Writing Learning Outcomes

WritingLearningOutcomes

Aguideforacademics

UNIVERSITYOFLIMERICKOLLSCOILLUIMNIGH

UNIVERSITYOFLIMERICK2007

TableofContents

Foreword.......................................................................................................4

Thebigpicture...............................................................................................6

BolognaProcess..................................................................................................................................6

NationalFramework...........................................................................................................................7

ECTScompliant...................................................................................................................................7

WhatAreLearningOutcomes?......................................................................7

Thedifferencebetweenaims,objectivesandlearningoutcomes.....................................................8

Advantagesanddisadvantagesoflearningoutcomes.......................................................................8

NFQLearningoutcomesattheprogrammelevel.............................................................................10

Level7...........................................................................................................................................10

Level8...........................................................................................................................................11

Level9...........................................................................................................................................11

Level10.........................................................................................................................................11

UniversityofLimerickprogrammelearningoutcomes.................................11

ActionVerbstodescribelearningoutcomes................................................12

Knowledgebreadth&kind............................................................................................................12

KnowhowandskillRange&selectivity........................................................................................12

Competencecontext&role...........................................................................................................13

Competencelearningtolearn.......................................................................................................13

Competenceinsight.......................................................................................................................13

GuidelinesforWritingProgrammeLearningOutcomes...............................14

ModuleLearningOutcomes.........................................................................16

PurposeofModuleLearningOutcomes...........................................................................................16

ElementsofModuleLearningOutcomes.........................................................................................17

CharacteristicsofModuleLearningOutcomes.................................................................................17

WritingModuleLearningOutcomes............................................................18

DomainsofLearning.........................................................................................................................18

TheCognitiveDomain.......................................................................................................................18

Knowledge....................................................................................................................................19

Comprehension.............................................................................................................................20

Application....................................................................................................................................20

Page2

Analysis.........................................................................................................................................21

Synthesis.......................................................................................................................................21

Evaluation.....................................................................................................................................22

TheAffectiveDomain........................................................................................................................22

ThePsychomotorDomain.................................................................................................................23

GuidelinesforWritingModuleLearningOutcomes.........................................................................23

SampleModuleLearningOutcomes............................................................25

FacultyofBusiness...........................................................................................................................25

FacultyofEducation&HealthSciences............................................................................................25

FacultyofScience&Engineering......................................................................................................27

FacultyofArts,Humanities&SocialSciences..................................................................................28

References...................................................................................................29

Page3

ForewordTheaimoftheBolognaAgreement(1999)andtheongoingsubsequentworkoftheBologna

processistoimprovetheeffectivenessandefficiencyofhighereducationinEuropeinthecontextofacommonEuropeanHigherEducationArea.Aspartofthisprocess,allthirdlevelinstitutionsthroughouttheEUarebeingaskedtowritetheirprogrammesandmodulesintermsoflearningoutcomesinpreparationforachangeovertothestudentcentredEuropeanCreditTransferSystem(ECTS).

Learningoutcomesarestatementsofwhatastudentisexpectedtoknow,understand

and/orbeabletodemonstrateorhaveacquiredonsuccessfulcompletionoftheirstudies.Learningoutcomesrepresentamoveawayfromtraditionalmodelsoflearning,whichemphasiseinputssuchascontentandteachinghours,toamoremodernstudentcentredapproach,whichemphasisesoutputsintermsofstudentcompetences.Notalllearningoutcomesaremeasurable.

LearningoutcomesformacriticalpartoftheBolognaeducationreform.Ataninternational

leveltheycontributetothemobilityofstudentsbyfacilitatingtherecognitionandimprovingthetransparencyofqualifications,therebysimplifyingcredittransfer.Atalocalleveltheyleadtoimprovedcurriculumdesignbystrengtheningtherelationshipbetweenteaching,learningandassessment.

Thisdocumenthasbeenpreparedtohelpyou,theteachingfacultyoftheUniversityof

Limerick,towritelearningoutcomesfortheprogrammesandmodulesyouteach.Section1describessomeofthebackgrounddevelopmentsleadingtotheuseoflearning

outcomesandlooksattheirpurposeandcharacteristicsattheprogrammelevel.Section2explainshowtowritelearningoutcomesatthemodulelevelfordifferentlevelsoflearningandincludesexamplesforeachlevel.ThissectionalsoincludessamplelearningoutcomesfromeachULcollegemanythankstoConorCarroll,RolandTormey,AnnLedwith,TinaOToole,ItaRichardson,CianONeillandAnnMacPhailfortheirveryusefulcontributionstothissection.

Inwritingthisdocument,extensiveusewasmadeofUCCshandbookonthesubject

WritingandUsingLearningOutcomes:APracticalGuide.IwishalsotoacknowledgethesupportprovidedbyGrinneODonovan.

Dr.JohnOBrienAssociateVicePresidentAcademicDecember2007

ProgrammeLearningOutcomes

Section1

WritingLearningOutcomesAtProgrammeLevel

Page5


ThebigpictureTounderstandthecontextwithinwhichtheproposedchangestoprogrammesandmodules

arebeenundertakenitisusefultolookatthebiggerpicturewhichinvolvestheBolognaProcessandtheestablishmentofaNationalFrameworkofQualifications.

Bologna Process InMay1998theministersinchargeofhighereducationofFrance,Italy,theUnitedKingdom

andGermanysignedthesocalledSorbonneDeclaration(Sorbonne1998)ontheharmonisationofthearchitectureoftheEuropeanHigherEducationSystemattheSorbonneUniversityinParis.OtherEuropeancountrieslatersubscribedtotheDeclaration.

