1. Learning outcomes in higher education
Eneken Titov

2. 2. Understand the requirements
1. Focus on student
2. Understand the requirements
3. Formulate the learning outcomes
4. Choose suitable topics and study methods
5. Formulate assignments and exercises
6. Create assessment system
7. Formulate the assessment criteria and exercises
8. Control the coherence within the subject
9. Apply on students:)
10. Make improvements
1. (understand the students general background)

3. What is OBL (outcome-based learning)?
1. FOCUS ON STUDENT
In the middle of the OBL is student and learning process – only according to them, we can build up the teaching strategy, topics and study methods.
LOs have to be formulated according to the students needs to support them to meet requirements (HE in general, standards, employers expectations etc)
LOs describe the competencies student can gain througout the studies.
LOs are statements that specify what a learner will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills or attitudes.

4. Learning outcomes means statements regarding what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and responsibility and autonomy;
Knowledge means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the EQF, knowledge is described as theoretical and/or factual;
Skills means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments);
Responsibility and autonomy means the ability of the learner to apply knowledge and skills autonomously and with responsibility;
Competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development;
Council recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning

5. Exercise
Which are the general requirements for your subject? Do you know? .

6. 2. UNDERSTAND THE REQUIREMENTS
Other requirements:
2. UNDERSTAND THE REQUIREMENTS
Latvian state standards
Occupational standards define the basic objectives and responsibilities appropriate for the occupation, basic requirements regarding professional qualification, the general and professional knowledge, skills, attitudes and competences necessary for performing them;
European Qualification Framework and Latvian National Qualification Framework (level 6 is for professional bachelor)
Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles
Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study
Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups
You also can’t forget that there are also general or transferable skills which also must be supported through
the studies – in every subject. (communication skills, teamwork skills, digital skills, thinking skills etc)

7. General structure of the LO
3. FORMULATE THE LEARNING OUTCOMES
Students can/will be able to...
action verb...
specific action/skill they will be able to do (including discipline-specific knowledge, skill or ability).

8. Bloomi täpsustatud taksonoomia koos õpiverbidega (Biggs & Tang,2009)
NB! The depth and scope of the studies
Bloomi täpsustatud taksonoomia koos õpiverbidega (Biggs & Tang,2009)

9. Exercise Which Bloom’s level those LOs indicate:
Aware of and understand the main theoretical concepts of modern management
Able to comprehensively grasp and understand the factors influencing the company's activity
Able to correctly identify the company's existing management model
Able to carry out basic analysis of the company's internal and external environment
Aware of and understand the main theoretical concepts of modern management - KNOWLEDGE and COMPREHENSION
Able to comprehensively grasp and understand the factors influencing the company's activity - COMPREHENSION
Able to correctly identify the company's existing management model - KNOWLEDGE
Able to carry out basic analysis of the company's internal and external environment - ANALYSIS

10. Common mistakes in writing the LOs:
Too many LOs
LOs are too general on too detailed (eg. “knows letter A”, “knows letter B”, “knows letter C” .... or “can read”)
Won’t cover the whole subject (eg. “Communication” and LOs are only describing listening skills)
LOs are too complicated (eg.
LOs are impossible to achieve
LOs are not in the minimum level
LOs are not outcome-based

11. Good LO:
Is clear, concreat and simple, focuses for the most important aspect
Is oriented for the student
Includes of ONE verb (N: „nimetab organisatsiooni huvigrupid“)
Is focused on the result (not process!)
Determines the minimum level of results
Together with other LOs describes the competence
Is achievable
Is possible to assess
Top tips
Use a single, clear action verb for each learning outcome
Do not use vague terms such as ‘know about, be familiar with, understand, be aware of. These cover such a broad range of meanings that they are useless!
Write in short sentences to maintain clarity. A learning outcome is much clearer as a number of short sentences rather than one, long, complex sentence.
The learning outcomes should be observable and measureable. Learning outcomes describe observable behaviours and actions, invisible activity may well be vitally important but we can only assess how the invisible becomes, or impacts on, observable actions.
There should be a clear link between learning outcomes and assessment and a learning outcome should not be included if it is not possible to assess it.
Ensure the learning outcome can reasonably be accomplished within the timescale of the module or course and the resources available.
Consider the assessment of the outcome when writing it. Very broad outcomes can be difficult to assess effectively as it is not clear what is being assessed. Very narrow outcomes can leave you with very little flexibility in the assessment.
  Similarly broad outcomes can make the curriculum unwieldy, while very narrow ones can be too constraining.
  Show a progression in learning through the stages of a degree by using verbs drawn from the various stages of the cognitive domain of Bloom’s Taxonomy1. Entry year courses may be drawn from lower levels with a progression through to the Synthesis and Evaluation levels by final year.

12. Coherence within the subject
LOs cover the whole subject
Every topic is linked with the certain LO
Every LO is assessed
Every assessment criterion shows the achievement of the certain LO
There is no parts in the subject which are not connected to the LOs
Module or course learning outcomes should relate to programme learning outcomes,

13. Thank you!