Learning Outcomes and KPIs

Learning Outcomes and KPIs

Workshop’s Learning Outcomes Attendees will: 1.Comprehend the nature and role of program and course learning outcomes in instruction, 2.Align an understanding of assessment of learning outcomes using KPIs and benchmarks, 3.Write out examples of learning outcomes with KPI assessment tools. 2

Workshop’s Learning Outcomes • Summarizethe role of learning outcomes in instruction, in order to illustrate an understanding of assessment’s importance. • Why we are writing learning outcomes • The role of learning outcomes in assessment • Why it is important to assess student learning 3

Workshop’s Learning Outcomes • Recognize and use the National Qualifications Framework domains of learning; including the selection of verbs that map to measurable instructional objectives and learning outcomes. 4

Workshop’s Learning Outcomes • Construct learning outcomes from learning objectives, in order to develop assessable learning outcomes for proposals. • Learning outcomes formula • Characteristics of good learning outcomes • Example learning outcomes • Map learning outcomes 5

First day sessions 6

Introduction • The Design phase of a typical curriculum development process (Analysis, Design, Development, Implementation, Evaluation) is largely concerned with developing clear learning outcomes and objectives. • It is important to recognize during this phase that there is a direct relationship between objectives and students assessments. 7

Introduction Set teaching content and skill objectives that are based on student and employer needs and the institutional mission statement • Set student learning outcomes • Design learning activities  teaching methods • Evaluate results  assessment 8

Learning Outcome are • Learning outcomes are broad goals that that describe what the • learners are supposed to know or be able to do and may be based upon: • the needs of the learner • the needs of society • what the learner should know about a particular subject 9

Learning Outcome are • What a STUDENTshould learn as a result of a period of specified and supported study. • The ACHIEVEMENTS of the learner rather then the intentions of the teacher. 10

Learning Outcome are • Formal statements that articulate: • What students are able to do after instruction • Why students need to do this 11

Learning Outcome are • Are concerned with the learning of the studentPERFORMANCE • What the student will be able to do • What the student will know and do • What the student will understand and do • Must be measurable or observable 12

Learning Outcomes Learning Outcomes begin with the end in mind. A learning outcome, according to Mager, has 3 parts: 1. A measurable verb 2. The important condition (if any) under which the performance is to occur and 3. The criterion of acceptable performance. 13

Objectives vs. Outcomes • The distinction between learning outcomes and learning objectives is not universally recognized. • Many instructors may find that the term ‘learning outcomes’ describes what they have already understood by the term ‘learning objectives.’ 14

Objectives and L.O. Teaching Objectives Learning Outcomes Knowledge and  Skills (Content) both  Assessment 15

Objectives vs. Outcomes • Learning objectives, for example, may outline the material the instructor intends to cover or the disciplinary questions the class will address. • By contrast, learning outcomes should focus on what the student should know and realistically be able to do by the end of an assignment, activity, class, or course 16

Objectives vs. Outcomes • learning outcomes, mean focusing on the application and integration of the course content from the perspective of the student. • learning outcomes can more explicitly and directly address expectations for student learning. 17

Objectives vs. Outcomes • Which dentist do you want working on your teeth? Student A:The student will know how to successfully drill cavities… Student B: The student earns 100% on the exam for drilling cavities…. Student C:The student who successfully drills out cavities… 18

What are the differences in knowledge and skill for learning?What is the same?What are the different teaching methods required?What different assessment methods are required? Student C • Divide into student groups A, B, and C. Each group will answer these 3 questions and present their answers. • What kind of knowledge is required? • What teaching methods are required? • What assessment methods are required? 19

Objectives are… The primary building blocks of good curriculum design: They support the learning outcome in that each is a small step in arriving at what the learner is supposed to know or be able to do. Objectives  1. Define specific outcomes or competenciesto be achieved in terms of skills, content mastery, attitudes, or values 2. Form the basisupon which to select or design instruction materials, content, or techniques 3. Provide the basisfor determining or assessing when the instruction purpose has been accomplished 4. Provide a frameworkwithin which a learner can organize his efforts to complete the learning tasks

The importance of LOs • It builds evidence for accountability, accreditation and improvement. • Show evidence of how well our students learn. • Use evidence for continuous improvement. 21

The importance of LOs • Know what you are doing • Know why you are doing it • Know what students are learning as a result • Changing because of that information 22

The importance of LOs • Shifting from: • Teaching to learning • Teaching effectiveness to learning results • Private affair to community property 23

Start  24

Some benefits of learning outcomes 1. Select learning content objectives and skills 2. Development of instructional strategies that align with specific learning outcomes 3. Develop and select instructional materials that align with specific learning outcomes • Construct evaluation instruments for assessing student performance based on the learning outcomes. • Improve overall program and as a faculty. 25

Benefits of L.O. Student Needs Student Learning Outcomes Employment Needs Institutional Mission Program Outcomes Teacher Objectives Course Outcomes 26

NCAAA Characteristics of Learning Outcomes Session 2 27

Learning Outcome knowledge, skills, and abilities that the STUDENT attains as a result of a learning experience, activity, or teaching. CHEA says…. 28

Characteristics of Good Learning Outcomes 1. Measurable/Assessable 2. Clear to the student & instructor 3. Integrated, developmental, transferable 4. Use discipline-specific competencies or standards as a basis, not an end 5. Similar scope and scale 6. “In order to” gets to the uniqueness and real world application of the learning 7. Use a variety of learning domains 29