TheSorbonneDeclarationfocusedon aprogressiveconvergenceoftheoverallframeworkofdegreesandcyclesinanopen

Europeanareaforhighereducation

acommondegreelevelsystemforundergraduates(Bachelor'sdegree)andgraduates(Master'sanddoctoraldegree)

enhancingandfacilitatingstudentandteachermobility(studentsshouldspendatleastonesemesterabroad);removingobstaclesformobilityandimprovingrecognitionofdegreesandacademicqualifications

ThefollowingMinisterialmeetingshavebeenheldatwhichtheBolognaProcesshasprogressed:

Bologna1999

Prague2001

Berlin2003

Bergen2005

London2007

Therearecurrently10ActionLinesintheBolognaprocess:

PromotingtheattractivenessoftheEuropeanHigherEducationArea(EHEA)

Adoptionofasystemofeasilyreadableandcomparabledegrees

Adoptionofasystemessentiallybasedontwocycles(now3cycles)

Establishmentofasystemofcredits

Promotionofmobility

PromotionofEuropeancooperationinqualityassurance

PromotionoftheEuropeandimensioninhighereducation

Lifelonglearning

Page6


Highereducationinstitutionsandstudents

DoctoralstudiesandthesynergybetweentheEHEAandtheERA(EuropeanResearchArea)

National Framework TheNFQwasintroducedin2003asasystemoftenlevels,basedonstandardsof

knowledge,skillandcompetence,whichincorporatesawardsmadeforallkindsoflearning,whereveritisgained.School,furthereducationandtraining(FETAC)andhighereducationandtraining(DIT,universities,HETAC)awardsallincluded.(NFQ2007)

Theframeworkstructure(NFQ2006)ispresentedbelow:

ECTS compliant ECTSwasincludedintheBolognaprocessin1999anddevelopedfromatransfersystemtoa

creditaccumulationsystemandwaslinkedtotheconceptoflearningoutcomesandcompetences.Onefullyearofstudenttimewasassigned60credits.Thenumber60waschosenbecauseitwasdivisibleby2,3,4,5,and6toallowforvaryingperiodsofstudyinoneacademicyear.

WhatAreLearningOutcomes?

Learningoutcomesarestatementsofwhatastudentisexpectedtoknow,understandand/orbeabletodemonstrateaftercompletionofaprocessoflearning.

(ECTSUsersGuide,2005)

Page7


The difference between aims, objectives and learning outcomes.

Aimsarebroadpurposesorgoalswhereasobjectivesarespecificstepsthattakeusfromwherewe

aretowardsourgoal.Objectivesareintentionsinmeasurabletermsandarestatedasintentionsof

thetutor.Learningoutcomesarewhatresultfromalearningprocess.Theyarespecificmeasurable

achievementsandarestatedasachievementsofthestudent.Learningoutcomesshouldspecifythe

minimumacceptablestandardforastudenttobeabletopassamoduleorcourse(thresholdlevel).

Clearlystatedlearningoutcomescan

helpstudentsunderstandwhatisexpectedofthem

helpstafffocusonpreciselywhattheywantstudentstoachieve(Sussex)

Advantages and disadvantages of learning outcomes Thefollowingextractprovidesasummary.

Theintroductionoflearningoutcomesis,andhasalwaysbeen,subjecttomuchdisagreementandhasraisedmuchpassionineducationalists.Itisclearthatthey

canhavebothpositiveandnegativeconsequencesandtheproblemsassociated

withtheirintroductionshouldnotbeunderestimated.Thefollowingisabrief

reviewofthemainissuesthatarenormallyraised,associatedwiththeadvantages

anddisadvantagesoftheirintroduction.

Thosewhohavereservationsabouttheadoptionoflearningoutcomesapproaches

haveexpressedtwomainconcerns:(i)basicconceptual/philosophicalobjections

and(ii)practical/technicalobjections.

Intermsofphilosophy,theobjectionsfollowtheviewthathighereducation

learningcannotbeconstrictedand/orreducedtoaseriesoflearningoutcomesthat

inhibitandprescribethelearningprocess.Academicstudyisbydefinitionopen

endedandthedetailedspecificationofoutcomesisantitheticaltothetraditional

universityfunction.Proponentsofthisviewoftenemphasisethedistinction

betweenhighereducationandvocationaleducationandtraining,thelatterbeing

moresuitedtoalearningoutcomesapproachduetotheskillsandcompetence

basednatureofsuchcourses.Academicstudy,itissuggested,isdifferentinnature

andcannotbelimitedtoaskill/competencebasedapproachthatcreatesatarget

ledculturefocusedontickingboxes.Learningoutcomesareviewedasanattackon

theliberalconceptionofeducation,whichdiminishestheteachertofacilitatorand

stiflesthediversityofeducationbyreducingittoacrassinstrumentalistapproach.

Thepractical/technicalobjectionstolearningoutcomesareassociatedwiththeir

formulationandimplementation.Theimplementationoflearningoutcomesisa

formidabletaskthatinvolvesahugestaffdevelopmentprocessaswellascost

implicationsintermsoftimeandmoney.Itisamassiveundertakingtotransform

allcurriculatobeexpressedintermsofoutcomesandthisoftentakesyearsto

Page8


accomplish.Inaddition,therecanbeahighdegreeofstaffresentmentand

disagreementconcerningthedetailedprocessofidentifying,writingand

implementinglearningoutcomesandtheconsequentialchangestoteaching,

learningandassessment.Furthermore,varioustechnicalproblemsariseconcerning

thenatureanddetailoftheapproachtooutcomesadopted.Itisarguedthat

learningoutcomeswrittenasthresholdstatementscanlimitlearningandstifle

creativityaswellasdumbdownteaching.Learningoutcomescanbeover

describedandunderdescribed(toospecificortoogeneral).Theirdevelopment

requirestheexistenceofsomesortofframeworkofqualificationsdescriptors,

levelsandleveldescriptorswithinaqualificationsframework.Finally,itis

sometimesthecasethatthemovetolearningoutcomes,whichisoftenlinkedto

theintroductionofcreditsandmodularframeworks,leadstomodule/unitoverload

astoomuchiscrammedintoarestrictedtimeperiodforlearning.

