RHETORIC OR REAITY: THE SHIFT TOWARDS LEARNING
OUTCOMESThessaloniki, 15-16th October 2007
SESSION 3 Shifting to a learning outcomes perspective in higher
education: experiences and challenges
Stephen Adam, University of Westminster
Learning outcomes, credits and qualifications frameworks are just tools to improve our educational systems!
Learning outcomes, credits and qualifications frameworks are just tools to improve our educational systems!
Shifting to a learning outcomes perspective in higher education: experiences and challenges
FOCUS:
1. LEARNING OUTCOMES IN EUROPEAN HIGHER EDUCATION – THE BOLOGNA PROCESS
2. PROGRESS TO DATE3. TOWARDS A TYPOLOGY OF LEARNING OUTCOMES AND THEIR
MULTIPLE APPLICATIONS4. LEARNING OUTCOMES AND EDUCATIONAL REFORM 5. FINAL THOUGHTS: LEARNING OUTCOMES – CHALLENGES FOR
EUROPEAN HIGHER EDUCATION
Learning outcomes are the basic
building blocks of the Bologna
education reforms:
1. LEARNING OUTCOMES IN EUROPEAN HIGHER EDUCATION –THE BOLOGNA PROCESS
THE BOLOGNA EDUCATIONAL REVOLUTION
Bologna Process – 48 countries + intergovernmental process … creating the EHEA by 2010
Huge European Commission educational reform agenda
All about - mobility, recognition, efficiency, competitiveness and attractiveness of European Higher education
• The Bologna Process - driver of change and context for debate– Reaction to globalisation + modernisation of outdated education
systems and practices– Involves 48 countries (6,000 universities, 32 million students) +
impacts outside the Europe region– Encompasses comparable degrees + common approaches to
quality assurance, credits, lifelong learning, institutional reform, research, mobility, recognition, etc.
• Bologna Conferences on Learning Outcomes:– UK Bologna Seminar: Using Learning Outcomes, Edinburgh, 1-2
July 2004: http://www.aic.lv/ace/ace_disk/Bologna/Bol_semin/Edinburgh/index.htm
– ECA 2007 International Conference on Learning Outcomes, “Defining and measuring learning outcomes in higher education”, Zurich, 3-4 September 2007: http://www.oaq.ch/pub/en/Conference_LO.php
• Ministerial Bologna Communiqués indicate agreed policy positions:
Communiqué of the Conference of Ministersresponsible for Higher Educationin Berlin on 19 September 2003
‘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.’
Communiqué of the Conference ofEuropean Ministers Responsible for Higher
Education,Bergen, 19-20 May 2005
‘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. We commit ourselves to elaborating national frameworks for qualifications compatible with
the overarching framework for qualifications in the EHEA by 2010, and to having started work on this by 2007.’
18 May 2007, London CommuniquéTowards the European Higher Education
Area: responding to challenges in a globalised world
‘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 exercise should also address in an integrated way national qualifications
frameworks, learning outcomes and credits, lifelong learning, and the recognition
of prior learning.’
The Tuning Educational Structures in Europe Projecthttp://www.tuning.unideusto.org/tuningeu/
‘Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle programme. Learning outcomes specify the requirements for award of credit.’
‘Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes. Competences will be formed in various course units and assessed at different stages.’
Albania
Latvia
Andorra
Liechtenstein
Austria
Lithuania
Belgium
Luxembourg
Bosnia and Herzegovina
Malta
Bulgaria
Netherlands
Croatia
Norway
Cyprus
Poland
Czech Republic
Portugal
Denmark
Romania
Estonia
Russian Federation
Finland
Serbia and Montenegro
France
Slovak Republic
Germany
Slovenia
Greece
Spain
Holy See
Sweden
Hungary
Switzerland
Iceland
"the former Yugoslav Republic of Macedonia"
Ireland
Turkey
Italy
United Kingdom
2. PROGRESS TO DATE
Situation 2004, source Edinburgh Bologna seminar on learning outcomes: question on – any use of learning outcomes
• Considerable activity across Europe (97%).• Most developed systems: Denmark, Hungary, Ireland,
Italy, Slovak Republic, Spain, Sweden, UK and Belgium (Flanders).
• Considerable bottom-up activities reported (34%).• Majority of activity top-down (52%).• Several countries linked efforts with the Bologna
process (21%).• No countries made any link with student-centred
learning (SSL).• In some countries activity focused on the non-
university HE.• There is a strong desire to share information and
good practice.
Bologna Stocktaking Report 2007: Report from a working group appointed by the Bologna Follow-up Group to the Ministerial Conference in London, May 2007
Focus on learning outcomes‘The three Bologna cycles are based on generic descriptors of learning
outcomes, so it is clear that describing higher education programmes in terms of
learning outcomes is a precondition for achieving many of the goals of the
Bologna Process by 2010. Learning outcomes are critically important in the
development of national qualifications frameworks, systems for credit transfer and accumulation, the diploma supplement, recognition of prior learning and
quality assurance. However, the 2007 stocktaking shows that the movement
towards adopting a learning outcomes approach in higher education takes time.
This is particularly evident in the slow progress on establishing national
qualifications frameworks and arrangements for the recognition of prior learning. Very
few countries have put in place national qualifications frameworks that
provide seamless progression for learners through all cycles of higher education,
thus affirming the national commitment to lifelong learning.’
(Stocktaking Report 2007, page 51)
http://www.dfes.gov.uk/londonbologna/uploads/documents/6909-BolognaProcessST.pdf
‘If the Bologna Process is to be successful in meeting the needs and
expectations of learners, all countries need to use learning outcomes as a
basis for their national qualifications frameworks, systems for credit
transfer and accumulation, the diploma supplement, recognition of prior
learning and quality assurance. This is a precondition for achieving many
of the goals of the Bologna Process by 2010.’ (Stocktaking Report 2007, page 3)
‘Developing national frameworks of qualifications will bring together a
number of strands of the Bologna Process, all of which are based on a
learning outcomes approach: quality assurance; credit transfer and
accumulation systems; recognition of prior learning; lifelong learning;
flexible learning paths and the social dimension.’ (Stocktaking report 2007, page 17)
‘Understanding and integrating the use of a learning outcomes based approach remains a key medium-term challenge.’
(Trends V Report 2007, Page 8)
‘It is important to highlight, however, that the mention of much of the terminology of the Bologna process – whether qualifications frameworks and learning outcomes, or to a lesser extent diploma supplements and ECTS – often met rather blank reactions.’
(Trends V Report 2007, Page 22)
Trends V: Universities shapingthe European HigherEducation Area
‘Unsurprisingly, when starting in this mode, the process has sometimes
been implemented rather superficially. Rather than thinking in terms of
new educational paradigms and re-considering curricula on the basis of
learning outcomes, the first reflex has been to make a cut in the old long
cycle and thus immediately create two cycles where previously one
existed. With minimal effort, the onerous task of “reform” is thus seemingly achieved. However, this approach inevitably has few
positive consequences, and often has a counter-productive impact.’
(Trends V Report 2007, Page 24)
However, it must be remembered that for most countries the difficult
task of producing and implementing qualifications frameworks and
learning outcomes is just commencing.’(Trends V Report 2007, Page 69)
MODE AND AREA OF APPLICATION
FEATURES AND ATTRIBUTES
MODULE: (learning outcomes employed at the level of the unit or module as statements that identify what a successful learner will be able to know, understand and / or be able to do)
Concerned with the achievements of the learner. Differ from ‘aims’ that indicate the intentions of the teacher. Directly link to a teaching strategy for the effective delivery
of the learning outcomes. Directly link to an assessment strategy and appropriate
assessment criteria. Are developed in a context of a wide range of internal and
external reference points and influences.
ASSESSMENT AND GRADING CRITERIA (at the level of the module, learning outcomes can be used to express the criteria that establish the standard of achievement and the relative performance of individuals )
Assessment criteria are the description of what the learner is
expected to do to demonstrate that the learning outcome has been achieved. These are normally written at threshold level and distinguish the pass and fail threshold.
Grading criteria refer to the precise quality of the achievement of the outcome. They distinguish the relative performance of each student. Grading criteria are also written as learning outcomes.
UNIQUE INDIVIDUAL QUALIFICATION DESCRIPTORS (learning outcomes used for describing and expressing individual subject-specific qualifications validated / accredited by a Higher Education Institution)
Written individually or collectively by academics and are
unique to a specific qualification and institution. Include subject specific statements of skills, abilities and
understanding. Can include general transferable / transversal skills that are
sought by employers. Will be created within the context of the appropriate national
and / or international ‘external reference points’ and qualifications frameworks.
3. TOWARDS A TYPOLOGY OF LEARNING OUTCOMES AND THEIR MULTIPLE APPLICATIONS
NATIONAL QUALIFICATION DESCRIPTORS (learning outcomes as generic descriptions of types of qualifications)
Exemplify the generic (non-subject specific) outcomes of a
nationally recognised qualification Produced by appropriate national authorities. Will include statements of the wider abilities of a typical
holder of the qualification (transferable / transversal skills). Linked to national level descriptors. A generic qualifications
descriptor can encompass several national level descriptors to show progression or just typify one level.
