Second day sessions

1. Second day sessions 74

2. NCAAA How to write learning outcomes for program levels and courses? Session 1 75

3. Learning Outcomes flows out from…… …students’ needs assessment … and employers needs (cause and effect chart) Where do L.O. come from? 76

4. Effects Learning Outcomes Cause Student Needs 77

5. Learning Outcomes flows out from…… …the Mission Statement What must students do to demonstrate that the Institution/Program Mission is accomplished? (cause and effect chart) Where do L.O. come from? 78

6. Effects Program and Course Learning Outcomes Cause Mission Needs 79

7. Theory Into Practice 5 Questions for Instructional Design • What do you want the student to be able to do? (Outcome) • What does the student need to know in order to do this well? (Curriculum) • What activity will facilitate the learning? (Pedagogy) • How will the student demonstrate the learning? (Assessment) • How will I know the student has done this well? (Criteria) 80

8. Let’s Write a Learning Outcome • We’re taking a friend desert camping for the first time (not roughing it too much). • What do they need to know? 81

9. 1. What do you want the student to be able to do? This question asks you to develop the outcome. For Example: Student identifies, consults and evaluates reference books appropriate to the topic in order to locate background information and statistics. 82

10. Learning Outcomes Formula Verb or Action Phrase Great Learning Outcomes + = Why? “In Order To” Or What students need to know? “Student identifies, consults and evaluates reference books appropriate to the topic” Why do they need to know this? “locate background information and statistics.” In Order to 83

11. Establish Draft Provide Prepare Tabulate Write Schedule Update Audit Articulate Align Collect Construct Generate List Produce Compile Document Demonstrate Develop Suggested Verbs 84

12. Consider Maximize Maintain Reflect Continue Review Ensure Enlarge Understand Examine Strengthen Explore Encourage Deepen Some of these verbs can be used if tied to specific actions or quantification Verbs Not To Use 85

13. Example 1 Poor Learning Outcome: • Students will name the three types of rock in order to differentiate among the three. Good Learning Outcome: • Students will compare and contrast the characteristics of the three types of rocks in order to differentiate among the three. 86

14. Example 2 Bad Learning Outcomes: • Discover that Al Fawo University offers a welcoming and helpful environment which can fulfill their educational, cultural and social needs in order to recognize the university’s role in lifelong learning. • Use OVID in order to access materials not available at Al Fawo university Library. Good Learning Outcome: • Utilize retrieval services in order to obtain materials not owned by Al Fawo University Library. 87

15. Let’s Write a Learning Outcome • We’ll concentrate on how to build a tent • Why do we want our friend to be able to properly build a tent? 88

16. Let’s Write a Learning Outcome • Now let’s write the learning outcome • What is our verb (use the right domain)? • Why? 89

17. Let’s Write an Assignment-Specific Learning Outcome What does the student need to know? • Why do they need to know this? See example and activity  90

18. Student needs example: “Student needs to learn how to fish in the ocean to survive on the island.” What are some learning outcomes that fit this student’s needs? Create a student need for your specialized course. 3. Create five learning outcomes that are directly based on this need. Bubble Map Student needs Learning outcomes 91

19. Student Need 92

20. NCAAA Relationship between teaching methods and assessment methods with learning outcomes. Session 2 93

21. Teaching Methods and LOs • Focuses on learning outcomes in debates on teaching methods in higher education • “Teaching methods” are not an end in themselves, they are a means to an end. • They are the vehicle(s) we use to lead our students towards particular learning outcomes. • We evaluate our teaching methods against the learning outcomes that we are seeking for our students. 94

22. Teaching Methods and LOs • The first step in operationalizing it is to clarify the learning outcomes at which we are aiming. • The second step involves developing a contingency approach to the choice of teaching methods whereby “fitness for purpose” 95

23. Teaching Methods and LOs • When selecting any teaching and learning method it is important to ensure that the method will enable the students to achieve what are intended as learning outcomes. • There are different kinds of methods available: • effective in building up subject knowledge • contribution to developing generic skills 96

24. Quality of Teaching NCAAA Standard 4, paragraph 4.6: • Teaching must be of high quality with appropriate strategies used for different categories of learning outcomes and student learning styles. • Differentiated Instruction 97

25. Teaching Methods Mapping 98

26. Key for Learning Outcomes Learning outcomes must be…. measurable and meaningful to be assessed accurately. Who will know?  Student? Faculty? How will I know?  Evidence What evidence is needed? Demonstrate Key is ASSESSMENT 99

