Hong Kong Baptist University Centre for Holistic Teaching & Learning (CHTL) Outcome Based Teaching and Learning @HKBU August 2010 Intended Outcomes
Hong Kong Baptist University
Centre for Holistic Teaching & Learning (CHTL)
Outcome Based Teaching and Learning @HKBU
August 2010
Intended Outcomes
Background
• With the UGC push for Outcome Based Education at Hong Kong Universities, most local universities are now implementing Outcome Based Teaching and Learning (OBTL) in their programme offerings.
How’s the OBTL implementation at HKBU?
OBTL implementation
What are the differences between
Objectives and Outcomes
Objectives vs. OutcomesObjectives vs. Outcomes
Specific intentions that indicate the steps to be taken to achieve our aims or goals as teachers. They indicate the teachingintentions.
Ob
jectives
What the learners will be able to do when they have completed their course or programme.
Ou
tcom
es
What are Intended Learning Outcomes?What are Intended Learning Outcomes?
• Statements of what students are expected to be able to do as a result of engaging in the learning process (studying a lecture/course/programme).
They are:• Expressed from the students' perspective. • Expressed in the form of action verbs leading to observable and
assessable behavior. • Related to criteria for assessing student performance.
[Ideally no more than THREE/FIVE outcomes per session/course ]
Outcomes should be achievable and assessable
1. Select the content to be taught.
2. Decide the levels of understanding the students are expected to achieve for the different content topics.
3. Have a workable number of ILOs.
4. Decide if all the ILOs are of equal importance.
5. Ensure a clear understanding and agreement of the ILOs within the teaching team and other relevant parties.
6. Communicate the ILOs to the students.
Designing ILOsDesigning ILOs
Which of the following verb(s) best describe your understanding of OBTL?
UseUse
ConstructConstruct
ApplyApplyOutlineOutline
ExplainExplain
DescribeDescribeExamineExamine
AnalyseAnalyse
CompareCompare EvaluateEvaluate AppraiseAppraise
CritiqueCritiqueListList
IdentifyIdentify
StateState
FormulateFormulateDesignDesign
CreateCreate
At the beginning of the second semester, Dr. Chan, the teacher who taught the same course of introductory level in semester A, is annoyed. He notices some of his students become less interested in the subject and his teaching.
I have memorised all the notes and readings. I think I understand well the subject. Why I got only a C grade?
I did a good job in applying the I did a good job in applying the concepts and theories. To my concepts and theories. To my surprise, I only got grade surprise, I only got grade BB. I . I am really upset about this.am really upset about this.
I have made very thorough evaluation based on the criteria and standards with a very careful analysis on the data. Why I only got an A-?
Amanda
Ben
Calvin
Some vague ILO verbs
AppreciateBecome aware ofFamiliarise with
KnowLearn aboutUnderstand
How do these verbs manifest themselves in terms of change of behaviour / performance?
Some vague ILO verbsSome vague ILO verbs
AppreciateAppreciateBecome aware ofBecome aware ofFamiliarise withFamiliarise with
KnowKnowLearn aboutLearn aboutUnderstandUnderstand
How do these verbs manifest themselves in terms of change of behaviour / performance?
Our differences in understanding “understand”
Sources: http://itc.utk.edu/~bobannon/classifications.htmlAnderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. Wong H. & Wong, R. ( 1998). How to be an effective Teacher: The First Days of School. Harry K. Wong Publications, Inc.
ListIdentifyState
ExplainDescribeOutline
ApplyUseConstruct
AnalyseExamineCompare
CreateFormulateDesignEvaluate
AppraiseCritique
REMEMBERINGREMEMBERING
UNDERSTANDINGUNDERSTANDING
APPLYINGAPPLYING
ANALYSINGANALYSING
EVALUATINGEVALUATING
CREATINGCREATING
Levels of understandingLevels of understanding
Bloom’sTaxonomy:
Action verbs
Some additional verbs for writing outcomes (ILOs)
BloomBloom’’ssTaxonomy:Taxonomy:
Action verbsAction verbs
Some additional Some additional verbs for writing verbs for writing
outcomes (ILOs)outcomes (ILOs)
The SOLO Taxonomy: Action verbs
FailIncompetentMisses points
• Do simple procedures
• Define• Identify• Name• Recite
• Classify• Combine• Describe• Do algorithms• List
• Analyze• Apply• Argue• Compare /
Contrast• Criticize• Explain causes• Relate• Justify
• Create• Formulate• Generate• Hypothesize• Reflect• Theorize
SOLO: Structure of Observed Learning Outcomes
Teaching & Learning Activities
Examples of TLAsExamples of TLAs
• 1- or 3-minute paper• Assignment• Case-study• Concept Map• Create ‘product’• Experiment• Field trips• Group discussion• Group project• Individual project• Lecture
• PRS• Question & Answer• Reflective diary• Role Play• Set reading• Simulation• Site visits• Think-Pair-Share• Tutorial• Video• Written essay
Learning Experience
Intended Learning Outcomes
How to achieve the intended outcomes?
