1

Learning Outcomes: How Can We Measure Them?

Library Association of Singapore20 July 2012Li Ka Shing Library, Singapore Management University

Tan Swee LiangDirector, Centre for Teaching ExcellencePractice Associate Professor, School of EconomicsSingapore Management University

2

Agenda

1) Approach to Teaching Model

2) Course Design for Learning

3) Case Study

4) Q n A

3

1) Approach to Teaching Model

Multi-dimensional framework

Assurance of Learning is the

focus,

anchored by pedagogically-sound

Course Design Methodology,

systematic

Teaching Evaluation Process

and enhanced by the

Affordance of Technology

4

What do you see in this picture?

5

What do you see?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Possible task: ________________ ________________ ________________

6

What is going through their minds?

1. ____________2. ____________3. _____________ 1. ____________

2. ____________3. _____________

7

Close the Gap

Our students are here

We want them to be here

8

How do we know our students have learnt

what we have set out for them to learn?

How do we measure how much students have

learnt?

9

Teach our students

• Teacher-centred• student-centred

Set learning objectives for the course

• ABC method• Bloom’s taxonomy

Assess our students

• Formative• Summative• Diagnostic

Ultimately …. To align these actions to ensure learning

2) Course Design MethodologyHow to …..?

10

11

ABC Method

Bloom’s Taxonomy

a) Set Learning Objectives

12

b) Assess Student

At the end of lesson, the Primary 2 students will be able to write and explain clearly the steps to do mathematical subtraction involving two-digit numbers

Criteria : ‘Write me’ and ‘Tell me’ the steps to do this

Evidence : Hand in a report and do a brief presentation in class

Standard : Pass / Fail ….. Excellent job/ Good attempt / Try Again

A B C MethodAudience Behavior Content

13

b) Assess Student Using Rubrics

Criteria Excellent job Good attempt Try Again

Write the steps

Steps are written clearly with no errors

Steps are written with minor errors

Steps written are confusing, leading to wrong answer

Tell the steps

Explanation shows good understanding, and student do not require assistance

Explanation shows student have some difficulty but with guidance, able to reach the answer

Explanation shows student yet to comprehend the methods

Learning Outcomes: How Can We Measure Them?

14

c) Teaching Methods

15

3) Case StudyCourse: International Economics ECON103A

Assessment: Project Presentation and Report 30%

: Final Exam 40%

: Mid Term 20%

: Class Participation 10%

At the end of the course, the non-Econs major, second year SMU students will be able to

develop an analytical framework for studying international economic issues related to trade, finance, factor mobility and exchange rates

apply the economic theories to analyze major issues in the global economy today

evaluate economic policies in developed and developing markets 

Rubric for Project Presentation

Criteria Scores(max 20)

Organization of presentation 0-4

Depth of engagement with audience 0-4

Effective selection, evaluation and integration of information sources (including acknowledgment of sources used)

0-6

Depth of content knowledge 0-6

Oral communication skills

Information literacy skills

Centre for English CommunicationLKS Library

17

Are the rubrics sufficient to measure learning?

Course level Get feedback from students

(increase competency?) Feedback from peers about my

course, assessments and delivery

Programme level (higher level learning) Hear from employers Hear from faculty teaching other

Economics / Business courses – “Have my students apply what they have learnt in your class?”

Hear from librarians “have students’ information literacy skills improved?”

Sources of information? Student feedback

on teaching (FACETS)

Peer Coaching

Employer Survey Learning portfolio Rubrics

18

Remarks

Learning Outcomes: How do we measure them?

Solution is complex, requires a multi-dimensional framework

Assurance of Learning is the focus,

anchored by pedagogically-sound

Course Design Methodology

systematic

Teaching Evaluation Process

and enhanced by the

Affordance of Technology

19

CTE On-Line Resources

Click here to assess CTE’s Lesson Planning Workshop

https://sites.google.com/site/ctecoursedesignworkshop/

Q & A

Thank you