Training Seminar on Implementation of Effective Quality Assurance Systems in Romanian Higher Education Institutions April 1-3, 2009 Sinaia Mapping Learning Outcomes and Competences into the Study Programme: establishing the process Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

Shifting approach to course and programme design Current approach: Current approach: Defining programme goals and objectives and describing associated teaching and assemment strategies Defining programme goals and objectives and describing associated teaching and assemment strategies A new approach centered on the oucomes of learning: A new approach centered on the oucomes of learning: implies an integrated approach to the design of programmes and modules, linking level descriptors with learning outcomes and assessment criteria implies an integrated approach to the design of programmes and modules, linking level descriptors with learning outcomes and assessment criteria Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

What sort of quality assurance for programmes at EU level? How to ensure the programmes are designed in a way that provides clear relationship between level descriptors, learning outcomes and assessment criteria ? How to ensure the programmes are designed in a way that provides clear relationship between level descriptors, learning outcomes and assessment criteria ? How to ensure the programmes are regularly monitored for the student progress and achievements? How to ensure the programmes are regularly monitored for the student progress and achievements? How to organise and implement periodic reviews of academic programmes in order to secure their relevance and currency? How to organise and implement periodic reviews of academic programmes in order to secure their relevance and currency? Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

Programme Design - Setting up an appropriate organisational context Ensure that new concepts, e.g., ‘level descriptors’, ‘learnig outcomes’ ‘graduate competences’ etc., are well understood by staff involved in the design and approval of programmes (seminars, relevant literature); Ensure that new concepts, e.g., ‘level descriptors’, ‘learnig outcomes’ ‘graduate competences’ etc., are well understood by staff involved in the design and approval of programmes (seminars, relevant literature); Propose a model that provides a link between : level descriptors, learning outcomes and assessment strategies; Propose a model that provides a link between : level descriptors, learning outcomes and assessment strategies; Set up programme approval committees with clear roles and agreed set of criteria for the approval of programmes Set up programme approval committees with clear roles and agreed set of criteria for the approval of programmes Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

Basic model for programme development using learning outcomes The level descriptors defined at the NQF (ACPART) and programme goals and objectives guide the writing of learning outcomes (LO); The level descriptors defined at the NQF (ACPART) and programme goals and objectives guide the writing of learning outcomes (LO); The level descriptors are translated into descriptors for the discipline or programme (ACPART Grid 1) The level descriptors are translated into descriptors for the discipline or programme (ACPART Grid 1) LO are derived from consideration of subject and level descriptors. Learners must achieve the LO to gain credit for the module/discipline (ACPART Grid 2) LO are derived from consideration of subject and level descriptors. Learners must achieve the LO to gain credit for the module/discipline (ACPART Grid 2) LO imply the assessment criteria LO imply the assessment criteria Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

Learning outcomes or/and graduate competences Learning outcomes represent intentions, learning objectives- what the student is expected to learn or achieve at the end of a module or programme; you want your students to know, be able to recall, or do something, etc. Characterizes the process of teaching and learning Learning outcomes represent intentions, learning objectives- what the student is expected to learn or achieve at the end of a module or programme; you want your students to know, be able to recall, or do something, etc. Characterizes the process of teaching and learning Graduate competences – attributes of the graduate, directly linked to the qualification profile and job profile. Characterizes the graduate. Graduate competences – attributes of the graduate, directly linked to the qualification profile and job profile. Characterizes the graduate. Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

Suggested course review process for graduate attributes Step 1: Refine graduate attributes for course level implementation Step 1: Refine graduate attributes for course level implementation Discuss and translate level descriptors into a course/major context Discuss and translate level descriptors into a course/major context Brake down each graduate attribute into levels if applicable Brake down each graduate attribute into levels if applicable Step 2: Map graduate attributes at course/major level Step 2: Map graduate attributes at course/major level Identify graduate attributes at discipline/module level; Identify graduate attributes at discipline/module level; Combine discipline/module information into a course summary or map Combine discipline/module information into a course summary or map Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

Suggested course review process for graduate attributes (2) Step 3: Analyze the course map for gaps in graduate attributes Step 3: Analyze the course map for gaps in graduate attributes arrange for students’ and employers’ feedback arrange for students’ and employers’ feedback Identify disciplines/modules for gap filling Identify disciplines/modules for gap filling Identify relevant teaching and assessment methods – if existing ones are not fully relevant, develop new ones Identify relevant teaching and assessment methods – if existing ones are not fully relevant, develop new ones Step 4: Implement changes at discipline and course level if necessary Step 4: Implement changes at discipline and course level if necessary Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

Suggested course review process for graduate attributes (3) Step 5: Document the course review process Step 5: Document the course review process Grids 1 and 2 (ACPART) filled in for each programme Grids 1 and 2 (ACPART) filled in for each programme Learning objectives and assessment criteria described and attached to the course review file Learning objectives and assessment criteria described and attached to the course review file Course descriptions developed or updated Course descriptions developed or updated Award rules defined or updated Award rules defined or updated Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU

Conclusion The course review process is a team activity; The course review process is a team activity; The process is developed to derive graduate competences across the course (all individual units (disciplines) have to be checked against their contribution to the development of the graduate attributes); The process is developed to derive graduate competences across the course (all individual units (disciplines) have to be checked against their contribution to the development of the graduate attributes); May lead to an overall review of the alignment of intended learning outcomes with teaching and assessment methodology. May lead to an overall review of the alignment of intended learning outcomes with teaching and assessment methodology. Material produced under Phare 2006 PHARE TVET RO2006/ EUROPEAN UNION Project financed under Phare MoERI–NCVETD/PIU