Competences and learning outcomes

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Presentation transcript:

Competences and learning outcomes Raimonda Markeviciene

What are learning outcomes? Learning outcomes are an explicit description of what a learner should know, understand and be able to do as a result of learning. (Learning and Teaching Institute, Sheffield Hallam University) Learning Outcomes are specific statements of what students should know and be able to do as a result of learning (Morss and Murray, 2005) Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning activity….(Jenkins and Unwin). “Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills or attitudes”. (American Association of Law Libraries). Learning outcomes are explicit statements of what we want our students to know, understand or to be able to do as a result of completing our courses. (Univ. New South Wales, Australia)

Learning outcomes are statements of what a student should know, understand and/or be able to demonstrate after completion of a process of learning LO Simply and clearly described Assessable Not a “wish” list Facilitate diversity Facilitate comparability Common l-ge for education Across various systems and different countries Formal , informal experiential and lifelong learning

Competence - what does it mean? It is difficult to find a precise definition. “There is such confusion and debate concerning the concept of ‘competence’ that it is impossible to identify or impute a coherent theory or to arrive at a definition capable of accommodating and reconciling all the different ways that the term is used. (Winterton et al., 2005)

ECTS Users’ Guide (2009)

“A competency is more than just knowledge and skills “A competency is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilising psychosocial resources (including skills and attitudes) in a particular context.” “For example, the ability to communicate effectively is a competency that may draw on an individual’s knowledge of language, practical IT skills and attitudes towards those with whom he or she is communicating.” (OECD) 6

“The relationship between learning outcomes and competences is a complex area – the subject of some debate and no little confusion”. (Adam, 2004)

Competences in Nursing – types of competences (Miller et al) Narrow view: equate competence with performance, i.e. the ability to perform nursing tasks. Broader view: competence in terms the ability of the nurse to integrate cognitive, affective and psychomotor skills when delivering nursing care.

Tuning Project Tuning Educational Structures in Europe was initiated in 2000. In this project, the term competence is defined as follows: “Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages”. 9

From Project to Process Academic area vs. professional area and competences Competence Circle Employment profile Academic field Academic field Academic field

Examples of Generic Competences SAARD (Self-Assessment of All-Round Development Questionnaire Research project identified 14 generic competencies: Communication Creative thinking Critical thinking Cultural Appreciation Emotional Intelligence and Psychological wellness. Entrepreneurship Global outlook Healthy lifestyle Interpersonal Effectiveness Leadership Life-Long Learning Problem Solving Social and National Responsibility Teamwork

What are Generic Competences? Generic competencies are transferable multifunctional knowledge, skills and attitudes that people could learn and develop in different ways and learning environments and apply across a variety of job and life contexts. (Fung et al)

Tuning Project - generic and subject specific competences Tree types of generic competences: Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities. Interpersonal competences: individual abilities like social skills (social interaction and co-operation). Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required)

Combined ranking: First ten competences Results Comparing Graduates and Employers 6 Capacity for organisation and planning 5 Teamwork 4 Information management skills Ability to work autonomously Combined ranking: First ten competences 3 Capacity to adapt to new situations Concern for quality 2 Capacity for applying knowledge in practice 1 Capacity for analysis and synthesis Capacity to learn Problem solving Instrumental Interpersonal Systemic

Results 18 17 16 Understanding of cultures and Comparing Graduates and Employers Combined ranking: Last three competences 18 Understanding of cultures and customs of other countries Appreciation of diversity and multiculturality 17 16 Ability to work in an international context Instrumental Interpersonal Systemic

Document analysis (Lithuanian case) Research expert group Review and finalisation of the list of the competences List of documents to be analysed Researchers of the professional field Preparation of primary list of competences Representatives of subject area Representatives of subject area Public Health: primary list of competences: 98 competences (items) finalised list of competences: 18 competences

Lists of subject specific competences (Lithuanian case) Subject area Chemistry 28 English Philology 23 Fine Arts 26 Informatics 24 Medicine (family doctors) Music 30 Public Health 18 Social work 38

Subject specific competences Differences in evaluation of the importance of generic and subject specific competences among different subject areas? (Lithuanian case) Generic competences Subject specific competences mean (s) English philology 3,45 (0,32) 3,07 (0,47) Informatics 3,31 (0,33) 3,02 (0,51) Chemistry 3,46 (0,28) 3,37 (0,40) Fine art 3,37 (0,25) 3,25 (0,50) Music 3,36 (0,31) 3,38 (0,36) Public health 3,46 (0,32) 3,13 (0,47) Medicine (general practitioners) 3,38 (0,30) 3,54 (0,27) Social work 3,48 (0,29) 3,33 (0,37)

The most important generic competences by subject areas (Lith.)

