Practical approaches to module learning outcomes at postgraduate level March 5 th 2009 CAPSL and the Bologna Desk

Session overview Contrast programme and module outcomes Module outcomes as curriculum development and change tools Introduce a template for use and adaptation Supporting others with outcomes-based curricula

Contrast programme & module outcomes

Features of Programme Outcomes Written for a broad audience Written in context to reference points Describe the likely achievements of a typical student Provide a generalised overview of the programme curriculum in terms of generic competences within a subject specific context Not directly tested or testable BUT can be mapped to the outcomes of modules From Potter, 9 th December 2008 event

Module vs. Programme Outcomes Written for a broad audience Written in context to reference points Describe the likely achievements of a typical student Provide a generalised overview of the programme curriculum in terms of generic competences within a subject specific context Not directly tested or testable BUT can be mapped to the outcomes of modules 4. Describe the knowledge, skills and competencies that all students will have gained and demonstrated 1. Written for students to read 2. Explicitly referenced to assessment 3. Written at the threshold level of pass 5. Directly tested through assessment

Measurable achievements Result from a learning process Stated as achievements of the student (discipline neutral) examples - “Critically evaluate research literature” “ Present the findings of experimental work through an oral presentation” 4. Describe the knowledge, skills and competencies that all students will have gained and demonstrated

An outcomes-based curriculum is focused on learning and not teaching. “ Statements of what a student is expected to know, understand and/or be able to demonstrate after completion of a process of learning.” (ECTS Users/ Guide, 2005) At the module level, outcomes-curricula describes what students will have learnt and demonstrated. 1. Written for students to read

Aim vs learning outcome Aim In this module students will be introduced to the subject of the core ethical principles in social work Learning Outcome By the end of this module the learner will be able to critically apply the core ethical principles in social work in different case settings. From O’Farrell, 9 th December 2008 event

“Assessment… involves deciding, collecting and making judgements about evidence related to learning..” Harlen (2004:10) In an outcomes-based curricula it is standard practice to assess all module outcomes 2. Explicitly referenced to assessment

Assessing all outcomes- common misconceptions Each outcome has to be assessed by a separate task Each outcome should only be assessed once Outcomes-based approaches lead to over-assessment The same amount of learning effort and assessment time should be allocated to each learning outcome

Module outcomes describe learning achievement at this point 100% 0% Student achievement 50% pass mark 3. Written at the threshold level of pass Re-drawn from Jenny Moon original

Outcomes and assessment criteria O utcomes describe what students will be able to do; assessment criteria describe how (well) they should be able to do it. Clear Assessment Criteria 'What do students have to do to get particular grades or marks?' The clearer the answer you can find to this question, the greater the justifiable confidence you will feel in your ability to assess students’ work.

Measuring competence Can do- Innovatively Using established protocols In particular settings Quickly Efficiently With guidance Without guidance Etc. Shades of competence Could do Can do Did once Will do Has done Does seldom Does sometimes Does often Does usually Does always

Assessment should be valid, reliable and fair. For example, consider: Does the assessment measure what it’s supposed to – achievement of the learning outcomes? Will the same judgement be made, irrespective of assessor (or occasion*)? Does the assessment disadvantage some, but not others? 5. Directly tested through assessment

Module outcomes as curriculum development & change tools

Teacher perspective: objectives teaching activitiesassessment Student perspective: assessmentlearning activitiesoutcomes Two views of curriculum Re-drawn from John Biggs original

From Jenny Moon An approach to module outcomes and curriculum

A representation of curriculum alignment Programme Outcome Learning Outcome Delivery Assessment From Foley, December 9 th 2008 event

Programme Outcomes Module Outcomes Assessment E-tivities tutorials lectures T&L Assessment Module outcomes study Programme outcomes A synthesis? Programme outcomes Success! !

Teacher perspective: objectives teaching activitiesassessment Student perspective: assessmentlearning activitiesoutcomes Final Slide 1. Written for students to read 2. Explicitly referenced to assessment 5. Directly tested through assessment 4. Describe the knowledge, skills and competencies that all students will have gained and demonstrated 3. Written at the threshold level of pass Module outcomes are: