What are learning outcomes What are learning outcomes

What are learning outcomes?

What are learning outcomes? Learning Outcomes identify what students will know, be able to do and be like upon successful completion of a learning experience.

What are learning outcomes? Learning Outcomes identify what students will know, be able to do and be like upon successful completion of a learning experience. Knowledge Skills Attitudes/dispositions

Course level: What knowledge and skills? What does the legislation say?

Course level: What knowledge and skills? HIGHER EDUCATION STANDARDS FRAMEWORK (HESF) 1. 4. 1. The expected learning outcomes for each course of study are specified…

JCU Curriculum Framework HESF 1. 4. 2 The specified learning outcomes for each course of study encompass discipline-related and generic outcomes, including: a) specific knowledge and skills and their application that characterise the field(s) of education or disciplines involved b) generic skills and their application in the context of the field(s) of education or disciplines involved c) knowledge and skills required for employment and further study related to the course of study, including those required to be eligible to seek registration to practise where applicable, and d) skills in independent and critical thinking suitable for life-long learning.

Higher Education Standards Framework 1. 4. 2. The specified learning outcomes for each course of study encompass discipline-related and generic outcomes… 1. 5. 3. …the learning outcomes are consistent with the level classification for that qualification in the Australian Qualifications Framework.

AQF LEVEL QUALIFICATION TYPE Australian Qualifications Framework 1 Certificate 1 2 Certificate 2 3 Certificate 3 4 Certificate 4 5 Diploma 6 Advanced Diploma 6 Associate Degree 7 Bachelor Degree 8 Bachelor Honours Degree 8 Graduate Certificate 8 Graduate Diploma 9 Masters Degree (Research) 9 Masters Degree (Coursework) 9 Masters Degree (Extended) 10 Doctoral Degree Two tiered taxonomy: • Levels • Qualification types

AQF LEVEL QUALIFICATION TYPE Australian Qualifications Framework 1 Certificate 1 2 Certificate 2 3 Certificate 3 4 Certificate 4 5 Diploma 6 Advanced Diploma 6 Associate Degree 7 Bachelor Degree 8 Bachelor Honours Degree 8 Graduate Certificate 8 Graduate Diploma 9 Masters Degree (Research) 9 Masters Degree (Coursework) 9 Masters Degree (Extended) 10 Doctoral Degree Two tiered taxonomy: • Levels • Qualification types Levels: define relative complexity and depth of achievement and autonomy required of graduates

Australian Qualifications Framework The levels and qualification types are defined by criteria expressed as learning outcomes.

Australian Qualifications Framework The levels and qualification types are defined by learning outcomes. The learning outcomes are expressed in terms of three dimensions: • knowledge • skills • application of knowledge and skills

AQF. Graduates of a Bachelor Degree will: KNOWLEDGE • have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning SKILLS • review critically, analyse, consolidate and synthesise knowledge • exercise critical thinking and judgement in identifying and solving problems with intellectual independence • present a clear, coherent and independent exposition of knowledge and ideas APPLICATION OF KNOWLEDGE AND SKILLS • demonstrate the application of knowledge and skills • with initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship • to adapt knowledge and skills in diverse contexts • with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters

AQF. Graduates of a Bachelor Degree will: KNOWLEDGE • have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning SKILLS • review critically, analyse, consolidate and synthesise knowledge • exercise critical thinking and judgement in identifying and solving problems with intellectual independence c i r e • present a clear, coherent and independent exposition of knowledge and ideas APPLICATION OF KNOWLEDGE AND SKILLS • demonstrate the application of knowledge and skills • with initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship • to adapt knowledge and skills in diverse contexts • with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters G n e

1. 5. 3. …the learning outcomes are consistent with the level classification for that qualification in the Australian Qualifications Framework. Bachelor graduates • review critically, analyse, consolidate and synthesise knowledge • identify and solve problems with intellectual independence • present a clear, coherent and independent exposition of knowledge and ideas Masters (Coursework) graduates • investigate, analyse and synthesise complex information, problems, concepts and theories • justify theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences

Aside from the AQF, what are the other key reference documents for writing learning outcomes? • for Professionally accredited courses • for Non accredited courses

Reference points for developing CLOs and driving curriculum design in professionally accredited courses i. Australian Qualifications Framework (2013) iii.

Reference points for developing CLOs and driving curriculum design in professionally accredited courses i. Australian Qualifications Framework (2013) ii. Registered Nurse Standards for Practice (2016) iii.

Reference points for developing CLOs and driving curriculum design in professionally accredited courses i. Australian Qualifications Framework (2013) ii. Registered Nurse Standards for Practice (2016) iii.

Reference points for developing CLOs and driving curriculum design in non accredited courses i. Australian Qualifications Framework (2013) iii.

Graduates of the Bachelor of Science at James Cook University will be able to: K CLO 1. Integrate and apply a coherent body of theoretical and technical knowledge, including underlying concepts and principles, in one or more science disciplines CLO 2. Critically appraise the role and relevance of science in society, particularly in creating sustainable futures in the tropics, worldwide CLO 3. Demonstrate broad understanding of the methods of science, including the creative processes S involved in developing scientific knowledge, and its contestable and testable nature CLO 4. Retrieve, analyse, synthesise and evaluate information from a range of sources CLO 5. Plan and conduct reliable, evidence-based laboratory and/or field experiments by selecting and applying methods, techniques and tools, as appropriate to one or more science disciplines S CLO 6. Organise, analyse and interpret scientific data using mathematical, statistical and technological skills CLO 7. Convey scientific ideas, arguments and conclusions clearly and coherently through well-developed S written and oral communication skills and a variety of media CLO 8. Identify, analyse and generate solutions to unpredictable or complex problems by applying scientific knowledge and skills with initiative and well-developed judgement A CLO 9. Critically review regulatory requirements, ethical principles and, where appropriate, cultural frameworks, to work effectively, responsibly and safely in diverse contexts CLO 10. Reflect on current skills, knowledge and attitudes to manage their professional learning needs and performance, autonomously and in collaboration with others

Reference points for developing CLOs and driving curriculum design in non accredited courses i. Australian Qualifications Framework (2013) ii. Learning outcomes statements developed for the field of education or discipline by discipline communities (for Science [2011]) iii.

ii. Learning outcomes statements developed for the field of education or discipline by discipline communities (for Science [2011])

ii. Learning outcomes statements developed for the field of education or discipline by discipline communities (for Science [2011]) , c i r e n e g d n a e d n e i l t p a i l c e s r i d e n e i l h t p i c n i s i d D e t a l s n a r as t

Graduates of the Bachelor of Science at James Cook University will be able to: CLO 1. Integrate and apply a coherent body of theoretical and technical knowledge, including underlying 1. 2 concepts and principles, in one or more science disciplines CLO 2. Critically appraise the role and relevance of science in society, particularly in creating sustainable futures in the tropics, worldwide 1. 1 CLO 3. Demonstrate broad understanding of the methods of science, including the creative processes involved in developing scientific knowledge, and its contestable and testable nature CLO 4. Retrieve, analyse, synthesise and evaluate information from a range of sources 3. 3 CLO 5. Plan and conduct reliable, evidence-based laboratory and/or field experiments by selecting and 3. 4 applying methods, techniques and tools, as appropriate to one or more science disciplines CLO 6. Organise, analyse and interpret scientific data using mathematical, statistical and technological skills CLO 7. Convey scientific ideas, arguments and conclusions clearly and coherently through well-developed written and oral communication skills and a variety of media CLO 8. Identify, analyse and generate solutions to unpredictable or complex problems by applying scientific knowledge and skills with initiative and well-developed judgement 5. 3 5. 2 CLO 9. Critically review regulatory requirements, ethical principles and, where appropriate, cultural frameworks, to work effectively, responsibly and safely in diverse contexts CLO 10. Reflect on current skills, knowledge and attitudes to manage their professional learning needs and performance, autonomously and in collaboration with others

Reference points for developing CLOs and driving curriculum design in non accredited courses i. Australian Qualifications Framework (2013) ii. Learning outcomes statements developed for the field of education or discipline by discipline communities (for Science [2011]) iii.

Graduates of the Bachelor of Science at James Cook University will be able to: CLO 1. Integrate and apply a coherent body of theoretical and technical knowledge, including underlying concepts and principles, in one or more science disciplines CLO 2. Critically appraise the role and relevance of science in society, particularly in creating sustainable futures in the tropics, worldwide CLO 3. Demonstrate broad understanding of the methods of science, including the creative processes involved in developing scientific knowledge, and its contestable and testable nature CLO 4. Retrieve, analyse, synthesise and evaluate information from a range of sources CLO 5. Plan and conduct reliable, evidence-based laboratory and/or field experiments by selecting and applying methods, techniques and tools, as appropriate to one or more science disciplines CLO 6. Organise, analyse and interpret scientific data using mathematical, statistical and technological skills CLO 7. Convey scientific ideas, arguments and conclusions clearly and coherently through well-developed written and oral communication skills and a variety of media CLO 8. Identify, analyse and generate solutions to unpredictable or complex problems by applying scientific knowledge and skills with initiative and well-developed judgement CLO 9. Critically review regulatory requirements, ethical principles and, where appropriate, cultural frameworks, to work effectively, responsibly and safely in diverse contexts CLO 10. Reflect on current skills, knowledge and attitudes to manage their professional learning needs and performance, autonomously and in collaboration with others

JCU Curriculum Framework HESF 1. 4. 2 The specified learning outcomes for each course of study encompass discipline-related and generic outcomes, including: a) specific knowledge and skills and their application that characterise the field(s) of education or disciplines involved b) generic skills and their application in the context of the field(s) of education or disciplines involved c) knowledge and skills required for employment and further study related to the course of study, including those required to be eligible to seek registration to practise where applicable, and d) skills in independent and critical thinking suitable for life-long learning.

JCU Curriculum Framework CURRICULUM DESIGN AND IMPLEMENTATION 1. Validate course learning outcomes 2. Map alignment between learning outcomes and assessment 3. (Re)design assessment tasks 4. Design authentic and blended learning activities 5. Teach explicitly and make learning outcomes visible to students 6. Evaluate teaching and learning

JCU Curriculum Framework CURRICULUM DESIGN & IMPLEMENTATION 1. Validate course learning outcomes 2. Map alignment between learning outcomes and assessment 3. (Re)design assessment tasks 4. Design authentic and blended learning activities 5. Teach explicitly and make learning outcomes visible to students 6. Evaluate teaching and learning HESF 1. 4. 3. Methods of assessment are consistent with the learning outcomes being assessed and are capable of confirming that all specified learning outcomes are achieved. 3. 1. 3. Teaching and learning activities are arranged to foster progressive and coherent achievement of expected learning outcomes throughout each course of study.

Relationship between learning outcomes and assessment LEARNING & TEACHING ACTIVITIES From our students’ point of view, assessment defines the actual curriculum (Ramsden, 2003). TRADITIONAL APPROACH

Where possible When necessary HYBRID APPROACH Relationship between learning outcomes and assessment SHORT DURATION COURSES

Writing Subject Learning Outcomes

Review your SLOs Do you see both discipline related and generic outcomes?

Review your SLOs JCU Recommendation Course level Subject level 6 – 10 learning outcomes 3 – 5 learning outcomes How many outcomes are in your set?

Are learning outcomes written from the perspective of student learning? • to provide a brief overview of the …. . . challenges facing humanity • to introduce basic concepts of …. . . • to provide an understanding of the history and development of the …… paradigm • to provide an overview of the philosophy and ethics of ……

Are learning outcomes written from the perspective of student learning? Example where outcomes are written from a subject input/ content perspective • to provide a brief overview of the …. . . challenges facing humanity • to introduce basic concepts of …. . . • to provide an understanding of the history and development of the …… paradigm • to provide an overview of the philosophy and ethics of ……

Outcomes based approach to Student centred from Teacher centred International trends in education show a shift from the traditional teacher-centred approach to a student centred approach. Traditionally, teachers decided on the content that they intended to teach, planned how to teach this content and then assessed this content. This alternative model focuses on what the students are expected to be able to do at the end of the module of program. Hence, this approach is commonly referred to as an outcomes based approach. This type of approach focused on the teacher’s input and on the assessment in terms of how well the students absorbed the material. This approach to teaching is commonly referred to as a teacher centred approach. The outcomes based approach has been increasingly adopted within credit frameworks and by national quality and qualifications authorities

Are learning outcomes written from the perspective of student learning? Example where outcomes are written from a subject input/ content perspective • to provide a brief overview of the …. . . challenges facing humanity • to introduce basic concepts of …. . . • to provide an understanding of the history and development of the …… paradigm • to provide an overview of the philosophy and ethics of ……

Are learning outcomes written from the perspective of student learning? Example where outcomes are written from a subject input/ content perspective • to provide a brief overview of the …. . . challenges facing humanity • to introduce basic concepts of …. . . • to provide an understanding of the history and development of the …… paradigm ? • to provide an overview of the philosophy and ethics of ……

