Training Seminar on Implementation of Effective Quality Assurance Systems in Romanian Higher...

Training Seminar on Implementation of Effective Quality Training Seminar on Implementation of Effective Quality Assurance Systems in Romanian Higher Education InstitutionsAssurance Systems in Romanian Higher Education Institutions

April 1-3, 2009 SinaiaApril 1-3, 2009 Sinaia

Mapping Learning Outcomes and Mapping Learning Outcomes and Competences into the Study Competences into the Study Programme: establishing the Programme: establishing the

processprocess

Material produced under Phare 2006PHARE TVET RO2006/018-147.04.01.02.01.03.01

EUROPEAN UNION

Project financed under Phare MoERI–NCVETD/PIU

Shifting approach Shifting approach to course and programme to course and programme

designdesign Current approachCurrent approach: :

Defining programme goals and objectives and Defining programme goals and objectives and describing associated teaching and assemment describing associated teaching and assemment strategiesstrategies

A new approach centered on the A new approach centered on the oucomes of learningoucomes of learning:: implies an integrated approach to the design implies an integrated approach to the design

of programmes and modules, linking level of programmes and modules, linking level descriptors with learning outcomes and descriptors with learning outcomes and assessment criteriaassessment criteria Material produced under Phare 2006

PHARE TVET RO2006/018-147.04.01.02.01.03.01

EUROPEAN UNION


What sort of quality assuranceWhat sort of quality assurance for programmes at EU level? for programmes at EU level?

How to ensure the programmes are How to ensure the programmes are designed in a way that provides clear designed in a way that provides clear relationship between relationship between level descriptors, level descriptors, learning outcomes and assessment criteria learning outcomes and assessment criteria ??

How to ensure the programmes are How to ensure the programmes are regularly monitored for the student regularly monitored for the student progress and achievements?progress and achievements?

How to organise and implement periodic How to organise and implement periodic reviews of academic programmes in order reviews of academic programmes in order to secure their relevance and currency?to secure their relevance and currency?Material produced under Phare 2006

PHARE TVET RO2006/018-147.04.01.02.01.03.01

EUROPEAN UNION


Programme Design Programme Design - Setting up an appropriate - Setting up an appropriate

organisational contextorganisational context Ensure that new concepts, e.g., ‘level Ensure that new concepts, e.g., ‘level

descriptors’, ‘learnig outcomes’ ‘graduate descriptors’, ‘learnig outcomes’ ‘graduate competences’ etc., are well understood by staff competences’ etc., are well understood by staff involved in the design and approval of involved in the design and approval of programmes (seminars, relevant literature); programmes (seminars, relevant literature);

Propose a model that provides a link between : Propose a model that provides a link between : level descriptors, learning outcomes and level descriptors, learning outcomes and assessment strategies; assessment strategies;

Set up programme approval committees with Set up programme approval committees with clear roles and agreed set of criteria for the clear roles and agreed set of criteria for the approval of programmesapproval of programmesMaterial produced under Phare 2006

PHARE TVET RO2006/018-147.04.01.02.01.03.01

EUROPEAN UNION


Basic model Basic model for programme development for programme development

using learning outcomesusing learning outcomes The level descriptors defined at the NQF The level descriptors defined at the NQF

(ACPART) and programme goals and (ACPART) and programme goals and objectives guide the writing of learning objectives guide the writing of learning outcomes (LO);outcomes (LO);

The level descriptors are translated into The level descriptors are translated into descriptors for the discipline or programme descriptors for the discipline or programme (ACPART Grid 1)(ACPART Grid 1)

LO are derived from consideration of subject LO are derived from consideration of subject and level descriptors. Learners must achieve and level descriptors. Learners must achieve the LO to gain credit for the module/discipline the LO to gain credit for the module/discipline (ACPART Grid 2)(ACPART Grid 2)

LO imply the assessment criteriaLO imply the assessment criteriaMaterial produced under Phare 2006PHARE TVET RO2006/018-147.04.01.02.01.03.01

EUROPEAN UNION


Learning outcomes Learning outcomes or/and graduate competencesor/and graduate competences

Learning outcomes represent intentions, learning Learning outcomes represent intentions, learning objectives- what the student is expected to learn objectives- what the student is expected to learn or achieve at the end of a module or programme; or achieve at the end of a module or programme; you want your students to know, be able to you want your students to know, be able to recall, or do something, etc. Characterizes the recall, or do something, etc. Characterizes the process of teaching and learningprocess of teaching and learning

Graduate competences – attributes of the Graduate competences – attributes of the graduate, directly linked to the qualification graduate, directly linked to the qualification profile and job profile. Characterizes the profile and job profile. Characterizes the graduate.graduate.


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Suggested course review Suggested course review process for graduate attributesprocess for graduate attributes

Step 1: Refine graduate attributes for course level Step 1: Refine graduate attributes for course level implementationimplementation Discuss and translate level descriptors into a Discuss and translate level descriptors into a

course/major contextcourse/major context Brake down each graduate attribute into levels if Brake down each graduate attribute into levels if

applicableapplicable Step 2: Map graduate attributes at course/major levelStep 2: Map graduate attributes at course/major level

Identify graduate attributes at discipline/module Identify graduate attributes at discipline/module level;level;

Combine discipline/module information into a Combine discipline/module information into a course summary or mapcourse summary or map


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Suggested course review Suggested course review process for graduate attributes (2)process for graduate attributes (2)

Step 3: Analyze the course map for gaps in Step 3: Analyze the course map for gaps in graduate attributesgraduate attributes arrange for students’ and employers’ arrange for students’ and employers’

feedbackfeedback Identify disciplines/modules for gap fillingIdentify disciplines/modules for gap filling Identify relevant teaching and assessment Identify relevant teaching and assessment

methods – if existing ones are not fully methods – if existing ones are not fully relevant, develop new onesrelevant, develop new ones

Step 4: Implement changes at discipline and Step 4: Implement changes at discipline and course level if necessarycourse level if necessary


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Suggested course review Suggested course review process for graduate attributes (3)process for graduate attributes (3)

Step 5: Document the course review processStep 5: Document the course review process

Grids 1 and 2 (ACPART) filled in for each Grids 1 and 2 (ACPART) filled in for each programmeprogramme

Learning objectives and assessment Learning objectives and assessment criteria described and attached to the criteria described and attached to the course review filecourse review file

Course descriptions developed or updatedCourse descriptions developed or updated Award rules defined or updatedAward rules defined or updated


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ConclusionConclusion

The course review process is a The course review process is a teamteam activity;activity;

The process is developed to derive The process is developed to derive graduate competences across the graduate competences across the course (all individual units (disciplines) course (all individual units (disciplines) have to be checked against their have to be checked against their contribution to the development of the contribution to the development of the graduate attributes);graduate attributes);

May lead to an overall review of the May lead to an overall review of the alignment of intended learning alignment of intended learning outcomes with teaching and assessment outcomes with teaching and assessment methodology.methodology.


EUROPEAN UNION


Training Seminar on Implementation of Effective Quality Assurance Systems in Romanian Higher...

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