Generally describe the learning achieved by a student at the finish of a qualification (as do the international ‘Dublin Descriptors’).
Act as an external reference point, for those at the institutional level, developing individual qualifications.
NATIONAL SUBJECT BENCHMARK STATEMENTS (learning outcomes employed as statements designed to make explicit the general subject-specific academic characteristics and standards of programmes in the UK)
Subject benchmark statements set out expectations about
standards of degrees in a range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the techniques and skills needed to develop understanding in the subject.
These have been extensively developed in the UK by the Quality Assurance Agency (QAA).
They function as subject-specific external reference points for curriculum designers.
Internationally, the Tuning project explores the significance of subject-specific and general competences. It has encouraged detailed reflection on subject specific learning outcomes associated with the first and second Bologna cycles.
NATIONAL LEVEL DESCRIPTORS (Learning outcomes employed as generic statements that describe the characteristics and context of learning)
Designed to provide a shared understanding of each level
and to facilitate the comparisons to be made between qualifications and learning at each level. A qualification will often straddle several levels.
The number and complexity of national level descriptors is a matter of national decision. They are often expressed in terms of knowledge and understanding, cognitive skills, practical applied skills, learner autonomy etc.
They can be expressed in terms of what the best student might achieve (aspiration) or minimum standards (threshold) or something in between.
Act as an external reference point for those developing individual qualifications as well as modules and units.
CYCLE DESCRIPTORS (Also known as the ‘Dublin descriptors’ describe the three cycles of the Bologna overarching qualifications framework in terms of learning outcomes)
Adopted by the 45 Bologna Process countries and used to
express the three cycles of the ‘framework for qualifications of the European Higher Education Area (EHEA)’.
Are composed of generic statements of the typical expectations of achievement and abilities associated with awards that represent the end of each of a Bologna cycle.
Function as meta-level international descriptors (guidance tools) that act as an external reference point for those developing ‘new style’ national qualifications frameworks and national levels descriptors.
4. LEARNING OUTCOMES AND EDUCATIONAL REFORM
LEARNING OUTCOMES CAN:• Contribute to student-centred learning (focus on the learner
not the teacher);• Overcome some problems associated with traditional input-
focused ways of expressing the curriculum;• Have a positive impact on the teaching-learning-assessment
relationship and thus benefit the curriculum design (module + course);
• Aid quality assurance and standards (way to express external reference points);
• Benefit learners and employers – focus on progression, skills and knowledge;
• Can (with credits) provide a ‘common currency’ that links vocational education, training and academic education that facilitates integrated lifelong learning educational frameworks;
• Helps national and international progression, transparency and recognition;
• Contribute to every aspect of the Bologna reforms.
5. FINAL THOUGHTS: LEARNING OUTCOMES - THE CHALLENGES FOR HIGHER EDUCATION:
ISSUES:• Definition and understanding• Spread of application• Linkages with credits + Qualifications Frameworks (NQF +
EQF + EHEA)• Framework compatibility issues + reciprocal recognition
(ECTS + ECVET)• Developmental issues: staff reluctance, top-down v bottom-
up• Technical issues and decisions• How best to share + spread good practice
PROGRESS:• HE is making rapid progress (some institutions more than
others)• HE change is perhaps easier due to institutional academic
autonomy and the Bologna imperative• Many universities and countries are finding LO difficult +
complex• They are clearly seen as part of a paradigm change
5. FINAL THOUGHTS …
• We need a:– Better understanding of the new educational Bologna infrastructure – the
dynamic + interlocking fit between QA, QF, external reference points, learning outcomes, credits, cycles, qualifications descriptors – all part of a new European educational paradigm (shift from horses to tractors!);
– Common understanding and definition of learning outcomes and their multiple applications and how countries are using them (including the technical side of their application as, e.g. written as minimum threshold statements or, what a ‘best’ or ‘average’ student will achieve);
– Better understanding of the relationship between the meta-qualifications frameworks and national/local qualifications frameworks;
– Clarification of relationships between credits, learning outcomes, levels and cycles, ECVET, ECTS, EQF and FHEA;
• Learning outcomes are not the universal panacea for all problems facing higher education and they certainly create distinct challenges that should not be underestimated. However, it is arguable that it might not be possible to have a meaningful European Higher Education Area without their widespread and consistent use.
• We must not forget that learning outcomes, credits and qualifications frameworks are just tools to help us and if we fail to use them correctly we will end up with…
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