Are learning outcomes written from the perspective of student learning? Example where outcomes are written from a subject input/ content perspective • to provide a brief overview of the …. . . challenges facing humanity • to introduce basic concepts of …. . . • to provide an understanding of the history and development of Students will be able to: the …… paradigm • define key concepts of… • to provide an overview of the philosophy and ethics of ……

Are learning outcomes written from the perspective of student learning? Example where outcomes are written from a subject input/ content perspective • to provide a brief overview of the …. . . challenges facing humanity • to introduce basic concepts of …. . . • to provide an understanding of the history and development of Students will be able to: the …… paradigm • define key concepts of… Are your outcomes written from • to provide an overview of the philosophy and ethics of …… perspective of student learning?

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? Avoid words like Know Understand Comprehend Be familiar with Appreciate Be aware of Have a good grasp of Realise the significance of Believe Be interested in

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? Avoid words like Know Understand Comprehend Be familiar with Appreciate Be aware of Have a good grasp of Realise the significance of Believe Be interested in Do your outcomes begin with any of these words? If so, ask yourself/the Subject Coordinator how students are going to demonstrate: • understanding? Will they be required to define…. explain…. compare…. evaluate? • awareness? • familiarity?

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? Bloom and colleagues taxonomy rs u o i v a h be e lex v i p t i m n o g c Co → e l p m i S Analysis Application analyse Comprehension calculate compare Knowledge describe demonstrate contrast discuss employ define differentiate explain state examine prioritise identify record illustrate solve list report operate deconstruct cite summarise practice investigate Synthesis combine compose construct design formulate integrate manage adapt create Evaluation appraise assess critique rank evaluate select persuade defend conclude justify

Bloom and colleagues’ taxonomies Bloom, B. , Engelhart, M. Furst, E. , Hill, W. & Krathwohl, D. (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York: Longman. Cognition: process of acquiring knowledge Benjamin Bloom (1913 -1999) Krathwohl, D. , Bloom, B. , & Masia, B. (1964). Taxonomy of educational objectives. Handbook 2: Affective domain. New York: Longman. Affective: attitudes A taxonomy for the psychomotor domain was never published by the originating group but some were published by Simpson (1966), Dave (1970) and Harrow (1972). Psychomotor: movement in conscious mental activity

Bloom and colleagues’ taxonomies Bloom, B. , Engelhart, M. Furst, E. , Hill, W. & Krathwohl, D. (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York: Longman. to know Benjamin Bloom (1913 -1999) Krathwohl, D. , Bloom, B. , & Masia, B. (1964). Taxonomy of educational objectives. Handbook 2: Affective domain. New York: Longman. to be like A taxonomy for the psychomotor domain was never published by the originating group but some were published by Simpson (1966), Dave (1970) and Harrow (1972). to do

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? Comprehension Knowledge describe discuss define explain state identify record Explain the underlying ethical list report principles of the Australian cite summarise Psychology Society “Code of Ethics”. Application calculate demonstrate employ examine illustrate operate practice Analysis analyse compare contrast differentiate prioritise solve deconstruct investigate Synthesis combine compose construct design formulate integrate manage adapt create Evaluation appraise assess critique rank evaluate select persuade defend conclude justify

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? Comprehension Knowledge describe discuss define explain state Explain the underlying ethical identify record principles of the Australian list report Psychology Society “Code of cite summarise Ethics”. Application calculate demonstrate employ examine illustrate operate practice Analysis analyse compare contrast differentiate prioritise solve deconstruct investigate Evaluation Synthesis appraise combine assess compose critique construct rank design evaluate formulate select Evaluate psychologists’ professional conduct in relation to integrate persuade the Australian Psychology Society defend manage “Code of Ethics”. conclude adapt justify create

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? NOTE: The verb in the learning outcome becomes the common link that establishes alignment with assessment. The crucial point is to design assessment tasks that require students to enact the target verbs (Biggs, 2014; Biggs & Tang, 2009).