27. NCAAA: L.O. + Assessment NCAAA Standard 4, paragraph 4.4: Student assessment processes must be appropriate for the intended learning outcomes and effectively and fairly administered with independent verification of standards achieved. 100

28. Quality Assurance of Assessment of Learning Outcomes…. May be achieved: • By direct observation – inspection of assessments before they are set, and of samples of marked work • Indirectly – by examining the specification of assessment processes • Via feedback – from students, from employers, from external examiner, from professional bodies. 101

29. Assessment Strategies… 102

30. Quality Assessment of L.O.sRequires • That a range of assessment methods is used, so as to cover different LOs and different learning styles • That specifications for assessment, and criteria for grading, are transparent and appropriate to the level of the course within the NQF • That second-marking or moderation is routinely used • That there is clarity about the grounds on which students may appeal a mark, and that students are aware of this 103

31. Quality Assessment of L.O.sRequires…. • That deadlines for the return of marked work are published and adhered to • That full and constructive feedback on assessments is provided to students, linked to the LOs and to the assessment criteria • That guidelines for dealing with plagiarism, and with requests for time extensions and mitigating circumstances, are clear and are adhered to 104

32. Start at the End Teaching strategy and methodsdepend on the assessment methods utilized. The assessments utilized depends on the learning outcome VERB that guides the assessment process to validate student learning and direct teaching methods. Teaching Assessment Learning Objective Student Methods Methods Outcomes Content Needs 105

33. 2nd LO 1st Learning Outcome Assessments Teaching- Methods Learning Content Objective 3rd LO 5th LO 4th LO 106

34. Introductory Assessment Map 107

35. Intermediate Assessment Map 108

36. Assessment Map 109

37. Key Performance Indicators, Application and Integration with Learning Outcomes Session 3 NCAAA 110

38. What are KPIs??? …a type of measure of performance …a Key Success Indicator (KSI) …a measure of results and efficiency Quantifiable performance measures used to define success and measure progress toward the achievement of goals. 111

39. Bubble Map Group Activity (think Quality Indicators) …for a car …for a job …for dinner …for a business trip …for a house …for a vacation Success Indicators 112

40. Specific – clear and well-defined Measurable – show distance from attainment Agreed – shared by stakeholders Realistic – fit available time, money, etc Time-based – set a specific time-scale Good KPIs are SMART Sometimes ‘achievable’ is used, not ‘agreed’, but ‘achievable’ implies ‘realistic’, so you might use ‘achievable’ and ‘relevant’ 113

41. An intended learning outcome must be selected and then a KPI may be chosen which best reflects theintended student performance ... or intended student achievement … or the student outcome FIRST…… 114

42. …like yeastwhen it permeates bread and makes it rise… …like saltseasoning food, it changes the entire flavor.. …like lightin the darkness.. They create a context for action KPIs are like…. 115

43. KPIs do not stand alone or operate in a vacuum; a clear understanding of what is possible is required “upper and lower limits.” KPIs are not independent KPIs are “Married” to benchmarks What are “limits”??? (ie., speed limits for cars) 116

44. Limits refer to “BENCHMARKS” which are essential to make KPIs useful; both internal and external… They provide a basis for ANALYSIS…or as we see in the sporting business… “competitive analysis” Limits are… 117

45. Example: Sebring Racetrack Benchmarks Daytona 500 Sebring 118

46. Benchmark Cones Control Speed Cars are forced to slow down in order to safely make the hairpin curve. How does this apply to teaching and learning? Benchmarks prevent race car crashes = 119

47. Benchmarking fixes reference points relative to other measurements In the context of quality, benchmarking specifies reference values for KPIs Benchmarking is used to ensure that the KPIs are realistic Ensure KPIs are sufficiently demanding Benchmarking for quality: Why? 120

48. Judgments about quality are based on comparisons with similar good institutions The levels of performance identified are benchmarks that a used for comparisons. Aggregate national figures for KPIs can also serve as benchmarks Should establish other benchmarks for matters of importance to them Remember: benchmarks should be both internal and external Benchmarking for quality: What? 121

49. KPI & Benchmarks(for Dr. Bothyna’s nursing program) 122

50. Using a Bubble Map, write a course learning outcome for one of your courses in the center circle. Next write teaching methods for learning outcome in the connected circles. On the extended lines write an assessment method with a KPI and benchmarks. KPIs for learning outcomes 123