Social responsibility (Lith)

Work in international and multicultural environment (Lith)

Research results: Public Health (Lithuanian case) Graduates (professional bachelors, bachelors and masters): Most of respondents have been employed during their studies; Positive assessment of the study programme – a profound basis for further professional development; Employers of expect “experienced“ employees, able to adapt immediately to the specific requirements, with high level of practical skills that is identified as main disadvantage of the studies); Employers expect Master’s degree; At the workplace specialisation, specific skills are obtained (depends on the institution, laboratory).

Professional bachelors Suggestions for the Public Health programmes’ improvement (Lithuanian case) GRADUATES: Professional bachelors Bachelors, Masters To prolong studies To make changes in the curriculum (e.g. time of selection of study area) To ensure opportunities for further studies Focus on psychological, social skills, foreign language To distinguish bachelor’s and master’s programmes Equal focus on biomedical and social sciences (e.g. law, management) EMPOYERS: To distinguish the development of Bachelors’ and Masters’ level competences; To deepen knowledge of professional foreign language (professional terminology); To improve quality of studies regarding different subjects (the quality of work of the professors, departments’ staff).

Relationship between competences and LO (by Jeremy Cox, Polifonia

Competences and Learning Outcomes Competences – A dynamic combination of cognitive and metacognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills, ethical values and attitudes Dictated by job market and societal needs. Property of a student which (s)he “takes away” after the process of learning. E.g: Awareness of the connections between present -day issues and the past Learning outcomes - Statements of what the learner is expected to know, understand and be able to do after completion of a process of learning . Expressed through competences. Show the level of the developed competence. Show the requirements to obtain credits. Formulated by academics. Have to be tested. E.g.: is able to describe historiographical tendencies of the last 20 years and to identify the major actors in the debate about modernity , post-modernity and globalization and the related understanding of the relationships between world’s peoples. confused Bachelor of History - Generic competence LO 26

Learning outcomes and competences in study programmes (Tuning) Course unit LO Competences A B C D E F G H I J Unit 1 X Unit 2 Unit 3 Unit 4

Relation between Competences and LO in study cycles (subject area of social work) (Lithuanian case) Generic competence Ability to plan and organize LO Professional bachelor Bachelor Master Estimates time needed to reach goals and meets deadlines. Differentiates between primary ands secondary aims of the activity. Plans stages of the activity according to the available guidelines Distributes roles to the team members in order to reach goals. Adjusts activities according to the analysis of the results and recommendations of the experts. Plans activity after having critically evaluated controversial information from different sources Plans complex activity composed of interrelated tasks. Depending on the changing situations adjusts plans in the process of activity implementation. Plans stages of activity evaluating risks of unknown situations Subject specific competence To influence social policy through analysis and evaluation of social processes based on research and practice in social work and other subject areas Discuss questions related to social help processes and proposes ideas/solutions for the increase of their effectiveness Evaluate processes of social help and propose solutions based on theory and interdisciplinary practice that would lead to the increase of effectiveness. Critically evaluate various social care systems and offer solutions to enhance Lithuanian social care system. Explain movements and initiatives aimed at decreasing social exclusions and ensuring social justice. Critically evaluate various social care systems through the analysis of the effectiveness of available services.

Finally…in the programme Competence: The student should be able to use the mass and energy balances for a given food process. Objectives: Understand scope of mass balances in food processing systems. Understand appropriate use of mole fractions and mass fractions in mass balances Learning outcomes: Describe the general principles of mass balances in steady state systems. Draw and use process flow diagrams with labels on flow streams for mass balance problems. Solve mass balance problems associated with food processing operations. Design and solve mass balances for complex process flow systems, including batch mixing problems, multiple stage flow problems, problems with multiple inflows and outflows, recycle streams and multiple components, and processes where chemical reactions take place. Hartel and Foegeding (2004)

Recommendations Starting points Term competence has shared meaning in some professions Therefore, the term should be clearly defined for each context Therefore State the definition of competence that is being used in the particular context To ensure clarity of meaning, write competences using the vocabulary of learning outcomes

Issues for staff – find your way! Bloom’s taxonomy Should be seen as a toolkit Any other taxonomy or tool might be used Competences Competences should be seen as an important element for the dialogue with the employers LO are more programme specific and indicate the level

Using competences and writing LO is a process!