Programme Design and the Assessment of Learning Outcomes - an introduction

1. Programme Design and the Assessment of Learning Outcomes- an introduction Dr Simon Steiner - Academic Advisor Prog. Design/ALOE @ xx (date)

2. Assessment of Learning Outcomes- an introduction • Accreditation of programmes • Programme design under UK-SPEC • Approaches to programme design • Levels • Level descriptors • Module Design • Writing Learning Outcomes • Assessing Learning Outcomes • Developing an assessment strategy

3. Accreditation of programmes • Accreditation of HE programmes by a professional body/joint accreditation by DABCE: [www.engc.org.uk/news-list/dabce-(degree-accreditation-board-for-chartered-engineers)] • Professional qualifications/standards: [www.engc.org.uk/professional-qualifications/standards/about-our-standards] • UK-SPEC  CEng, IEng, EngTech qualifications [www.engc.org.uk/professional-qualifications/standards/uk-spec] • ICTTech is variation to EngTech qualification

4. Programme design under UK-SPEC[www.engc.org.uk/ecukdocuments/internet/document%20library/UK-SPEC.pdf] • UK-SPEC provides a framework that “questions”: • Outcomes achieved • Process of teaching and learning • Assessment strategy employed • Human and material resources involved • Quality assurance arrangements • Entry to the programme • Support to cohort entry extremes • Use of output standards – general and specific • Applicability to MEng, IEng programmes

5. Approaches to programme design • Top-down design • Graduate outcomes of programme as a starting point for design • Top level – underpinning levels • Bottom-up • What do students know already? • Based on knowledge, skills and abilities that students bring to programme of study. • Contribution of modules to programme outcomes

6. Levels – what do we mean? • Levels’ statements: • “Apply knowledge with underpinning comprehension in a number of areas” • “Design and apply appropriate research methodologies” • “Determine solutions to a variety of unpredictable problems”

7. Level Descriptors • Used to describe the level at which a module is operating and a student is working. • These descriptors establish the notion of development of intellectual, personal and other skills as a student moves through the different years (levels) of a degree programme. • These levels must be distinguished from a ‘level of performance’ demonstrated in undertaking an assignment.

8. Level Descriptors

9. Module Design – BEng  MEng

10. Module Design • Aims • Broad intentions of the teaching team • The module aims to ….. • Intended Learning Outcomes (ILO’s) • A statement of what a learner is expected to know understand and/or be able to demonstrate at the end of a period of learning

11. Writing Learning Outcomes • Between 3 and 6 per module • Try to avoid reference to the curriculum (syllabus) • Focus on what the students will be expected to be able to do with the subject knowledge. • Ensure that it contributes to the programme outcomes

12. Examples: 1. Pipes, Hydraulics and Flow Assurance Aims of Module • This module provides an overview of subsea pipeline design and understanding of pipeline structural analysis. Learning Outcomes for Module On completion of this module, students are expected to be able to: 1. Apply an understanding of hydraulic flow, pumps and pumping in pipeline engineering. 2. Analyse 3−dimensional stress/strain relationships in pipes. 3. Solve installation and thick walled problems for pipes.

13. 2. Level 3 English Literature On completion of the module the student is expected to be able to: • Demonstrate detailed understanding of the influences of the historical and social context within which the chosen text is set, both from the study of the text itself and from the study of other contemporary literature.

14. 3. Power Electronics and Control of Electrical Machines Aims of Module • To explore the components and circuits used in power electronics for machine control and in power systems

15. Learning outcomes? • List the principal semiconductor devices used in power electronic systems, and describe their operational characteristics, limitations, control and protection. • Understand the need for thermal protection and carry out power loss and temperature rise calculations. • Analyse single and three-phase rectifier circuits and apply them to dc motor control and HVDC transmission. • Describe single and three-phase inverter circuits and explain different topologies and modulation strategies. • Design and analyse induction motor inverter drives. • Carry out Fourier series analysis of complex waveforms and understand harmonic distortion. • Describe the application of power electronic circuits for reactive power compensation and flow control in integrated power networks. • Analyse synchronous and asynchronous machines operating in steady state and transient conditions. • Understand the theory used in designing rotating machines. • Describe the construction, behaviour and application of special motors, eg stepper and linear motors. • Select the best machine for a particular application.

16. Assessing Learning Outcomes • Criteria are necessary to make a judgement on a learning outcome • An assessment task should allow the student to demonstrate they have met the criteria • All criteria must be met to achieve the learning outcome • The judgment is set at a threshold level • This is the MINIMUM standard acceptable (not the mean, or an aspirational standard) • Grades are used to describe higher levels of attainment • Used to reward higher levels of attainment by students • The student could achieve a profile of grades against a learning outcome • The assessor will determine an overall grade against the learning outcome

17. Developing an assessment strategy • How many assessments are necessary? • How will you and the student know that they have demonstrated a learning outcome? • How will you provide feedback to the student?

18. Traditional assessment

19. Orthogonal assessment

20. Evidencing Learning Outcomes

21. Resources • Guide to the Assessment of Learning Outcomes (June 2008) • re-write pending www.engsc.ac.uk/downloads/scholarart/learning_outcomes.pdf • Framework for Higher Education Qualifications - FHEQ (August 2008) • England, Wales, N. Ireland www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/ • Assessment of Learning Outcomes Working Group www.aloe.ac.uk/

22. Programme Design and the Assessment of Learning Outcomes – an introduction Any questions?

23. What one thing…. Please write below one thing that you have personally learnt today:

24. Action Points – Programme Design/ALOE Please write below three action points you will take from today, with a planned start time: