Learning Outcomes April 11
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Writing Learning Outcomes in Higher Education The principle of Learning Outcomes is central to the application of the European Credit Transfer System (ECTS) in the European Higher Education Area (EHEA). Credits are awarded on the basis of students being able to demonstrate achievement of specified Learning Outcomes (see ECTS User Guide published by the European Commission). Learning Outcomes should be identified at a Programme Level, i.e. each Programme has specified Programme Learning Outcomes, achieved through attainment of module learning outcomes throughout the period of study. It is often easier to construct module learning outcomes than Programme Learning Outcomes, although some of the latter may be generic, especially those which refer to key skills achieved throughout the Programme. The Learning Outcomes concept relates to the aspiration to make HE studies more transparent, helping students to choose courses and modules, and helping them to know what they are supposed to gain from studying a given module. Clarity and precision in writing Learning Outcomes is essential, especially given that they must be clear to students themselves. Clear learning outcomes are integral to student centred learning. They also benefit teaching staff, as they are a useful instrument in helping tutors find and deliver appropriate module content. Learning Outcomes should demonstrate appropriate progression through levels according to the European Qualifications Framework for Lifelong Learning (Level 4, first year of a first cycle programme, or Bachelor degree; 5 is second year; 6 is final year; 7 is postgraduate or Master level). Thus all first year Bachelor modules are described in terms of equivalent Learning Outcomes. All M-Level Modules also show equivalence. The logic is that Learning Outcomes are ascribed to Modules at appropriate stages of a degree in such a way that there is progression between levels, and equivalence between courses, between departments, and indeed between institutions. This means that Learning Outcomes, and the related ECTS credits, are vital instruments in international comparison, equivalence, value, and recognition of modules undertaken as part of a mobility experience, and indeed of degrees awarded. Simon Sweeney UK Bologna Expert University of York, April 2011
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Transcript of Learning Outcomes April 11
Writing Learning Outcomes in Higher Education
The principle of Learning Outcomes is central to the application of the European Credit Transfer System (ECTS) in the European Higher Education Area (EHEA). Credits are awarded on the basis of students being able to demonstrate achievement of specified Learning Outcomes (see ECTS User Guide published by the European Commission).
Learning Outcomes should be identified at a Programme Level, i.e. each Programme has specified Programme Learning Outcomes, achieved through attainment of module learning outcomes throughout the period of study. It is often easier to construct module learning outcomes than Programme Learning Outcomes, although some of the latter may be generic, especially those which refer to key skills achieved throughout the Programme.
The Learning Outcomes concept relates to the aspiration to make HE studies more transparent, helping students to choose courses and modules, and helping them to know what they are supposed to gain from studying a given module. Clarity and precision in writing Learning Outcomes is essential, especially given that they must be clear to students themselves. Clear learning outcomes are integral to student centred learning. They also benefit teaching staff, as they are a useful instrument in helping tutors find and deliver appropriate module content.
Learning Outcomes should demonstrate appropriate progression through levels according to the European Qualifications Framework for Lifelong Learning (Level 4, first year of a first cycle programme, or Bachelor degree; 5 is second year; 6 is final year; 7 is postgraduate or Master level). Thus all first year Bachelor modules are described in terms of equivalent Learning Outcomes. All M-Level Modules also show equivalence.
The logic is that Learning Outcomes are ascribed to Modules at appropriate stages of a degree in such a way that there is progression between levels, and equivalence between courses, between departments, and indeed between institutions. This means that Learning Outcomes, and the related ECTS credits, are vital instruments in international comparison, equivalence, value, and recognition of modules undertaken as part of a mobility experience, and indeed of degrees awarded.
A further dimension fundamental to the principle of Learning Outcomes is that assessment is designed to test achievement of learning outcomes. The grades assigned to student work show the extent to which Learning Outcomes have been achieved, i.e. not achieved (Fail); adequately achieved (Pass); well achieved (Merit); achieved to the highest standard (Distinction).
Simon Sweeney UK Bologna Expert University of York, April 2011
Key principles in writing Learning Outcomes
The language used is specific and expresses the level of difficulty and sophistication. For example, a Learning Outcome at Level 4 may begin with Recognise or Show awareness of, whereas a Level 6 Learning Outcome may be expressed by Evaluate critically...
Module tutors and programme leaders should be involved in writing Learning Outcomes, while tutors new to a module need to be fully acquainted with them
Learning outcomes should be made available to students, understood by students and further explained at the beginning of modules as appropriate/necessary
Assessment should overtly test the achievement of Learning Outcomes
Module documentation (validated documents) should be publicly available on the web and should include Learning Outcomes
Learning outcomes for a 10 ECTS credit undergraduate module should normally not exceed five, and probably be no less than three. There may be exceptions to this recommendation, particularly in Science, Technology, Engineering and Maths (STEM) subjects, where a higher number is not uncommon.