AssessmentTeaching and learning
activities(Pedagogies)
Evidence of having achieved theintended outcomes?
An OBE model
Adopt from Prof. Edmond Ko’s workshop on “Motivating Student Learning with Engaging Pedagogies”
Activity
Assessment Methods?Assessment Methods?
Before designing any Assessment Methods, an important first stepis to decide what performances would represent evidence that a particular learning outcome has been achieved.
A second step is to ensure that there is an alignment between the learning outcome and the evidence.
[The key to achieving alignment mainly rests with the action verbsthat we choose which identify what it is a learner can do after successfully completing the Teaching and Learning Activity]
TLAs vs. AMsTLAs vs. AMs
• 1- or 3-minute paper• Assignment• Case-study• Concept Map• Create ‘product’• Experiment• Field trips• Group discussion• Group project• Individual project• Lecture
• PRS• Question & Answer• Reflective diary• Role Play• Set reading• Simulation• Site visits• Think-Pair-Share• Tutorial• Video• Written essay
Formative and Formative and
Summative AssessmentSummative Assessment
Formative Summative
Time During a learning activity/unit
At the conclusion of a learning activity/unit
Goal To improve learning To make a decision
Feedback Return to material/ learning issues
Final judgement
Frame of reference
Always criterion (evaluating all students according to the same criteria)
Sometimes normative (comparing each student against the others)
Sometimes criterion (evaluating each student according to the same criteria)
Student performance in
assessment tasks should be
judgedjudged against a set of clear clear
grading criteriagrading criteria defining the
quality of performancequality of performance
expected of each of the
grades.
Grading CriteriaGrading Criteria
Criterion vs. Norm Referenced
Criterion Norm
Time During a learning activity/unitat the conclusion of a learning activity/unit
At the conclusion of a learning activity/unit
Goal To find out if a student has reached a certain criteria on a skill, ability and behaviourTo find out the characteristic of the individual
To compare the students in relation to their peersTo find out a student’s ability in relation to others
Constructive Alignment Definition
Constructive Alignment Constructive Alignment
DefinitionDefinition
Constructive
Constructivist theory – learners use their own activity to construct their knowledge or other outcome.
Alignment
Reflects the fact that the learning activity in the intended learning outcomes needs to be activated in the teaching if the outcome is to be achieved and in the assessment method to verify that the outcome has in fact been achieved.
Constructive AlignmentConstructive Alignment
An alignment of:
• Intended Learning Outcomes
– Where you are going?
• Teaching and Learning Activities
– How are you going to get there?
• Assessment Methods (both as a motivation for learning and a measure of learning effectiveness)
– How do you know you are there?
ILO’s
TLA’s AM’s
ILO’s
TLA’s AM’s
ILO’s
TLA’s AT’s
Some Common Mis-AlignmentsSome Common MisSome Common Mis--AlignmentsAlignments
An OBTL Course Syllabus Template
Course Intended Learning Outcomes (CILOs)
CILO By the end of the course, you should be able to:
CILO1 Perform/apply/…
CILO2 Critically evaluate …
CILO3 Demonstrate knowledge and understanding of ….
