Assoc. Prof. Bundit Thipakorn Maejo University March 19, 2019 Seinor Vice President for Academic Affairs King Mongkut’s University of Technology Thonburi

specific, tangible, attainable learning ACHIEVEMENTS observable “Learning outcomes represent the translation of the teacher’s design expressed as aims into for students, usually of students , are able to , or are able to specific, tangible, attainable learning ACHIEVEMENTS observable demonstrations WHAT KNOW DO ACCOMPLISH …

Checklist for writing learning outcomes Have I focussed on outcomes not processes, i.e. have I focussed on what the students are able to demonstrate rather than on what I have done in my teaching? Have I begun each outcome with an active verb? Have I used only one active verb per learning outcome? Have I avoided terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, and be aware of? Are my outcomes observable and measurable? Are my outcomes capable of being assessed?

Checklist for writing learning outcomes Have I included learning outcomes across the range of levels of Bloom’s Taxonomy? Do all the outcomes fit within the aims and content of the module? Have I the recommended number of outcomes (maximum of nine per module)? Is it realistic to achieve the learning outcomes within the time and resources available?

• Remembering: The ability to remember and repro­duce previously learned material. • Understanding: The ability to grasp the meaning of material and restate it in one's own words. • Applying: The ability to use learned material in new and concrete situations. • Analysing: The ability to break down material into its component parts so as to understand its organi­zational structure. • Evaluating: The ability to put pieces of material together to form a new whole. • Creating: The ability to judge the value of material for a given purpose.

Big Picture Details

examples of learning outcomes statements Examples that are TOO general and VERY HARD to measure… • …will appreciate the benefits of learning a foreign language. • …will be able to access resources at the University of Rhode Island. • …will develop problem-solving skills. • …will have more confidence in their knowledge of the subject matter. Examples that are still general and HARD to measure… • …will value knowing a second language as a communication tool. • …will develop and apply effective problem-solving skills that will enable one to adequately navigate through the proper resources within the University of Rhode Island. • …will demonstrate the ability to resolve problems that occur in the field. • …will demonstrate critical thinking skills, such as problem solving as it relates to social issues. Examples that are SPECIFIC and relatively EASY to measure… • …will be able to read and demonstrate good comprehension of text in areas of the student’s interest or professional field. • …will demonstrate the ability to apply basic research methods in psychology, including research design, data analysis, and interpretation. • …will be able to identify environmental problems, evaluate problem-solving strategies, and develop science-based solutions. • …will demonstrate the ability to evaluate, integrate, and apply appropriate information from various sources to create cohesive, persuasive arguments, and to propose design concepts.

define the scope and depth of the program focus on the end-point of the program are framed at a high level of generalisation use language that is comprehensible to students and prospective students identify what ‘typical’ students will know and be able to do on graduation are measurable, realistic and achievable within the context and timeframe are realised through component courses over the extent of the program are demonstrated through course assessment, particularly in final year courses, and especially through capstones.

PLO Sub-PLO CLO Generic Specific Program learning outcome D E Program learning outcome A1 A2 A3 A4 Sub-PLO Sub Program learning outcome CLO Course learning outcome a teacher Klangjai S.T. KMUTT C4ED 2018