1. Outcomes-based approaches to teaching, learning & curriculum
David Baume PhD FSEDA
For Hong Kong Polytechnic University
15th December 2005

2. The importance of learning outcomes
“If you don’t know
where you’re going,
any bus will do.”

3. Overview of keynote
1 The historical development of outcomes-based education (OBE), mainly in UK
2 General and subject-specific outcomes
3 Writing good outcomes
4 Using outcomes for curriculum design, learning and teaching
5 Towards the future of OBE

4. 1 The development of OBE, mainly in UK
Spady (US)
Baume and Jones
Quality Assurance Agency – guidelines
Quality Assurance Agency – subject benchmarks
Outcomes are not enough!

5. 1 Spady (1982, 1994)
Outcomes are “clear, observable demonstrations of student learning that occur at or after the end of a significant set of learning experiences.”
e.g. “If the verbs in an outcome are ‘design’ and ‘produce’, then those are precisely the two processes:
that students must demonstrate,
that teachers must help them learn, and
that must be assessed and reported.”
That is, outcomes, teaching, learning and assessment must be consistent with each other – in ‘constructive alignment’ (Biggs)

6. 1 Baume and Jones (1974)

7. 1 Dearing (1997)
We recommend that institutions of higher education begin immediately to develop, for each programme they offer, a ‘programme specification’ which … gives the intended outcomes of the programme in terms of:
the knowledge and understanding that a student will be expected to have upon completion;
key skills: communication, numeracy, the use of information technology and learning how to learn;
cognitive skills, such as an understanding of methodologies or ability in critical analysis;
subject specific skills, such as laboratory skills.
(Note: General & Subject Specific)

8. 1,2 QAA – guidelines
An Honours graduate will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline.
Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.
An Honours graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.
(Note: General & Subject Specific)

9. 1,2 QAA – subject benchmarks Outcomes for Masters programmes in Business and Management
Graduates are expected to be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to business and management. They should also demonstrate relevant personal and interpersonal skills. These include:
a Critical thinking and creativity: managing creative processes in self and others; organising thoughts, analysis, synthesis, critical appraisal. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately.
b Problem solving and decision making: establishing criteria, using appropriate decision techniques including identifying, formulating and solving business problems; the ability to create, identify and evaluate options; the ability to implement and review decisions.
c Information and knowledge: scanning and organising data, abstracting meaning from information and sharing knowledge.
d Numeracy and quantitative skills including the use of models of business situations; qualitative research skills.
e Effective use of Communication and Information Technology (CIT).
f Two-way communication: listening, negotiating and persuading or influencing others; oral and written communication, using a range of media, including the preparation of business reports.
g Personal effectiveness: self-awareness and self-management; time management; sensitivity to diversity in people and different situations; the ability to continue learning.
h Effective performance within a team environment and the ability to recognise and utilise individuals' contributions in group processes; team selection, delegation, development and management.
i Leadership and performance management: selecting appropriate leadership style for situations; setting targets, motivating, monitoring performance, coaching and mentoring, continuous improvement.
j Ethics and value management: recognising ethical situations, applying ethical and organisational values to situations and choices.
k Ability to conduct research into business and management issues.
l Learning through reflection on practice and experience.

10. 1,2 Outcomes for Masters in Business & Management
Critical thinking and creativity
Managing creative processes in self and others
Organising thoughts, analysis, synthesis, critical appraisal…
Problem solving and decision making
Establishing criteria, using appropriate decision techniques including identifying, formulating and solving business problems
The ability to create, identify & evaluate options
The ability to implement & review decisions

11. 1,2 Outcomes for Masters in Business & Management
Leadership and performance management
Selecting appropriate leadership style for situations
Setting targets
Motivating
Monitoring performance
Coaching and mentoring
Continuous improvement

12. 2 Outcomes for Underwater Engineering
Students will be able to produce and justify conceptual designs for a range of underwater intervention devices, manned and unmanned
Identify user needs
Identify environmental and operational conditions
Identify relevant available technologies
Generate and compare alternative approaches…

13. 2 Outcomes for Teaching in Higher Education
Identify their own professional development goals
Plan for their initial and/or continuing professional development
Undertake appropriate development activities
Review their development and their practice
And
Use a variety of methods to evaluate their teaching
Inform their professional role with relevant strategy, policy and quality considerations
Extend their use of learning, teaching and assessment approaches
Contribute to the processes of module/programme design, implementation and evaluation
Provide support to students on academic/pastoral issues

14. 2 Outcomes in Instrumentation for Mechanical Engineers
Select appropriate instrumentation techniques and devices for the measurements they need to make in their work … (examples)
Use these in practical settings
Interpret the readings taken, with due allowance for major possible sources of error…

15. Learning Outcomes are not enough
Learning Outcomes describe what people can do. But how can we be sure they will do them?
We need different kinds of outcomes: E.g. “Professionals are accountable for the quality of their work, and take responsibility for maintaining and improving their knowledge and skills.”
It’s not what you can do – it’s what you do do!

16. 3 I hope that, by the end of this keynote, you will have…
Reviewed a learning outcome of a course that you teach
Explored any possible ways you might improve that learning outcome
Reviewed your course against two models of curriculum
Started to re-plan your curriculum to make maximum use of learning outcomes

17. 3 Writing good outcomes A good outcome is, among other things:
Attractive – students want to achieve it
Comprehensible – they know its meaning
Attainable – they can learn to achieve it
Coherent – it clearly fits into their programme
Take one of your own learning outcomes, and discuss with your neighbour:
How well does it show each of these qualities?
How could you improve the outcome?
What are other qualities of a good outcome?

18. 4 Two models of curriculum
Model A – “Curriculum is content. Teaching is the delivery of content. (Assessment is seeing if the content has been learned.)”
Model B – “Curriculum is outcomes. Teaching is supporting students to achieve learning outcomes. (Assessment is seeing if these outcomes have been achieved.)”
Note: Both of these models are ‘ideal types’.
They represent two ends of a spectrum.

19. 4 Curriculum planning with Model A
A1 Plan the curriculum to be taught
A2 Teach the course
A3 Give feedback to students on their work
A4 Assess what students have learned

20. 4 Curriculum planning with Model B
B1 Plan the course aims and learning outcomes
B2 Ensure these learning outcomes are assessable
B3 Determine what student activities will help students to attain these outcomes
B4 Provide resources, support and feedback to the students as they do these learning activities
B5 Assess students - have they attained the course outcomes?
B6 Review student results
B7 Change teaching & assessment as appropriate

21. 4 Two approaches to curriculum planning compared
Model A
Model B
Plan content
Plan the learning outcomes
Ensure they are assessable
Plan learning activities
Teach content
Support & resource the student learning
Give feedback
Ensure students receive feedback
Assess
Review & change teaching

22. 4 Beliefs underpinning practice: Model A
“The curriculum is mainly about content”
“Teaching is substantially about delivering curriculum content”
“Feedback aids student learning”
“Assessment measures if students have learned the content”

23. 4 Beliefs underpinning practice: Model B
“Education is about helping, supporting and challenging students to achieve outcomes”
“Learning requires appropriate learning activities by students, supported by appropriate resources”
“Learning needs detailed feedback to each student about their progress towards the outcomes”
“Assessment provides feedback to the course and to the teachers as well as to the students”
“Courses should use feedback to improve themselves”

24. 4 Your course
How far does your course adopt model A and how far model B?
What would the ideal shape of your course? How much of model A and how much of model B? Why?

25. 4 OBE and curriculum design, learning and teaching; the whole story in 1 slide!
What are the aims?
What are the intended learning outcomes?
How will you assess attainment of these outcomes?
What student learning activities will help students attain these outcomes?
How will you support students to do, and receive feedback on, these activities?
The answers to these five questions are your course!

26. 4 Learning outcome from UK OU MBA course (Fundamentals of Senior Management)
Original version:
To increase your understanding of your own role as a manager, and of the context in which you perform
(This is one of 12 learning outcomes for 600 study hours)
Modified version:
You will be able to give an analytical account of your own roles as a manager and of the context in which you work
You will be able to relate your role to your context

27. 4 Learning outcome from UK OU MBA block (Understanding Stakeholders)
Original version
You will be able to:
Recognise the range of stakeholders in your & other organisations
Be aware of their main interests
(This represents about 10 study hours)
Modified version:
You will be able to:
Identify the stakeholders in your & other organisations
Identify their main interests

28. 4 Outcome & activity from UK OU MBA block (Understanding Stakeholders)
Learning outcome:
You will be able to:
Identify the stakeholders in your & other organisations
Identify their main interests
Learning activity:
Identify the stakeholders in your organisation and in one other organisation of your choice
Identify their main interests

29. 4 Possible assessment tasks for the MBA block (Understanding Stakeholders)
Who are the main stakeholders in your organisation?
What are their main interests?
How did you do these two tasks?
How would you identify the main stakeholders of an organisation for which you do not work?
Your answers must show how you have used relevant theoretical ideas in your analysis
(Question 3 gets students to describe and analyse what they did.
Question 4 gets them to say how they would apply their general method.
And they have to make appropriate use of theory.)

30. 4 Outcomes-based education on the UK OU MBA
Learning outcomes specified for each:
module (600 hours total study),
block (~60 hours study) and
(sometimes) section (~6 hours study)
Learning activities - ~350 out of 600 hours
the rest is reading
Learning activities – 1 or 2 ( each 5-10 minutes) in every hour of studying / reading

31. 4 Teaching and supporting learning in OBE
Choose a small learning outcome for your course – maybe the one you worked on earlier
How would you assess it? Write an assessment task!
What learning activities will your students undertake to learn how to successfully undertake this assessment task; that is, to achieve the outcome?
How will you support them?

32. 5 Towards the future of OBE
Courses will help students to want, passionately, to do things, rather than just ‘be able to’ do things
Assessment will assess whether students actually and spontaneously achieve the outcomes, rather than just ‘being able to’
Outcomes will include values and principles and purposes as well as abilities – “education graduates will help every single student to achieve their full positive potential”, for example.