CILO4
Teaching & Learning Activities (TLAs)
CILO No. TLAs
CILO1 You will:‐ Be given hands‐on instruction on …‐ Be given written tasks to write …
CILO2 ‐ Be working in teams …‐ Be given hands‐on experience …
CILO3
CILO4
Assessment Methods (AMs)
Type of Assessment
Weighting CILOs to be
addressedDescription of Assessment Methods
Quizzes 10% 1‐2 Quizzes will test and reward your facility with concepts and cases from lectures and readings
Assignments 30% 1‐3 Assignments will test your ability to …
Final Exam 50% 1‐4 The examination will test your ability to:
In‐class and on‐line participation
10% 2‐3 Class discussions and on‐line discussions will encourage, reward, and assess your active contributions to analysis and their active engagement with other students
Constructive AlignmentConstructive Alignment
Three Steps:
1.1. DescribeDescribe intended outcomes in terms of what the students are supposed to be able to perform after learning.
2.2. EngageEngage students in learning activities that bring about the intended outcomes.
3.3. JudgeJudge if and how well students performances meet the criteria.
Activity:Directed Paraphrase
Activity:Activity:Directed ParaphraseDirected Paraphrase
Using non-technical, layman’s terminology,
what does constructive alignment mean?
Please write your answer on the index card.
Constructive Alignment ofConstructive Alignment ofILOs and TLAsILOs and TLAs
Consider if : all ILOs are being addressed?there is a balanced coverage of the ILOs?
TLA1 TLA2 TLA3
CILO1
CILO2
CILO3
CILO4
CILO5
Example: Constructive Alignment ofExample: Constructive Alignment ofILOs and TLAs ILOs and TLAs –– CHTL1001CHTL1001
PRS In-class discussion
Online discussion
Reading Assessed Delivery
Reflective Journal
Describe the context for learning and teaching at Hong Kong Baptist University.
Apply learning theories to the preparation of teaching and learning activities.
Deliver a high quality teaching and learning activity.
Create a personalized and reflective teaching portfolio.
Constructive Alignment ofConstructive Alignment ofILOs and Assessment MethodsILOs and Assessment Methods
Consider if : all ILOs are being addressed?there is a balanced coverage of the ILOs?
AT1 AT2 AT3
CILO1
CILO2
CILO3
CILO4
CILO5
Example: Constructive Alignment ofExample: Constructive Alignment ofILOs and AMs ILOs and AMs –– CHTL1001CHTL1001
In-class participation
Online discussion Assessed Delivery
Reflective Journal
Describe the context for learning and teaching at Hong Kong Baptist University.
Apply learning theories to the preparation of teaching and learning activities.
Deliver a high quality teaching and learning activity.
Create a personalized and reflective teaching portfolio.
Exercise: Assessment MethodsExercise: Assessment Methods
• Take one of your ILOs from your current course, and an associated, aligned TLA;
• Identify a ‘constructively aligned’ Assessment Method which demonstrates achievement of the outcome.
Some possible Ideas!Some possible Ideas!Some possible Ideas!
Students will be able to identify 3 learning theories
Students will be able to construct a table with key features of learning theories
Students will be able to generate examples and implement a teaching session in which ILOs are aligned with TLAs based in specific learning theories
ILO’s
Reading, Lecture
Practice creating tables of differences in theories as a small group activity
Class brainstorming discussion followed by individual choice in type of teaching session to implement, Peer consultation/review
TLA’s
Multiple choice quiz & examination question
Homework assignment or exam questions where key features of LT’s are filled in
Assessed delivery on topic of own choice
AM’s
OBTL implementation
Courses \ PILOs PILO1 PILO2 PILO3 PILO4 …
Course 1 x x
Course 2 x x
Course 3 x x
Course 4 x x
…
OBTL Mapping MatricesPILOs‐Courses Mapping
PILOs \ HKBU GAs GA1
Knowledge
GA2
Thinking
GA3
Learning
GA4
Communication
GA5
Skills
GA6
Citizenship
GA7
Teamwork
PILO 1 x x x x
PILO 2 x x x
PILO 3 x x x
PILO 4 x x x
…
GAs-PILOs Mapping
HKBU GAs (Summary)1. Have up‐to‐date, in‐depth knowledge of an academic specialty, as
well as a broad range of cultural and general knowledge (Knowledge);
2. Be able to think critically and creatively (Thinking);
3. Be independent, lifelong learners with an open mind and an inquiring spirit (Learning);
4. Have trilingual and biliterate competence in English and Chinese, and the ability to articulate ideas clearly and coherently (Communication);
5. Have the necessary information literacy and IT skills, as well as numerical and problem‐solving skills, to function effectively in work and everyday life (Skills);
6. Be responsible citizens with an international outlook and a sense of ethics and civility (Citizenship); and
7. Be ready to serve, lead and work in a team, and to pursue a healthy lifestyle (Teamwork).
[Ref.: approved by HKBU Senate in September 2008]