A learning outcome should not contain more than one desired outcome (the word and in a Learning Outcome is usually a warning light)
An exception to the last point is Compare and contrast...or Explain and justify, useful combinations in expressing Learning Outcomes (perhaps at Level 5)
Learning outcomes should be typically introduced by the phrase By the end of the module, students will be able to...
Examples of Learning Outcomes - BA Business Management
Level 4 module – Introduction to Management
By the end of the module students will be able to
Demonstrate understanding of core management theories
Identify the main functions of company management
Apply logical decision making to specified business-related challenges
Level 5 module - Business Policy and Strategy
By the end of the module students will be able to
Explain and justify the rationale for specified policy decisions
Compare and contrast alternative strategies for company growth
Undertake contrastive analysis between different business strategies
Simon Sweeney UK Bologna Expert University of York, April 2011
Level 6 module - Human Resource Development
By the end of the module students will be able to
Critically examine different human resource problems in corporate management
Analyse theoretical approaches to staff training
Suggest comprehensive solutions to complex human resource Case Studies
Examples of Learning Outcomes - MA International Business
Level 7 International Business Environment
By the end of the module students will be able to
Show detailed understanding of external factors affecting multinational corporations
Critically evaluate different entry methods for international markets
Undertake critical analysis of complex Case Studies
Assess the impact of international market regulation
Level 7 Emerging Market Analysis
By the end of the module students will be able to
Undertake detailed comparison between emerging markets
Evaluate risks and opportunities in specific developing countries
Perform critical analysis of specific investments in emerging markets
SOURCES FOR FURTHER INFORMATION
Dr Suzanne Gatt University of Maltahttp://llp.eupa.org.mt/files/Learning%20Outcomes%20-%20Suzanne%20Gatt.ppsSee also Bloom’s Taxonomy (Google this to find a wheel containing words typically used in writing Learning Outcomes).Also http://staffdev.ulster.ac.uk/index.php?page=writing-learning-outcomesand from University of Swansea, Example Learning Outcomes for Approved Moduleshttp://www.swansea.ac.uk/registry/qualityassuranceandenhancement/introducingmodulesandprogrammes/guidancenotesonwritinglearningoutcomes/# Also (Google) Kingston University Guide to Writing Learning OutcomesThe Higher Education Academy www.heacademy.ac.uk is a resource on Learning OutcomesSee also Official Bologna Process website 2007-2010 at http://www.bologna2009benelux.org
Simon Sweeney UK Bologna Expert University of York, April 2011
Verbs for Learning Outcomes
Finding the right words for use in writing learning outcomes/assessment criteria can be difficult, particularly when the statements must mesh with the generic level descriptors. The following list is provided as an aid in this process. The words are organised for convenience under headings that approximately accord with Bloom’s taxonomy. However, no strict hierarchy is intended. The words are simply a vocabulary list from a variety of sources to help you write learning outcomes and assessment criteria.
Verbs which require evidence of KnowingDefine, describe, identify, label, list, name, outline, reproduce, recall, select, state, present, be aware of, extract, organise, recount, write, recognise, measure, underline, repeat, relate, know, match
Verbs which require evidence of ComprehensionInterpret, translate, estimate, justify, comprehend, convert, clarify, defend, distinguish, explain, extend, generalise, exemplify, give examples of, infer, paraphrase, predict, rewrite, summarise, discuss, perform, report, present, restate, identify, illustrate, indicate, find, select, understand, represent, name, formulate, judge, contrast, translate, classify, express, compare
Verbs which require evidence of Knowledge/UnderstandingApply, solve, construct, demonstrate, change, compute, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, use, give examples, exemplify, draw (up), select, explain how, find, choose, assess, practice, operate, illustrate, verify
Verbs which require evidence of AnalysisRecognise, distinguish between, evaluate, analyse, break down, differentiate, identify, illustrate how, infer, outline, point out, relate, select, separate, divide, subdivide, compare, contrast, justify, resolve, devote, examine, conclude, criticise, question, diagnose, identify, categorise, point out, elucidate
Verbs which require evidence of SynthesisPropose, present, structure, integrate, formulate, teach, develop, combine, compile, compose, create, devise, design, explain, generate, modify, organise, plan, re-arrange, reconstruct, relate, re-organise, revise, write, summarise, tell, account for, restate, report, alter, argue, order, select, manage, generalise, précis, derive, conclude, built up, engender, synthesise, put together, suggest, enlarge
Verbs which require evidence of EvaluationJudge, appraise, assess, conclude, compare, contrast, describe how, criticise, discriminate, justify, defend, evaluate, rate, determine, choose, value, question
Note:A version of this document was prepared for Aalto University, Helsinki. It was a contribution to the Teaching Evaluation Exercise (TEE) School of Economics, April 2011.
Simon Sweeney UK Bologna Expert University of York, April 2011
