstrong, ed.) Educational Innovators (R J Armstrong, ed.) Educational Innovators PressPressDonnelly, R and Fitzmaurice, M. (2005). Designing Donnelly, R and Fitzmaurice, M. (2005). Designing Modules for Learning . In: Modules for Learning . In: Emerging Issues in the Emerging Issues in the Practice of University Learning and TeachingPractice of University Learning and Teaching, O’Neill, G , O’Neill, G et al. Dublin : AISHE.et al. Dublin : AISHE.

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Van der Klink, M and Boon, J. (2002) Competencies: The triumph of a fuzzy concept. International Journal Human Resources Development and Management, 3(2), 125 – 137.Winterton J, Delamare-Le Deist F and Stringfellow E (2005) Typology of knowledge, skills and competences: clarification of the concept and prototype. CEDEFORP: Tolouse. Available at: http://www.ecotec.com/europeaninventory/publications/method/CEDEFOP_typology.pdfWolf, A. (1989) Can competence and knowledge mix? In J. W Burke (ed). Competency-based Education and Training. Lewes: Falmer Press. Woodruffle, C. (1991). Competent by any other name., Personnel Management, September, 30-31.

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References – Web SitesReferences – Web SitesBologna Working Group on Qualifications Frameworks (2004). Report on “A Framework for Qualifications of the European Higher Education Area”. 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:Bologna Process Stocktaking London 2007. Available at:www.ond.vlaanderen.be/hogeronderwijs/www.ond.vlaanderen.be/hogeronderwijs/bolognabologna/documents/WGR/documents/WGR20072007//StocktakingStocktaking_report_report20072007.pdf.pdf

DeSeCo projet : http://www.deseco.admin.ch/DeSeCo projet : http://www.deseco.admin.ch/ ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at: 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.pdfhttp://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf

ECTS Key Features: http://www.bologna.msmt.cz/files/ECTSKeyFeatures.pdfECTS Key Features: http://www.bologna.msmt.cz/files/ECTSKeyFeatures.pdfNational Qualifications Frameworks Development and Certification – Report from Bologna Working Group on Qualifications Frameworks. May 2007National Qualifications Frameworks Development and Certification – Report from Bologna Working Group on Qualifications Frameworks. May 2007http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Working_group_reports_2007.htmhttp://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Working_group_reports_2007.htm

Framework website: www.nfq.ie

National Qualifications Authority of Ireland: www.nqai.ie

OECD; http://www.oecd.org/dataoecd/47/61/35070367.pdf

Tuning Educational Structures in Europe: http://tuning.unideusto.org/tuningeu/Tuning Educational Structures in Europe: http://tuning.unideusto.org/tuningeu/

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/VerificationofCompatibilityofIrishNationalFrameworkofQualifications/File,1797,en.doc

www.bologna.ie