Marek Frankowicz

Top-down We have an idea of a new program We formulate program learning outcomes We divide the program into modules We develop module/course learnig

outcomes We check for consistency

Bottom-up We formulate program learning outcomes

(on the basis of existing courses) We design a competence matrix We iterate/optimize our program

Describe what the learner can accomplish as a result of completing a program

They should be aligned with the institution’s mission

They should focus on broad conceptual knowledge and higher order skills

They represent the minimum requirements to complete a program

3

Describe what the learner can accomplish as a result of completing a module

They should be aligned with the program LO

They represent the minimum requirements to complete a module

4

1. Determine need and potential2. Define the profile and the key competences3. Formulate programme LO4. Decide whether modularise or not5. Identify competences and LO for each module/course unit6. Determine the approaches to teaching, learning and

assessment7. Check whether the key generic and subject specific

competences are covered8. Describe the programme and the course units9. Check balance and feasibility10. Implement, monitor and improve

5

WRITEStep 1. Formulate: What? Subject-related content in LO

Step 2. Formulate: How? The format of LO (active verbs etc.)

REVISEStep 3. Focus distinguish between LO and other descriptions

Step 4. Specify make LO observable and clear

Step 5. Refine distinguish between learning activities and results

Step 6. Clarify vague outcomes

Step 7. Limit the number of LO

CHECKStep 8. Adjust check that LO can be assessed

Step 9. Estimate student learning time

Step 10. Calibrate check the module in relation to other modules6

In general: three types Checking consistency of the program

(how LO are covered by modules/courses)

Determining the level of competences Determining expectations of teachers

vs students and giving ways of assessment

CHECKING CONSISTENCY OF THE PROGRAM (HOW LO ARE COVERED BY MODULES/COURSES)

LO Module/course unit

M1 M2 ....

LO1 ++

LO2 + +

…...

Excellent performance

Typical performance Threshold performance

Highly developed critical approach to academic literature and other sources of information.

Critical approach to academic literature and other sources of information.

Basic approach to academic literature and other sources of information.

Recognition and discussion of the moral and ethical dimensions of issues and investigations and the need for professional codes of conduct.

Recognition of the moral and ethical dimensions of issues and investigations and the need for professional codes of conduct.

Ability to describe the moral and ethical dimensions of issues and investigations and the need for professional codes of conduct.

Highly developed ability to describe and record materials in the field and laboratory.

Ability to describe and record materials in the field and laboratory.

Basic ability to describe and record materials in the field and laboratory.

Ability to interpret practical results with flair.

Ability to interpret practical results in a logical manner.

Basic ability to interpret practical results.

Types of Learning: Learning outcomes 

What is required from students? 

Examples of Assessment 

Thinking critically and making judgments

Development of arguments, reflection, judgment, evaluation

Essay, Report, Book review

Solving problems/developing plans

Identify problems, define problems, analyse data, review, design experiments, plan, apply information

Problem scenario, Group Work, Work-based problem , Analyse a case, Conference paper (or notes for a conference paper plus annotated bibliography)  

Performing procedures and demonstrating techniques

Take readings, use equipment, follow laboratory procedures, follow protocols, carry out instructions 

Demonstration, Role Play , Make a video (write script and produce/make a video) , Produce a poster , Lab report 

Demonstrating knowledge and understanding(can be assessed in conjuntion with the above types of learning) 

Recall, describe, report, identify, recognise, recount, relate, etc. 

Written examination, Oral examination, Essays, Reports,Short answer questions, Mini tests 

Write LO for two selected courses, relate them with program LO

Remark: different levels of precision Program LO: is able to use basic software Course LO: is able to use MS Word Course unit/class LO: is able to work with

large documents, create index, …

General introduction (yesterday) Program LO (today) Course LO (today) Discussion of today;s work

(tomorrow) Assessment of LO (tomorrow)

LO Satisfaction Importance

LO1 5 5

LO2 1 4

LO3 3 2

LO4 4 1

5 dimensions:1.1st year students (expectations)2.Higher years students (execution)3.Graduates (suefulness)4.Academic teachers (opinion)5.Employers (opinion)

High SLow IMaybe restrict?

High SHigh I

Low SLow I

Low SHigh IIntervention priority!