Writing Learning Outcomes

1. Writing Learning Outcomes Mohamed Nadzri Mohd Yusoff (Hj.)

2. Presentation Outcomes At the end of the presentation, the participants will be able to: • Explain the components in an outcome statement • Write effective learning outcomes for different taxonomy level of the cognitive, psychomotor and affective domains based on 3 components

3. Different Levels of Learning Outcomes Few years after Graduation – 4 to 5 years Programme Educational Objectives (PEO) Competent engineers who are leaders in ….. Employer Survey, Alumni Survey Upon graduation - Nine (9) MOE Learning Outcomes Programme Learning Outcomes (PLO) ..will be able to demonstrate critical thinking skills to solve My3S, Exit Survey, Prog.Survey Upon course completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) .. will be able to explain the physical principles of …… Course Learning Outcomes (CLO) Sum/Form/Cont. Assessments .. will be able to explain Archimedes principle of …… Upon topic completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) Weekly/Topic Outcomes Sum/Form/Cont. Assessments Shahrin Mohamed, 2007

4. WRITING PROGRAMME EDUCATIONAL OBJECTIVES (PEO)

6. PEOs • 4-5 statements on what the graduates are in 4-5 years time • Must include all 9 MOE learning outcomes in the statements (for degree programmes and above) • Usually in-line with the industry/profession’s needs • Can include non-measurable verbs such as understand, know, acquire, etc.

7. Learning Outcomes (MOE-LO) • Knowledge • Practical Skills • Thinking and scientific skills • Communication skills • Social skills, teamwork and responsibility • Values, ethics, moral and professionalism • Information management and lifelong learning skills • Managerial and entrepreneurial skills • Leadership skills

8. WRITING PROGRAMME LEARNING OUTCOMES(PLO)

10. PLOs • Statements on what skills the students will have upon graduation (in line with programme standards or professional bodies) • Must include all 9 MOE learning outcomes in the statements (for degree programmes and above) i.e at least 9 PLOs • Usually a one-to-one mapping to the 9 MOE learning outcome (i.e PLO1 map to MOE LO1, PLO2 map to MOE LO2) • Can include non-measurable verbs such as understand, know, acquire, etc.

11. Learning Outcomes (MOE-LO) • Knowledge • Practical Skills • Thinking and scientific skills • Communication skills • Social skills, teamwork and responsibility • Values, ethics, moral and professionalism • Information management and lifelong learning skills • Managerial and entrepreneurial skills • Leadership skills

12. WRITING COURSE LEARNING OUTCOMES (CLO)

13. Characteristics of a Good Course Outcome • should be mapped to the learning domain in Blooms or other Taxonomy . • Must state the major skills, knowledge, attitude or ability that students will acquire. • expressed in terms of measurable and/or observable behaviors (hint: ask yourself how you would test the outcome). • more general than behavioural objectives.

14. Characteristics of a Good Course Outcome • Outcomes The student will be able to: orally present a new patient's case. • Behavioural Objectives The student will be able to: orally present a new patient's case in a logical manner, chronologically developing the present illness, summarising the pertinent positive and negative findings as well as the differential diagnosis and plans for further testing and treatment. Instructional objective focuses on what will be taught and how it will be taught Behavioural objective focuses on any visible activity displayed by a learner or what the learner can demonstrate what has been learned.

16. Characteristics of a Good Course Outcome (Cont.) • Each course will usually have between 3 and 5 major outcomes. (Garispanduan Penulisan Akademik , JPT, KPM) • Should be written in clear language and in the future tense • These outcomes should be the same across courses with the same code. • Begin with an action verb (e.g., write, install, solve, and apply).

17. 3 components of a course outcome • Well-written verbs must be (SMART) • Specific • Measurable • Achievable • Realistic • Time frame • Observable • Avoid these words • - understand • - appreciate • know • learn • aware • familiar 1) Action verb (describes what the learner will be doing, or the behaviour) By the end of this course/semester, students should be able to: describe the principles used in designing X. evaluate the strengths and weakness of …

18. 3 components of a course outcome 2) Condition (context under which the behaviour is to occur) describe the principles used in designing X.(V) orallydescribe the principles used in designing X. (V&C) design a beam. (V) design a beam using Microsoft Excel design template . (V&C)

19. 3 components of a course outcome 3) Standard (criteria of acceptable level of performance) describe the principles used in designing X.(V) orallydescribe the principles used in designing X. (V&C) orallydescribe the five principles used in designing X. (V&C&S) design a beam. (V) design a beam using Microsoft Excel design template . (V&C) design a beam using Microsoft Excel design template based on BS 5950:Part 1. (V&C&S)

20. Course Outcomes: An example Identify the a) verb b) condition c) standard. • write an effective course outcomes that include lower and higher order cognitive skills for a one-semester course. • Must have at least V+C or V+S • Can have more than 1 action verb, BUT must measure them Identify the a) verb b) condition c) standard. From the first principles, calculate the beam deflection at the centre to within one decimal point.

21. Common weaknesses in writing CO • At the end of the course, the students are able to: • understand the theory of X. • know how to write an effective learning outcomes • appreciate the importance of keeping the environment clean. • By the end of the course, students should be able to: • use the computer. • make presentations. • comment on designs. • design research Non-observable/Non-measurable CO Vague CO or CO that are too broad or general

22. Improve on the following learning outcomes by adding a condition and standard Poor Students should be able to design research. Better Students should be able to independently design and carry out experimental and correlational research. Best Students should be able to independently design and carry out experimental and correlational research that yields valid results. Source: Bergen, R. 2000. A Program Guideline for Outcomes Assessment at Geneva College

23. Writing Course Outcomes for Psychomotor and Affective Domains By the end of the course, students should be able to: 1) independently seek and present information on the collapse of the WTC (Lifelong Learning & Communication Skills) 2) participate actively in class discussion on issues related to ... (Communication Skills) 3) work collaboratively in groups to complete an assigned project on… (Teamworking) 4) demonstrate positive teamworking attributes by contributing actively in group projects. (Teamworking)

24. Writing Course Outcomes for Psychomotor and Affective Domains Cont… 5) state and critically evaluate the main principles of .... (Problem Solving) 6) analyse data gathered from a target situation analysis and design instructional materials for a specific group of learners. (Problem Solving) orally present information and answer questions with confidence on an assigned project. (Comm. Skills and Self-Esteem) 8) apply principles of management in organising an assigned project within stipulated schedules and with available resources. (Teamworking & Adaptability)

25. Note for writing CLO • It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S) • But must have at least V+C or V+S • Can have more than 1 action verb, BUT must measure them. • If a statement has 2 “verbs” in the same domain (e.g. state and explain the basic principles.....), use the highest level of taxonomy only (i.e. explain the basic principles....) • A statement can have 2 “verbs” in different domains (e.g. explain and perform the standard procedure........), BUT must measure both (i.e. there must be assessments for both outcomes) • CLO can have sub outcomes (e.g. Topic Outcomes, Lesson Outcomes) which might be more detail and can have ALL 3 components to ensure the attainment of the CLO.

26. EXERCISE 1 • In Handout “Exercise 1”, complete the table.

27. By the end of the chemistry course students will be able to list all of the elements in the Periodic Table. List all of the elements in the Periodic Table. Cognitive 1 (C1) Knowledge By the end of the special education course students will be able to diagnose learning disabilities in elementary school level settings Diagnose learning disabilities in elementary school level settings C4 Analysis By the end of the French course, students will be able to translate a paragraph of text from English to French. Translate a paragraph of text from English to French. C2 Comprehension By the end of the BIS course , students will be able to apply basic Web development skills to an actual Web page on the internet Apply basic Web development skills actual Web page on the internet C3 Application By the end of the music education course, students will be able to judge student performances based on musical interpretation. Judge student performances based on musical interpretation. C6 Evaluation By the end of the art course, students will be able to create at least 12 original works in oil painting Create at least 12 original works in oil painting C5 Synthesis P7 Origination

28. By the end of the music theatre course , students will be able to relate types of music to particular dance steps. Relate types of music particular dance steps Psychomotor 1 (P1) Perception C5,A4,P1 By the end of the industrial education course, students will be able to demonstrate proper use of woodworking tools to vocational school students. Demon-strate proper use of woodworking tools vocational school students. P5 Complex Overt Response C3,A3,P5 By the end of the physical education course, students will be able to demonstrate/show the proper stance for batting a ball. Demon-strate/ Show proper stance for batting a ball. P2 Set C3 By the end of the dance course , students will be able to create a dance step. Create dance step P7 Origination C5,P7 By the end of the physical education course , students will be able to display/perform a golf swing as demonstrated by the instructor. Display/ Perform golf swing as demonstrated by the instructor. P3 Guided Response P2,P3,P4,P5, A5 By the end of the industrial education course, students will be able to adapt their lessons on woodworking skills for disabled people. Adapt lessons on woodworking skills for disabled people. P6 Adaptation By the end of the biology course, students will be able to assemble laboratory equipment, appropriate for experiments. Assemble laboratory equipment appropriate for experiments. P4 Mechanism C5,P3,P4,P5

29. Quiz ! 1. Which outcome statement is better? • Students will be able to understand the connections between morality and law. • Students will be able to explain the connections between morality and law.

30. Quiz ! 2. Which outcome statement is better? • Students will be able to demonstrate information handling. • Students will be able to demonstrate effective information handling and research skills.

31. Quiz ! 3. Which outcome statement is better? • Students will be able to evaluate the various criminological theories in relation to drug issues. • Students will be able to appreciate the various criminological theories in relation to drug issues.

32. Quiz ! 4. Which outcome statement is better? • Students will be able to demonstrate proficiency in Japanese. • Students will be able to demonstrate proficiency in conversational Japanese by the end of the semester.

33. Quiz ! 5. Which outcome statement is better? • Students will be able to get an introduction to statistics and its practical application. • Students will be able to explain the basic foundations of statistics and its practical application.

34. Quiz ! 6. Which outcome statement is better? • Students will be able to be a part of a team. • Students will be able to work effectively as part of a team.

35. Quiz ! 7. Which outcome statement is better? • Students will be able to provide an overview of the issues, principles, and practices associated with higher education. • Students will be able to discuss the issues, principles, and practices associated with higher education.

36. Quiz ! 8. Which outcome statement is better? • Students will be able to know the behavioral, cognitive, and social interaction models of learning. • Students will be able to compare and contrast the behavioral, cognitive, and social interaction models of learning.

37. Quiz ! 9. Which outcome statement is better? • Students will be able to design and deliver a lesson which addresses a variety of student learning style. • Students will be familiar with a lesson which addresses a variety of student learning style.

38. Quiz ! 10. Which outcome statement is better? • Students will be able to analyse various learning style of mature students. • Students will be able to consider various learning style of mature students.

39. What are the courses/ subjects the students should learn in the proposed programme? • Must comply with Programme Standards • What subjects (core/elective/major/minor etc) • What percentages (core vs electives, etc) • How long is the duration of the programme

40. What level of learning should the subjects offer? • Bloom’s Taxonomy of Learning • Cognitive, Affective, Psychomotor • Diploma (C3,P4,A3) • Undergraduate (C4, P4, A3) • Masters (C5, P5, A4) • PhD (C6, P6, A5) • General Rule of Thumb –at least 5% of total no.of courses for the programme must achieve proposed Bloom’s level E.g. • For Undergraduate programme with total no.of courses = 40 courses/subject • Hence, at least 2 courses must achieve C4, at least 2 courses must achieve P4, and at least 2 courses must achieve A3.

42. For each course/ subject what are the outcomes? • CO – Course Outcomes • Must be aligned to PO • Must outline level of learning taxonomy • Must be written clearly • Action verb > condition/performance > standard/ criteria • Must have at least V+C or V+S • Can have more than 1 action verb, BUT must measure them

43. Note for writing CLO • It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S) • But must have at least V+C or V+S • Can have more than 1 action verb, BUT must measure them. • If a statement has 2 “verbs” in the same domain (e.g. state and explain the basic principles.....), use the highest level of taxonomy only (i.e. explain the basic principles....) • A statement can have 2 “verbs” in different domains (e.g. explain and perform the standard procedure........), BUT must measure both (i.e. there must be assessments for both outcomes) • CLO can have sub outcomes (e.g. Topic Outcomes, Lesson Outcomes) which might be more detail and can have ALL 3 components to ensure the attainment of the CLO.