Learning Outcomes and Learning Domains General Principle 4

Learning Outcomes and Learning Domains

General Principle 4: Learning Outcomes (MQF Para 15) – LO Domains 1 4 7 Knowledge 2 Practical Skills Values, attitudes and professionalism Information management and lifelong learning skills 8 Managerial and entrepreneurial skills MQF. Roz. Roadshow 5 3 Social skills and responsibilities Communication, leadership and team skills 6 Problem solving and scientific skills MOE - LO 1. 2. 3. 4. 5. 6. 7. Knowledge Practical Skills Thinking and scientific skills Communication skills Social skills, teamwork and responsibility Values, ethics, moral and professionalism Information management and lifelong learning skills 8. Managerial and entrepreneurial skills 9. Leadership skills

What are Learning Outcomes? i. Learning outcomes are statements of what students know and can do as a result of their respective courses of study Councils for Higher Education Accredition Board of Directors, USA 2002 ii. A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning process. Centre for the Advancement of Teaching and Learning, The Universty of Western Australia, 2004.

What are Learning Outcomes? • Learning outcomes are statements that explain what students should know, understand can do upon the completion of a period of study. • Learning outcomes are references for standard and quality as well as for the development of curriculum in terms of teaching and learning, the determination of credits and the assessment of students. • In MQF, learning outcomes are asserted in three categories: (i) levels of qualification; (ii) fields of study; and (iii) programme. (MQF, 2011)

Why are learning outcomes important? They are essential because they: define the type and depth of learning, students are expected to achieve provide an objective benchmark formative, summative, and prior learning assessment clearly communicate expectations to learners clearly communicate graduates’ skills to the stakeholders define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. guide and organize the instructor and the learner.

Learning Outcomes (MOE-LO) 1. 2. 3. 4. 5. 6. 7. 8. 9. Knowledge Practical Skills Thinking and scientific skills Communication skills Social skills, teamwork and responsibility Values, ethics, moral and professionalism Information management and lifelong learning skills Managerial and entrepreneurial skills Leadership skills

Different Levels of Learning Outcomes Few years after Programme Educational Objectives. Graduation – 4 to 5 years Competent engineers who (PEO) Employer Survey, Alumni Survey are leaders in …. . Upon graduation Programme Learning Outcomes Nine (9) MOE (PLO) Learning Outcomes My 3 S, Exit Survey, Prog. Survey . . will be able to demonstra critical thinking skills to so Upon course completion. . will be able to explain th Course Learning Outcomes (CLO) Use Bloom’s Taxonomy of physical principles of …… Learning Domains (C/A/P) Sum/Form/Cont. Assessments Weekly/Topic Outcomes . . will be able to explain Upon topic completion Use Bloom’s Taxonomy of Archimedes principle of … Learning Domains (C/A/P) Sum/Form/Cont. Assessments Shahrin Mohamed, 2007

Programme Educational Objectives (PEO) o Attributes of graduates 4 to 5 years after graduation Example of PEO for Bachelor of Civil Engineering: I) A civil engineer who is knowledgeable and technically competent in civil engineering discipline in-line with the industry requirement. II) A civil engineer who is effective in communication and demonstrate good leadership quality in an organization. III) A civil engineer who is capable to solve civil engineering problems innovatively, creatively and ethically through sustainable approach.

Programme Learning Outcome (PLO) o What students will be able to do upon graduation Example of Programme Learning Outcomes (PLO) for Bachelor of Civil Engineering Acquire and apply knowledge of sciences and engineering fundamentals to 1. civil engineering field. (LO 1) 2. Demonstrate comprehensive technical expertise in civil engineering. (LO 2) Identify, formulate and provide creative, innovative and effective solution 3. to civil engineering problems. (LO 3) Communicate effectively both in written and spoken form with engineers, 4. other professionals and community. (LO 4) Function individually or in teams, effectively, with a capability to be a 5. leader. (LO 5)