Theadvantagesofadoptinglearningoutcomesexistatseverallevelsintermsof

benefitsforthe:(i)course/moduledesigner;(ii)qualityassuranceandstandards;

(iii)learners;and(iv)nationalandinternationaleducationaltransparency.

Intermsofcourseandmoduledesigntheuseofexplicitlearningoutcome

statementscanhelpensureconsistencyofdeliveryacrossmodulesorprogrammes.

Theyarealsosaidtoaidcurriculumdesignbyclarifyingareasofoverlapbetween

module/programme/qualifications.Learningoutcomeshelpcoursedesignersto

determinepreciselythekeypurposesofacourse,howcomponentsofthesyllabus

fitandhowlearningprogressionisincorporated.Highlightingthecrucial

relationshipbetweenteaching,learningandassessment(criteriaandgrading)

improvescoursedesignandthestudentexperience.Learningoutcomespromote

reflectiononassessment,andthedevelopmentofassessmentcriteriaandmore

effectiveandvariedassessment.

Thebenefitstoqualityassurancerelatetohowlearningoutcomesincrease

transparencyandthecomparabilityofstandardsbetweenandwithinqualifications.

Outcomesbasedqualificationspossesgreatercredibilityandutilitythantraditional

qualifications.Theyplayakeyrole(nationallyandpotentiallyinternationally)by

actingaspointsofreferenceforestablishingandassessingstandards.

Learnersbenefitfromacomprehensivesetofstatementsofexactlywhattheywill

beabletoachieveaftersuccessfulstudy.Theyprovidelearnerswithclear

informationthatcanhelpthemwiththeirchoiceof

module/unit/programme/qualificationtostudyandcanleadtomoreeffective

learning.Theyalsobenefitemployers,highereducationinstitutionsandcivilsociety

ingeneralbyclearlyarticulatingtheachievementandattributesassociatedwith

particularqualifications.

Page9


Internationally,learningoutcomescontributetothemobilityofstudentsby

facilitatingtherecognitionoftheirqualificationsandimprovingthetransparencyof

qualificationsandthussimplifyingcredittransfer.Theyalsoprovideacommon

formatfordifferentformsofdelivery(e.g.distance,workbased,nonformaland

experientiallearning)andhavesignificantcapacitytolinkvocationaleducational

andtrainingandhighereducation.Thisisimportantwhentherearenowan

increasingnumberofnationalandinternationalinitiativestopromotelifelong

learning.Learningoutcomescanassistthecreationofmultipleprogressionroutes

throughandbetweendifferenttheeducationalsystems.Itmustbestressedthatthepositiveandnegativeaspectsabovearea

summaryrepresentationofthegeneralclaimsthataremadeaboutlearningoutcomes.Inpractice,manyoftheobjectionscanbeovercome,providingthatlearningoutcomesaredevelopedwithcareandsensitivity.Muchdependsonhowtheyareconstructedandwhether(andhow)theyincludeknowledge,skills,abilities/attitudesandunderstanding.Badlyconstructed,narrowandlimitinglearningoutcomesarenotappropriateforhighereducationwherecreativityandimaginativeleapsarehighlyvalued.(Adam2004)

Itisfundamentaltoteachingtoappreciatethatitisthestudentthatdetermineswhats/helearnsnottheteacher.Thisistheideabehindtheconstructivealignmenttheoryoflearning.

Constructivealignmentisadesignforteachingcalculatedtoencouragedeepengagement.Inconstructingalignedteaching,itisfirstnecessarytospecifythedesiredlevelorlevelsofunderstandingofthecontentinquestion.Stipulatingtheappropriateverbsofunderstandinghelpstodothis.Theseverbsthenbecomethetargetactivitiesthatstudentsneedtoperform,andthereforeforteachingmethodstoencourage,andfortheassessmenttaskstoaddress,inordertojudgeifortowhatextentthestudentshavebeensuccessfulinmeetingtheobjectives.Thiscombinationofconstructivisttheoryandalignedinstructionisthemodelofconstructivealignment.(Biggs2006)Intheprocessofwritinglearningoutcomesattheprogrammelevelitisworthbearingin

mindthatthirdleveleducationendeavourstopreparestudentsforjobsthatdonotyetexistusingtechnologynotyetinventedandforsolvingproblemsthatweyetdontknowareproblems.Graduatesofthefutureneedbroadknowledgeofthedisciplineswithprofoundknowledgeatthefrontiersofadiscipline.

NFQ Learning outcomes at the programme level. Learningoutcomesatthedifferentlevelsatwhichtheuniversityoffersprogrammesofstudy

areprovidedbytheNQAIandaresummarisedasfollows(NQAI2003):

Level7Learningoutcomesatthislevelrelatetoknowledgeandcriticalunderstandingofthewell

establishedprinciplesinafieldofstudyandtheapplicationofthoseprinciplesindifferentcontexts.Thislevelincludesknowledgeofmethodsofenquiryandtheabilitytocriticallyevaluatetheappropriatenessofdifferentapproachestosolvingproblems.Theoutcomesincludeanunderstandingofthelimitsoftheknowledgeacquiredandhowthisinfluencesanalysesand

Page10


interpretationsinaworkcontext.Outcomesatthislevelwouldbeappropriatetotheupperendofmanytechnicaloccupationsandwouldincludehighertechnicians,somerestrictedprofessionalsandjuniormanagement.

Level8Innovationisakeyfeatureoflearningoutcomesatthislevel.Learningoutcomesatthislevel

relatetobeingattheforefrontofafieldoflearningintermsofknowledgeandunderstanding.Theoutcomesincludeanawarenessoftheboundariesofthelearninginthefieldandthepreparationrequiredtopushbackthoseboundariesthroughfurtherlearning.Theoutcomesrelatetoadaptability,flexibility,abilitytocopewithchangeandabilitytoexerciseinitiativeandsolveproblemswithintheirfieldofstudy.Inanumberofappliedfieldstheoutcomesarethoselinkedwiththeindependent,knowledgebasedprofessional.Inotherfieldstheoutcomesarelinkedwiththoseofageneralistandwouldnormallybeappropriatetomanagementpositions.

Level9Learningoutcomesatthislevelrelatetothedemonstrationofknowledgeand

understandingwhichistheforefrontofafieldoflearning.Theoutcomesrelatetotheapplicationofknowledge,understandingandproblemsolvingabilitiesinneworunfamiliarcontextsrelatedtoafieldofstudy.Theoutcomesareassociatedwithanabilitytointegrateknowledge,handlecomplexityandformulatejudgements.Outcomesassociatedwiththislevelwouldlinkwithemploymentasaseniorprofessionalormanagerwithresponsibilityfortheworkoutputsofteams.

Level10Learningoutcomesatthislevelrelatetothediscoveryanddevelopmentofnewknowledge

andskillsanddeliveringfindingsatthefrontiersofknowledgeandapplication.Furtheroutcomesatthislevelrelatetospecialistskillsandtransferableskillsrequiredformanagingsuchastheabilitiestocritiqueanddeveloporganisationalstructuresandinitiatechange.

Eachlevelisdescribedunder8typesoflearningoutcomes:knowledgebreadth,knowledgekind,knowhowandskillrange,knowhowandskillselectivity,competencecontext,competencerole,competencelearningtolearn,competenceinsight.

UniversityofLimerickprogrammelearningoutcomesThe8typesdescribedinthenationalframeworkhavebeenintegratedinto5forthepurpose

ofdescribingUniversityofLimerickprogrammelearningoutcomes.Whenwritinglearningoutcomesforeachofthesetypesoflearningoutcomesitis

necessarytochoosesuitableactionverbs.Theseverbsarelistedinthefollowingsections.Also,itisinevitablethatsomeverbsmaybeassociatedwithmorethanonetype.

Page11


ActionVerbstodescribelearningoutcomes.

Knowledge breadth & kind

Describe

Define

Identify

List

Quote

Recall

Recite

Recognise

Repeat

Reproduce

Select

State

Write

Know-how and skill Range & selectivity

Apply

Assess

Associate

Choose

Clarify

Classify

Compute

Contrast

Complete

Construct

Convert

Decode

Defend

Demonstrate

Describe

Develop

Differentiate

Discover

Discriminate

Discuss

Distinguish

Dramatise

Employ

Estimate

Examine

Explain

Experiment

Express

Extend

Extrapolate

Generalise

Giveexamples

Identify

Illustrate

Indicate

Infer

Interpret

Modify

Operate

Organise

Practise

Predict

Produce

Recognise

Report

Rewrite

Review

Select

Specify

Simulate

Solve

Summarise

Translate

Use

Page12


Competence context & role

Acknowledge

Act

Adhere

Ask

Accept

Answer

Assist

Attempt

Challenge

Combine

Complete

Conform

Cooperate

Defend

Demonstrate(abeliefinoranappreciationof)

Differentiate

Discuss

Display

Dispute

Embrace

Follow

Hold

Initiate

Integrate

Join

Judge

Justify

Listen

Order

Organise

Participate

Practise

Share

Praise

Question

Relate

Report

Resolve

Respond

Share

Show

Support

Synthesise

Value

Competence learning to learn

Acknowledge

Ask

Accept

Attempt

Challenge

Combine

Complete

Cooperate

Defend


Differentiate

Discuss

Dispute

Embrace

Initiate

Integrate

Judge

Justify

Order

Organise

Practise

Question

Relate

Synthesise

Value

Competence insight

Acknowledge

Appraise

Ascertain

Argue

Assess

Challenge

Choose

Conclude

Contrast

Convince

Critique

Defend

Differentiate

Discuss

Dispute

Discriminate

Explain

Evaluate

Initiate

Interpret

Judge

Justify

Predict

Persuade

Question

Recommend

Resolve

Select

Standardise

Summarise

Synthesise

Value

Page13


Page14

GuidelinesforWritingProgrammeLearningOutcomesThefollowingisalistofguidelinestoassistyouinwritinglearningoutcomesfor

programmes.Treatthelistasjustthatasetofguidelinesratherthanasetofhardandfastrules.Forexample,whilethesecondguidelinesaystotrytouseoneverbonly,youmaysometimesfinditmorelogicaltoruntwocloselyrelatedactionsintoonelearningoutcome,suchasCompareandcontrastorConstructandtest.

Beginwithanactiveverb. Trytousejustoneverbperlearningoutcometype. Ensurethateachlearningoutcomeisacquirable. Avoidcomplicatedsentences.Ifnecessaryusemorethanonesentenceforclarity.Bearin

mindthatalearningoutcomedoesnotneedtobeasspecificasanassessmentquestion.

Aimfornotmorethantwolearningoutcomespertype.

ModuleLearningOutcomes

Section2

WritingLearningOutcomesAtModuleLevel

Page15


ModuleLearningOutcomesAnidentifiableprocessoflearningcanbesaidtohavetakenplaceoncompletionofasingle

module.Learningoutcomesareclearstatementsofwhatthestudentisexpectedtoachieveor

acquireattheendofthemoduleandinmanycaseshows/heisexpectedtodemonstratethatachievement.Herearesomeexamplesofmodulelearningoutcomes1:

Developcriteriafortheevaluationofinformationsources. Determinetheaccuracy,relevanceandcomprehensivenessofinformationsources. Identifyinaccurateandmisleadinginformation. Assessthequalityoftheprocessandproductsofpersonalinformationseeking. Devisestrategiesforrevising,improvingandupdatingselfgeneratedknowledge.

Purpose of Module Learning Outcomes Itisoftenthecasethatmoduleaimsandobjectivesarewritteninawaythatplacesthe

emphasisontheteaching.Learningoutcomesplacetheemphasisonthelearnerby:

Makingitcleartostudentswhatisexpectedofthem Makingitcleartoteacherswhatstudentsareexpectedtolearnintheirownandother

modules

Eliminatingtheneedtoassessstudentknowledgeandskillsatthestartofamodule Helpingteacherstoselectthemostappropriateteachingstrategyfortheintendedlearning

outcomes,e.g.lecture,seminar,tutorial,groupwork,discussion,studentpresentation,laboratorywork

Helpingteacherstoselectthemostappropriateassessmentstyletoassesstheachievementofthelearningoutcomes,e.g.project,essay,performanceassessment,multiplechoicequestions,endoftermexamination

1 Taken from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

Page16


Elements of Module Learning Outcomes Eachlearningoutcomecontainsanactionverbfollowedbytheobjectoftheverbfollowed

byaphrasethatgivesthecontext2,e.g.Createaparametricmodelofamachinecomponent.Thelearningoutcomemayalsocontainamorespecificconditionofperformance,e.g.usingSolidWorkssoftware.However,specifyingdetailedconditionsofperformanceinlearningoutcomesisnotalwaysnecessary,andmayrestrictflexible,responsiveapproachestoteachingaparticularsubject.Itisthereforemoreappropriatetogivethatlevelofdetailintheassessmentquestions.

ThelistoflearningoutcomesforeachmoduleisprecededwiththeintroductoryphraseOn

successfulcompletionofthismodule,studentsshouldbeableto:orOnsuccessfulcompletionofthismodule,studentsshouldhaveacquired:Keepingthesephrasesinmindwillhelpyouasyouconceptualiseandarticulatelearningoutcomesinyourownmodulesandsubjectareas.

Characteristics of Module Learning Outcomes Wellwrittenlearningoutcomesincludethefollowingcharacteristics:

Theyspecifywhatthestudentmustbeabletodo. Theyareachievablewithinthetimeandresourcelimitationsofthemodule. Thespecifiedactionisfrequentlyassessable(i.e.observableandmeasurable).

2 Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

Page17


WritingModuleLearningOutcomesForeachmoduleyouteach,youneedtowriteapproximatelysixlearningoutcomesthat

matchthemodulecontent,teachingstrategiesandassessment.(Theliteratureadvisesfivetonineinclusive.)Thegreaterthesynergybetweenlearningoutcomes,teachingstrategiesandassessmenttechniques,themoresuccessfulthelearningprocessislikelytobe.

Basedonthenatureofthecontentandthepositionofthemodulewithintheprogrammeof

study,youneedtodecideonthetypeofbehaviouraloutcomeyouexpecttoseefromstudentsduringassessment.Amodulemayfocuspredominatelyononetypeoflearningormayincludeamixtureofdomains.

Domains of Learning Learningoutcomescanspecifybehaviourinoneofthreedomains:cognitive,affectiveor

psychomotor.

Cognitive:involvesthoughtprocesses,e.g.understanding,analysing,evaluating Affective:involvesattitudes,feelingsandvalues,e.g.appreciating,accepting Psychomotor:involvesphysicalskills,e.g.performing,assembling,dismantling

The Cognitive Domain BenjaminBloom(19131999)developedaclassificationoflevelsofthinkinginthecognitive

domain.Thesystem,knownasBloomsTaxonomy,classifiesthinkingbehavioursduringthelearningprocess.Asdepictedbelow,thetaxonomybuildsonthesimpleknowledgeoffactsatthelowestleveltoevaluationatthehighestlevel.

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

Page18


Insimpleterms,thisiswhatitmeanstobeabletooperateateachlevelofthecognitivedomain:

Knowledge:youknowsomething Comprehension:youunderstandwhatyouknow Application:youcantakesomethingfromonecontextanduseitinanother Analysis:youcanbreaksomethingdown Synthesis:youcancreatesomethingnewasaresultofanalysis Evaluation:youcanpassjudgementonsomething

Whenwritinglearningoutcomesinthecognitivedomain,youneedtodecidewhichlevelof

thinkingbehaviouryouwantyourstudentstobeabletodemonstrateasaresultoflearning.Onceyouvedecidedthelevel,thereisasetofsuitableactionverbsfromwhichtochooseforthatlevel.Theseverbsarelistedinthefollowingsections.Pleasenotethatthelistsarenotexhaustive.Also,itisinevitablethatsomeverbsmaybeassociatedwithmorethanonelevel.Keepinmindthattheclassificationsarenotcompletelycategorical.Whenwritinglearningoutcomes,itisusefultobetolerantofacertainamountofoverlapandambiguityandtoavoidthefeelingthatyouhavetoexerciseunequivocalprecisionwiththedraftingofeveryobjective.

KnowledgeKnowledgemaybedefinedastheabilitytorecallfactswithoutnecessarilyunderstanding

them.Actionverbsusedtoassessknowledgeinclude:

Arrange

Collect

Count

Define

Describe

Draw

Duplicate

Enumerate

Examine

Find

Identify

Label

List

Match

Name

Order

Outline

Present

Point

Quote

Recall

Recite

Recognise

Recollect

Record

Recount

Relate

Repeat

Reproduce

Select

Show

State

Tabulate

Tell

Write

Herearesomeexamplesofknowledgebasedlearningoutcomes3:

Listthecriteriatobetakenintoaccountwhencaringforapatientwithtuberculosis. Identifyethicalimplicationsofscientificinvestigations. Describetheprocessesusedinengineeringwhenpreparingadesignbriefforaclient.


Page19


ComprehensionComprehensionmaybedefinedastheabilitytounderstandandinterpretlearned

information.Actionverbsusedtoassesscomprehensioninclude:

Associate

Change

Clarify

Classify

Compute

Construct

Contrast

Convert

Decode

Defend

Describe

Differentiate

Discriminate

Discuss

Distinguish

Estimate

Explain

Express

Extend

Extrapolate

Generalise

Giveexamples

Identify

Illustrate

Indicate

Infer

Interpret

Locate

Paraphrase

Predict

Recognise

Report

Restate

Rewrite

Review

Select

Specify

Solve

Summarise

Translate

Herearesomeexamplesofcomprehensionbasedlearningoutcomes4:

Differentiatebetweencivilandcriminallaw. Predictthegenotypeofcellsthatundergomeiosisandmitosis. Explainthesocial,economicandpoliticaleffectsofWorldWar1onthepostwarworld.

ApplicationApplicationmaybedefinedastheabilitytouselearnedmaterialinnewsituations,e.g.put

ideasandconceptstoworkinsolvingproblems.Actionverbsusedtoassessapplicationinclude:

Add

Apply

Assess

Calculate

Change

Choose

Classify

Collect

Complete

Compute

Construct

Demonstrate

Develop

Discover

Divide

Dramatise

Employ

Examine

Experiment

Find

Graph

Illustrate

Interpret

Interview

Manipulate

Map

Modify

Operate

Organise

Plot

Practise

Predict

Prepare

Produce

Relate

Schedule

Select

Show

Simulate

Sketch

Solve

Subtract

Transfer

Translate

Use


Page20


Herearesomeexamplesofapplicationbasedlearningoutcomes5:

ConstructatimelineofsignificanteventsinthehistoryofAustraliainthe19thcentury. Selectandemploysophisticatedtechniquesforanalysingtheefficienciesofenergyusagein

complexindustrialprocesses.

Applyprinciplesofevidencebasedmedicinetodetermineclinicaldiagnoses.

AnalysisAnalysismaybedefinedastheabilitytobreakdowninformationintoitscomponentparts,

e.g.lookforinterrelationships,patterns,trends,ideas;understandorganisationalstructure;makeinferences;findevidencetosupportgeneralisations.Actionverbsusedtoassessanalysisinclude:

Analyse

Appraise

Arrange

Breakdown

Calculate

Categorise

Classify

Compare

Connect

Contrast

Criticise

Debate

Deduce

Detect

Determine

Develop

Differentiate

Discover

Discriminate

Distinguish

Divide

Drawconclusions

Examine

Experiment

Group

Identify

Illustrate

Infer

Inspect

Investigate

Order

Outline

Pointout

Question

Relate

Recognise

Separate

Simplify

Subdivide

Test

Herearesomeexamplesofanalysisbasedlearningoutcomes6:

Analysethecriminalisationofcertainbehaviours. Compareandcontrastthedifferentelectronicbusinessmodels. Deducetheeconomicandenvironmentaleffectsofenergyconversionprocesses.

SynthesisSynthesismaybedefinedastheabilitytoputpartstogether,e.g.createnewpatternsor

structuresorproposealternativesolutions.Actionverbsusedtoassesssynthesisinclude:

Argue

Arrange

Assemble

Categorise

Collect

Combine

Compile

Compose

Construct

Create

Design

Develop

Devise

Establish

Explain

Formulate

Generalise

Generate

Group

Integrate

Invent

Make

Manage

Modify

Order

Organise

Originate

Plan

Prepare

Prescribe

Propose

Rearrange

Reconstruct

Relate

Reorganise

Revise

Rewrite

Setup

Summarise

Synthesise

5 Taken from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC 6 Adapted from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

Page21


Herearesomeexamplesofsynthesisbasedlearningoutcomes7:

Organiseapatienteducationprogramme. Proposeverbalandwrittensolutionstocomplexenergymanagementproblems. Deviseathreeyearbusinessplanforastartupcompany.

EvaluationEvaluationmaybedefinedastheabilitytojudgethevalueofmaterialforagivenpurpose,

e.g.presentanddefendopinions;identifystrengths/weaknesses;makeconvincingarguments.Actionverbsusedtoassessevaluationinclude:

Appraise

Ascertain

Argue

Assess

Attach

Award

Choose

Compare

Conclude

Consider

Contrast

Convince

Criticise

Critique

Decide

Defend

Detect

Determine

Discriminate

Estimate

Explain

Evaluate

Grade

Interpret

Judge

Justify

Measure

Monitor

Predict

Persuade

Rank

Rate

Recommend

Relate

Resolve

Revise

Score

Select

Standardise

Summarise

Support

Test

Validate

Value

Verify

Herearesomeexamplesofevaluationbasedlearningoutcomes7:

AssesstheimportanceofkeyparticipantsinbringingaboutchangeinIrishsociety. Evaluatemarketingstrategiesfordifferentelectronicbusinessmodels. Predicttheeffectoftemperaturechangeonthepositionofequilibrium.

The Affective Domain Theaffectivedomainisconcernedwithissuesrelatingtotheemotionalcomponentof

learningandrangesfromthebasicwillingnesstoreceiveinformationtotheintegrationofbeliefs,values,ideasandattitudes.

Actionverbsusedtoassesslearningintheaffectivedomaininclude:

Acknowledge

Act

Adhere

Ask

Accept

Answer

Assist

Attempt

Challenge

Combine

Complete

Conform

Cooperate

Defend


Differentiate

Discuss

Display

Dispute

Embrace

Follow

Hold

Initiate

Integrate

Join

Judge

Justify

Listen

Order

Organise

Participate

Practise

Share

Praise

Question

Relate

Report

Resolve

Respond

Share

Show

Support

Synthesise

Value


Page22


Herearesomeexamplesoflearningoutcomesintheaffectivedomain8:

Demonstrateanappreciationoftheneedforconfidentialityintheprofessionalclientrelationship.

Displayaprofessionalcommitmenttoethicalpractice. Resolveconflictingissuesbetweenpersonalbeliefsandethicalconsiderations.

The Psychomotor Domain Thepsychomotordomainmainlyemphasisesphysicalskillsinvolvingcoordinationofthe

brainandmuscularactivity.Thepsychomotordomainiscommonlyusedinareaslikelaboratorysciencesubjects,healthsciences,art,music,engineering,drama,physicaleducationandsportsciences.

Actionverbsusedtoassesslearninginthepsychomotordomaininclude:

Adapt

Adjust

Administer

Alter

Arrange

Assemble

Balance

Bend

Build

Calibrate

Choreograph

Combine

Construct

Copy

Design

Deliver

Detect

Demonstrate

Differentiate(bytouch)

Dismantle

Display

Dissect

Drive

Estimate

Examine

Execute

Fix

Grasp

Grind

Handle

Heat

Manipulate

Identify

Measure

Mend

Mime

Mimic

Mix

Operate

Organise

Perform(skilfully)

Presentrecord

Refine

Shorten

Sketch

Stretch

React

Test

Use

Herearesomeexamplesoflearningoutcomesinthepsychomotordomain:

Demonstrateproficiencyinselectedcardiovascularendurance(CVE)activitiesandresistancetraining(RT)methods.

Performanexercisetomusicroutinethatincludesawarmup,developmentalandcooldownphase.

Constructandtestasimplecircuitusingadigitalmultimeter,aDCpowersupplyandabreadboard.

Guidelines for Writing Module Learning Outcomes Thefollowingisalistofguidelinestoassistyouinwritinglearningoutcomesforyour

modules.Treatthelistasjustthatasetofguidelinesratherthanasetofhardandfastrules.Forexample,whilethesecondguidelinesaystotrytouseoneverbonly,youmaysometimesfindit


Page23


morelogicaltoruntwocloselyrelatedactionsintoonelearningoutcome,suchasCompareandcontrastorConstructandtest.

Beginwithanactiveverb. Trytousejustoneverbperlearningoutcome. Ensurethateachlearningoutcomeisacquirable. Avoidcomplicatedsentences.Ifnecessaryusemorethanonesentenceforclarity.Bearin

mindthatalearningoutcomedoesnotneedtobeasspecificasanassessmentquestion.

Aimforaboutsixlearningoutcomespermodule. Whenwritinglearningoutcomesinthecognitivedomain,avoidoveruseofknowledgeand

comprehensionbasedverbs.Trytoincludesomeoutcomesbasedonapplication,analysis,synthesisandevaluation.

Page24


SampleModuleLearningOutcomesThefollowinglearningoutcomeswerekindlywrittenbysevenULfacultymembers

specificallyforinclusioninthistrainingdocument.

Faculty of Business 4th Year Module

Department: ManagementandMarketingProgramme: BachelorofBusinessStudies ModuleTitle: SellingandSalesManagementModuleCode: MK4457Semester: Autumnof4thYearLecturer: ConorCarrollOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

Differentiatebetweensalesandmarketingstrategies. Appraisetheforcesimpactingsellingandsalesmanagement. Criticallyevaluatemodernsellingandsalesmanagementconcepts,techniques,strategies

andtheories. Applypersonalsellingskillsinnumeroussituationsandbusinesscontexts. Proposesalessolutionstocomplexscenarios. Demonstratepersonalsellingskillsandabilitiessuchasnegotiation,communication,project

management,problemsolvingandteamworkskills.

Faculty of Education & Health Sciences 3rd Year Module

Department: EducationandProfessionalStudiesProgramme: BScinEducation ModuleTitle: EducationandSocietyinIrelandModuleCode: EN4005Semester: Autumnof3rdYearLecturer: RolandTormeyOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

DescribethemainchangesineducationalpolicyandpracticeinIrelandsince1920. Identifytheforceswhichhavecontributedtotheshapeofeducationalpolicyandpractice

inthisperiod. Identifytherelevanceofhistoricaldevelopmentsineducationalpolicyandpracticetotheir

owneducationalcontexts. Evaluatetherelativecontributionsofthesocial,cultural,economicandpoliticalfactorsto

educationalchange. DevelopandconveyclearandlogicalargumentswithrespecttoIrisheducationalpolicy.

Page25


1st Year Module Department: PhysicalEducationandSportSciencesProgramme: BScPhysicalEducationModuleTitle: HealthRelatedActivity/Aquatics ModuleCode: PY4041Semester: Autumnof1stYearLecturer: CianONeillOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

Identifycriticalissuespertainingtothesafeselection,structuringandplanningofcontentforexerciseinstruction.

Demonstrateproficiencyinselectedcardiovascularendurance(CVE)activitiesandresistancetraining(RT)methods.

Choreographanexercisetomusicroutinethatincludesaneffectivewarmup,developmentalvariedintensitymovementpatterns,andanappropriatecooldown.

DesignanexerciseprogrammebasedonCVEandRTtrainingmodalitiesforanasymptomaticpopulation.

AnalyseandcriticallyevaluatetechnicalperformanceinRTmethods,providingappropriatefeedbackandassistancewhererelevant.

Demonstrateanappreciationofthevariedphysicalattributesofagivenpopulationandofhowselectedmodesofexercisemaybemoreappropriateforaparticularsubpopulation.

Relatewelltopeersinavarietyofpedagogiccontexts,suchasindependentandinterdependentteachingandlearningsituations.

3rd Year Module Department: PhysicalEducationandSportSciencesProgramme: BScPhysicalEducationModuleTitle: YouthSportandPolicy ModuleCode: PY4026Semester: Springof3rdYearLecturer: AnnMacPhailOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

IdentifycharacteristicsandtrendsinthedevelopmentofyouthsportanddefinethosemostpertinenttotheIrishcontext.

Discusstherelationshipbetweentheoriesunderpinningyouthsportparticipationwithobservationsinayouthsport/physicalactivitycontext.

CriticallyappraisecurrentIrishyouthsportprovisioninschoolsandthecommunity. ArticulatetheroleoftheIrishSportsCouncilandtheNationalCoachingandTrainingCentre

inyouthsportstrategies. Identifyspecificconnectionsbetweeninternationalstrategiesandpoliciesrelatedtoyouth

sportparticipation. Identifytheexistingpillars(physicaleducation,extracurricularsportandsportoutside

school)andtherelationshipbetweenthemandimplicationsforphysicaleducationteachers.

