Learning Outcomes-a Guide to Writing Them

1. Learning Outcomes-a Guide to Writing Them Maureen Ahern & Inje Jarosiewicz November 6 2006

2. The aims of today’s workshop • To examine current learning outcomes in your unit of study. • To examine the Faculty graduate attributes and how they link to the learning outcomes. • To revise (if appropriate) learning outcomes.

3. Learning Outcomes • What are they? • What the student should have learned • Able to do • Know about • Valued at the end of the unit.

4. Outcomes Vs Objectives • Often confusing however the outcome statement is focused on the learner rather than the teacher. And again should be linked to some performance e.g. demonstrate, apply.

5. Learning Outcomes-Value • Staff • the content of the teaching, • assists in designing teaching/learning strategies that will be used, • Informs the types of assessment (s) that will be used. • Link to the graduate attributes of the University.

6. Learning Outcomes-Value • Students • Informs them about the key components of the unit. • Guides them and assists them prepare for assessments/exams. • A link to the graduate attributes.

7. Key Points • Consider the students perspective. • Think of the end point i.e. what would you like the students to know/be able to do at the end of the course.

8. Key Points • How many outcomes? • Each outcome should be assessed therefore not many 4-6 is sufficient. • However the outcome needs to be clear/precise in order to be assessed easily. • Also learning outcomes can be incorporated into sections/modules of units.

9. Key Points • All the graduate attributes have in some way or other been incorporated into the units of study perhaps not always stated.

10. Key Points If graduate attributes are to be incorporated into the learning statements, it is necessary to identify which GA your unit can develop. For example, some types of assessments incorporate a specific graduate attributes (communication) group work, working in pairs.

11. Exercise • Learning outcomes are best developed in consultation with other colleagues. If writing a clinical unit think of what you want the students to do. • If the unit is more theoretical think of what you want the students to know. • If the unit contains ethical/professional material think of what you want them to value.

12. Exercise • Examples: • As a result of successfully completing this unit students should be able to perform an accurate respiratory assessment …. • As a result of successfully completing this unit students should know how to evaluate…. • As a result of successfully completing this unit students should value/appreciate/apply theories of…..

13. Examples • Also need to consider the range of information/knowledge our students need e.g. some recall, some procedural, some application.

14. Personal & Intellectual Autonomy • Demonstrate a commitment to lifelong learning through continuous reflection on personal and professional experiences, self-evaluation and self-improvement. EC & BUS

15. Personal & Intellectual Autonomy • Awareness of the diversity of skills required for career development. VET SCI

16. Information Literacy • Applies prior and new information to construct new concepts or create new understandings (UNSW)

17. Information Literacy • Be able to obtain accounting and financial information using archives, libraries, the web and other sources of information EC & BUS

18. Research & Inquiry • Analyse Schoenberg’s compositions of this period using appropriate theoretical approaches and be able to discuss analytic issues that may be encountered. CON

19. Research & Inquiry • Critically evaluate underlying theories, concepts, assumptions, limitations and arguments in disciplinary and cross-disciplinary fields of study. EC & BUS

20. Ethical, Social & Professional Understanding • Be able to work with peers from diverse backgrounds with inclusiveness, open-mindedness and integrity EC & BUS

21. Ethical, Social & Professional Understanding • Understand and apply a basic knowledge of current legislation, ethical standards of the profession and animal welfare to common scenarios in veterinary practice VET SCI

22. Communication • Communicate the results of experiments and analyses using written, visual and oral methods appropriate for professional geotechnical engineers ENG

23. Communication • Describe and explain the major musical styles, genres and instruments of the Medieval and Renaissance periods and apply relevant analytical methods to the study of this music CON

24. Exercise • Working in pairs-think of the how your unit integrates a particular graduate attribute. • Try writing learning outcomes that include a particular GA.