OBE  Outcome-Based Education Outcome-based education is a method of teaching that focuses on what students can actually do after they are taught. All curriculum and teaching decisions are made based on how best to facilitate the desired outcome. This leads to a planning process in reverse of traditional educational planning. The desired outcome is selected first and the curriculum is created to support the intended outcome. 30

Alignment At ALL Levels Mission & Student Needs Flow to Highly Specified Knowledge & Skills Learning Outcome Alignment University College Programs Learning Outcomes DEPARTMENTS CLASS COURSES STUDENTS ASSESSMENT 31

Learning Outcome Process Start 32

Characteristics of a Graduate Are: Holders of a bachelor degree should have demonstrated: Knowledge of a comprehensive, coherent and systematic body of knowledge in a field of enquiry; The ability to investigate complex problems and develop creative solutions with limited guidance; The ability to use appropriate statistical techniques in the analysis and resolution of complex issues, and select and use the most appropriate mechanisms for communicating the results to a variety of audiences; Capacity to provide leadership and willingness to cooperate fully with others in joint projects and initiatives; In the case of a professional program the full range of knowledge and skill required for effective practice in the profession concerned. 33

Learning Outcomes…. • be written in the future tense • identify important learning requirements • be achievable and assessable • use clear language easily understandable to students When writing outcomes, it may be useful to use the following expression: At the end of this program or course the student should be able to……. Then follow with a verb. Useful verbs are: Analyse; appraise; apply; calculate; choose; compare; contrast; create; criticise; demonstrate; derive; describe; design; develop; differentiate; discuss; explain; evaluate; extrapolate; formulate; identify; list; measure; name; plan; plot; postulate; predict; present; propose; recall; recognise; use; utilise; and WRITE 34

Well written L.O. are…. Use a verb that indicates what the learner is expected to be able to do at the end of the period of learning; measurable or observable. Word(s) that indicate on whatorwith whatthe learner is acting. If the outcome is about skills then the word(s) may describe the way the skill is performed. Word(s) that indicate the nature (in context or in terms of standard) of the performance required as evidence that the learning was achieved. 35

A good L.O. is…. • Active it describes what students can do • Attractive  students want to achieve it • Comprehensible  students know what it means • Appropriate to the student’s current goals and career plans • Attainable  most students will mostly meet it, with due effort 36

A Good L.O. is …. • Assessable  we can verify if it has been achieved • Visible observable and stated in the course booklet and on the Webb Good learning outcomes are scaffolding on which you and your students build their studies and their learning 37

Avoid learning outcomes which are too broad in scope, such as ‘Recall the fundamental concepts of Structural, Mechanical and Electrical Engineering.’ Avoid learning outcomes which are too narrow in scope, such as ‘State the six categories in Bloom’s Taxonomy.’ Avoid overloading your modules with too much ‘content’; knowledge and understanding outcomes emphasize what your students will be able to comprehend and explain, but this isn’t as important as being able to use the information through application, analysis, synthesis and evaluation. Things to avoid… 38

…student will write a speech …student will give a speech …student will give a persuasive speech Scaffolding Examples Course Learning Outcomes Describe the differences compare and contrast. What teaching methods and assessments? What KPIs can be written for each of them?? 39

….are “performance of knowledge, skills, and attitudes embedded within them.” Learning OUTCOMES Attitudes??? 40

Why do we teach ATTITUDES? What are the ATTITUDES that student performance outcomes expect? How do you teach attitudes? ATTITUDES  41

In the center circle write an attitude; a student need for a teacher course or a nursing course. In the connected circles write learning outcomes you want performed. On the lines outside each learning outcome circle write how to teach and asess this attitude for each learning outcome Bubble Map + 42

Outcomes that are implied in both program or course specifications ….are things like employment, career mobility, enhanced income, improved lifestyle, opportunity, or fulfilled life. Job Satisfaction Learning Outcomes 43

Learning Outcomes vs Job Satisfaction Outcomes Venn Diagram Activity 44

Venn Diagram How do learning outcomes align with job satisfaction outcomes? 45

Reporting Learning Outcomes  Program, Course, & Field Experience Specifications 5. Development of Learning Outcomes in Domains of Learning For each of the domains of learning shown below indicate: • The knowledge or skill the program is intended to develop and the level of that knowledge and skill. (as a guide see general descriptions of knowledge and skills in the National Qualifications Framework for the qualification level of this program; • The teaching strategies to be used in courses in the program to develop that knowledge and those skills. (This should be a general description of the approaches taken throughout the program but if particular responsibility is to be assigned to certain courses this should be indicated.); • The methods of student assessment to be used in courses in the program to evaluate learning outcomes in the domain concerned. 46

Program and Course Specifications:Five NQF Domains of Learning • Knowledge (Content) • Cognitive Skills • Interpersonal Skill and Responsibility • Communication, Information Technology and Numerical Skills • Psychomotor Skills (presented in Session 3) 47

Allocation of Responsibilities for Learning Outcomes to Courses√ Major Responsibility x Minor Responsibility (Note: Add additional sheets if necessary to provide for all required courses in the program including any courses offered by other departments) 48

Allocation of Responsibilities for Learning Outcomes to Courses √ Major Responsibility x Minor Responsibility 49

Curriculum Mapping and Learning Outcomes L.O. Curriculum Mapping 50

Learning Outcomes and KPIs