Page26


Faculty of Science & Engineering 1st Year Module

Department: ManufacturingandOperationsEngineeringProgramme: BachelorofEngineeringScience ModuleTitle: ManufacturingIntegrationModuleCode: IE4711Semester: Autumnof1stYearLecturer: AnnLedwithOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

GeneratedocumentswithinMicrosoftWordandapplycommonlyusedformattingtechniquessuchaspagenumbering,paragraphformatting,pagesetup,tableofcontents/figures/tables,equations/flowcharts/graphs,bulleted/numberedlists,headers/footers/notesanddocumenttemplates.

UseMSExceltoanalyse,calculate,sort,graphandformatspreadsheetdata. GenerateprofessionallookingpresentationsusingMSPowerPointthatincludeonscreen

animations,graphs,tablesandothergraphicalelements. Writeclearlylaidout,wellstructuredandformattedtechnicalreportsthatdemonstratean

abilitytocorrectlycitematerialreferencedwithinthestudentsownwork. FindreadinglistmaterialusingtheULlibrarycatalogue,doaliteraturesearchusingtheUL

librarysdatabases,ejournalsandlibrarycatalogue,andcorrectlymanagereferences.

4th Year Module Department: ManufacturingandOperationsEngineeringProgramme: BachelorofEngineeringScience ModuleTitle: ProjectPlanningandControlModuleCode: IE4248Semester: Springof4thYearLecturer: AnnLedwithOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

Conductaneconomicanalysisofaprojectbasedonlifecyclecostsandusethisinformationtodeterminewhichofasetofprojectsispotentiallythemostprofitable.

Initiateandplanprojectsbydevelopingprojectcharters,projectscopestatements,workbreakdownstructuresandorganisationalbreakdownstructures.

CalculatecriticalpathsandusePERTtechniquestodeterminetheprobabilityofcompletingaprojectwithinagiventime.

Evaluateoptimumprojectdurationsbycrashingorlevellingprojectseithermanuallyorusingappropriatesoftware.

UsetheEarnedValuemethodtocontrolprojectcostandschedule. ListthenineareasofprojectmanagementdefinedintheProjectManagementBodyof

Knowledge(PMBOK)anddescribehowthesemightapplyinmanagingengineeringprojects.

Page27


4th Year Module Department: ComputerScienceandInformationSystemsProgramme: BScinComputerSystems ModuleTitle: SoftwareQualityModuleCode: CS4157Semester: Springof4thyearLecturer: ItaRichardsonOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

Givenasetoffunctionalandnonfunctionalrequirements,deviseasetoftestcasesthatwillsatisfyasoftwaretestingstrategy.9

Applyappropriatesoftwaremetricstoasoftwaredevelopmentprojectandinterprettheresultinrelationtotheprojectunderstudy.

Applygraphicallybasedsoftwarereengineeringtechniquestoconstructmoduleswithinexistingsystems.

Interpretasoftwareprocessassessmentinnarrativeandgraphicalformat. Debatetheconceptofqualityanddifferenttypesofsoftwarequalityanddefendthe

conceptsofproductandprocessquality. Recogniseanddescribeonesoftwareprocessmodelandtheprocesscategorieswithinthat

model(e.g.SoftwareProcessImprovementandCapabilitydEterminationModel,SPICE).

Faculty of Arts, Humanities & Social Sciences 2nd Year Module

Department: LanguagesandCulturalStudiesProgramme: BAinEnglishandCulturalStudies ModuleTitle: IntroductiontoLiteraryTheoryModuleCode: EH4003Semester: Autumnof2ndYearLecturer: TinaOTooleOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

Identifykeymovementsinliterarytheory. Recognisetheoristsassociatedwiththesemovements. Classifydifferenttheoreticalpositionswithinthisframework. Applytheoreticalreadingstoprimaryliterarytexts. Compareandcontrastdifferenttheoreticalpositionsinverbalandwrittenforms.

9 This one reads better by starting with the conditional clause; the outcome verb is devise.

Page28


Page29

ReferencesAdam,S.(2004)UsingLearningOutcomes,ScottishExecutive.Availableat:http://www.scotland.gov.uk/Publications/2004/09/19908/42704.Biggs,J.(2006).Teachingforqualitylearningatuniversity:whatthestudentdoesOpenUniversityPressBiggs,J.(2003)Aligningteachingandassessingtocourseobjectives,paperpresentedatTeachingandLearninginHigherEducation:NewTrendsandInnovations,UniversityofAveiro,1317April2003.ECTSUsersGuide(2005),Brussels:DirectorateGeneralforEducationandCulture.Availableat:http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf.Gosling,D.andMoon,J.(2002)HowtoUseLearningOutcomesandAssessmentCriteria,3rded.,London:SEECOffice.Kennedy,D.(2007)WritingandUsingLearningOutcomes,Cork:QualityPromotionUnit,UCCNFQ.(2006)."NationalFrameworksStructure."fromhttp://www.nfq.ie/nfq/en/documents/FanDiagramKeyandAwardDescriptionsEnglishPDF_003.pdf.NFQ.(2007)."NationalQualificationsFramework."RetrievedSept2007,fromhttp://www.nfq.ie/nfq/en/learner.html.NQAI(2003).OutlineNationalFrameworkofQualificationsDeterminationsmadebytheNationalQualificationsAuthorityofIreland.Sorbonne.(1998)."SorbonneJointDeclaration."RetrievedSept2007,fromhttp://www.bolognabergen2005.no/Docs/00Main_doc/980525SORBONNE_DECLARATION.PDF.Sussex."LearningOutcomesFrequentlyAskedQuestions(FAQs)."RetrievedSept2007,fromhttp://www.sussex.ac.uk/tldu/1386.html.

Writing Learning Outcomes

Documents