Course Learning Outcome (CLO) o What students will be able to do upon the completion of a course Example of CLO for the course: MANUFACTURING AND OPERATION ANALYSIS At the end of the course, the students will be able to: § Propose solution to manufacturing and operation problems using related theory and analytical methods (C 5, A 5, PO 3) § Organise in groups to study and present the application of advanced manufacturing and operation analysis methods based on a given topics (C 5, A 4, P 5, PO 4, PO 5) § Explain the main concepts and methods obtained from literatures to professionally analyse the manufacturing and operation system (C 6, A 4, PO 1, PO 3, PO 7)

OBJECTIVES vs. OUTCOMES OBJECTIVES OUTCOMES Objectives describe WHAT A TEACHER NEEDS TO DO TO TEACH, AND WHAT NEEDS TO BE PLANNED TO TEACH. Outcomes describes WHATSTUDENTS SHOULD KNOW, UNDERSTAND CAN DO UPON THE COMPLETION OF A STUDY PERIOD. Objectives require the use of BASIC THINKING SKILLS SUCH AS KNOWLEDGE, COMPREHENSION, AND APPLICATION. Outcomes require the use of HIGHER THINKING SKILLS SUCH AS ANALYSIS, SYNTHESIS, AND EVALUATION (as described in Bloom’s Taxonomy) Objectives DO NOT NECESSARILY RESULT IN A PRODUCT. OFTEN, THEY ARE SYNTHESIZED OR COMBINED TO PRODUCE SOMETHINGTHAT MEASURES AN OUTCOME. Outcomes result in a PRODUCT THAT CAN BE MEASURED AND ASSESSED.

OBJECTIVES vs. OUTCOMES OBJECTIVES OUTCOMES e. g. (1. ) - Economics students will understand the nature and functioning of the market system Economics students will be able to identify the role of supply and demand in a market economy and the necessary conditions to function well) e. g. (2. ) - Management students will understand use a variety of quantitative analysis techniques appropriate for business Management students will demonstrate a basic knowledge of calculus, statistics, and other quantitative tools necessary to solve real-world problems)

The 3 Domains of Educational Goals Cognitive The Head Affective The Heart Psychomotor The Hand 3 H

Learning Outcomes LEARNING DOMAINS Higher order Cognitive Affective Psychomotor / skills Evaluation Exhibit, display, demonstrate Naturalisation Synthesis Analysis Application lower order Comprehension Knowledge organisation Valuing Responding Receiving Articulation Precision Manipulation Imitation

INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS lower order Higher order 16

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE MOTOR SKILL AREAS lower order Higher order 17

AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITH THINGS EMOTIONALLY (e. g. FEELINGS, INTERESTS, ATTITUDES, APPRECIATION, ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT FROM INSTRUCTION) lower order Higher order 18

9 areas of evaluation Area 1: Vision, Mission, Educational Goals And Learning Outcomes Area 2: Curriculum Design And Delivery Area 3: Assessment Of Students Area 4: Student Selection And Support Services Area 5: Academic Staff Area 6: Educational Resources Area 7: Programme Monitoring And Review Area 8: Leadership, Governance And Administration Area 9: Continual Quality Improvement (MQA, 2008)

OBE PROCESS Area 8 Curriculum REVIEW Area 9 CQI Report Area 1 MQF 1 PEO Academic Level Program Outcomes (PO) Planning (1) MQF 2 Closing the Loop (CDL) Program Standards Area 2 Curriculum Evaluate / analyse Course Outcomes (CO) Evaluating (4) Area 7 Bloom’s Taxonomy Area 3 Developing (2) TL Activities Assessments Entrance/Exit Surveys Lesson Plan Marking Scheme SLT MQF 3 Test Blueprint Rubrics Student Portfolio Formative Assessment Summative Assessment Bloom’s Taxonomy Credit Hour Implementing (3) Evidences Curriculum Documenting Area 6 Area 5 Area 4 Bloom’s Taxonomy