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? rs u o i v a h be e lex v i p t i m n o g c Co → e l p m i S Analysis Application analyse Comprehension calculate compare Knowledge describe demonstrate contrast discuss employ define differentiate explain state examine prioritise Explain the underlying ethical identify record illustrate solve principles of the Australian list report operate deconstruct Psychology Society “Code of cite summarise practice investigate Ethics”. Evaluation Synthesis appraise combine assess compose critique construct rank design evaluate formulate select Evaluate psychologists’ professional conduct in relation to integrate persuade the Australian Psychology Society defend manage “Code of Ethics”. conclude adapt justify create It may be that the traditional examination will be suitable for ‘describe’ ‘explain’ Intended Learning Outcomes, but unsuitable for other Intended Learning Outcomes (Biggs & Tang, 2009, p. 5)

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? rs u o i v a h Evaluation e b x e e l v i p t i com Cogn Synthesis appraise → e l p m i combine S Analysis assess Application compose critique analyse Comprehension calculate construct rank compare Knowledge describe demonstrate contrast design evaluate discuss employ define differentiate Evaluate psychologists’ formulate select professional conduct in relation to explain state examine prioritise integrate persuade the Australian Psychology Society Explain the underlying ethical identify record illustrate defend manage solve “Code of Ethics”. principles of the Australian list report conclude operate deconstruct adapt Psychology Society “Code of justify create cite summarise practice investigate Ethics”. What assessment? What assessment?

Are action verbs used to frame outcomes and do they reflect the appropriate level of demand? Is there opportunity for students to demonstrate higher order outcomes in the SLOs that you have brought? Knowledge define state record list cite Comprehension describe discuss explain identify report summarise Application calculate demonstrate employ examine illustrate operate practice Analysis analyse compare contrast differentiate prioritise solve deconstruct investigate Synthesis combine compose construct design formulate integrate manage adapt create Evaluation appraise assess critique rank evaluate select persuade defend conclude justify

Example subject learning outcomes Students who successfully complete this subject will be able to: • Explain the major concepts and propositions of personality theories; • Analyse the influence of biological, interpersonal and cultural factors on the development of individual differences; • Evaluate psychologists’ behaviour in professional contexts, in relation to the Australian Psychology Society “Code of Ethics”. most complex Are you outcomes discrete focussing on one action? You may see that progression from less complex to most complex in your SLOs

Also note that each outcome focuses on one action Students who successfully complete this subject will be able to: • Explain the major concepts and propositions of personality theories; • Analyse the influence of biological, interpersonal and cultural factors on the development of individual differences; • Evaluate psychologists’ behaviour in professional contexts, in relation to the Australian Psychology Society “Code of Ethics”. Do your outcomes focus on one action?

What is the format when writing an outcome? Stem Upon successful completion of this subject, students will be able to: Evaluate psychologists’ behaviour in professional contexts, in relation to the Australian Psychology Society “Code of Ethics”.

Verb: action word/measurable, at the appropriate level of demand, discrete Upon successful completion of this subject, students will be able to: Verb Evaluate psychologists’ behaviour in professional contexts, in relation to the Australian Psychology Society “Code of Ethics”.

Content: to which the verb applies Content Upon successful completion of this subject, students will be able to: Evaluate psychologists’ behaviour in professional contexts, in relation to the Australian Psychology Society “Code of Ethics”.

Qualifier: to provide the context or restrict the conditions and terms within which the outcome is met Upon successful completion of this subject, students will be able to: Evaluate psychologists’ behaviour in professional contexts, in relation to the Australian Psychology Society “Code of Ethics”. Qualifier

Qualifiers What context? . . . using the xxx framework; considering XXX theories How many? …. at least three models What is given/not given? …. by checking a chart, by looking at photo, by referring to the manual, without supervision How often? …. at least once per hour, at the start of every cycle How well? …. no more than 1 error, accurate to three decimal points What are the variables? …irrespective of the patient’s behaviour

Deconstruct the format plan and execute project work and/or a piece of research and scholarship with some independence AQF Bachelor of Honours outcomes, p. 51

Deconstruct the format Verb plan and execute project work and/or a piece of research and scholarship with some independence

Deconstruct the format plan and execute project work and/or a piece of research and scholarship with some independence Content

Deconstruct the format plan and execute project work and/or a piece of research and scholarship with some independence Qualifier

Checklist for SLOs ü 3 -5 in quantity ü Written from the student perspective ü Measurable, commencing with an action verb that students can demonstrate? ü Pitched at the appropriate level? ü Distinct/discrete, focusing on one action? ü Where appropriate, generic outcomes are made explicit? ü Appropriately encapsulate knowledge, skills and applications

Resources • Online learning outcome builder • Kennedy, D. (2007). Writing and using learning outcomes: A practical guide. University College Cork, Quality Promotion Unit.