The advantages of adopting The advantages of adopting learning outcomeslearning outcomes

Aidah Abu Elsoud Alkaissi, PhDAidah Abu Elsoud Alkaissi, PhD

An-Najah National UniversityAn-Najah National University

Nursing CollegeNursing College

Learning OutcomesLearning Outcomes

curriculum as, all the learning which is curriculum as, all the learning which is planned and guided by the school, whether it planned and guided by the school, whether it is carried on in groups or individually, inside is carried on in groups or individually, inside or outside the school. (Kelly 1983, 1999).or outside the school. (Kelly 1983, 1999).

This gives us some basis to move on - and This gives us some basis to move on - and for the moment all we need to do is highlight for the moment all we need to do is highlight two of the key features:two of the key features:

learning outcomeslearning outcomes

Learning is planned and Learning is planned and guidedguided. We have to specify in . We have to specify in advance what we are seeking to advance what we are seeking to achieve and how we are to go about achieve and how we are to go about it.it.

Four ways of approaching Four ways of approaching curriculum theory and practice:curriculum theory and practice:

Curriculum as a body of knowledge to be Curriculum as a body of knowledge to be transmittedtransmitted..

Curriculum as an attempt to achieve Curriculum as an attempt to achieve certain ends in students - certain ends in students - productproduct..

Curriculum as Curriculum as processprocess.. Curriculum as Curriculum as praxispraxis

WHAT ARE LEARNING OUTCOMES – their WHAT ARE LEARNING OUTCOMES – their definition, nature and potentialdefinition, nature and potential

A statement of what a learner is expected to know, A statement of what a learner is expected to know, understand and/or be able to demonstrate at the understand and/or be able to demonstrate at the end of a period of learning.end of a period of learning.

Learning outcomes (are) statements of what a Learning outcomes (are) statements of what a learner is expected to know, understand and/or be learner is expected to know, understand and/or be able to demonstrate after a completion of a process able to demonstrate after a completion of a process of learning.of learning.

Statements of what a learner can be expected to Statements of what a learner can be expected to know, understand and/or do as a result of a know, understand and/or do as a result of a learning experience.learning experience.

Student learning outcomes are properly defined in terms of Student learning outcomes are properly defined in terms of knowledge, skills, and abilitiesknowledge, skills, and abilitiesthat a student has attained at the end (or as a result) of his that a student has attained at the end (or as a result) of his or her engagement in a particular set of higher education or her engagement in a particular set of higher education experiences.experiences.

Learning outcomes are statements that specify what a Learning outcomes are statements that specify what a learner will know or be able to do as a result of a learning learner will know or be able to do as a result of a learning activity. activity.

Outcomes are usually expressed as knowledge, skills, or Outcomes are usually expressed as knowledge, skills, or attitudes.attitudes.

‘‘Learning outcomes (are) specific measurable Learning outcomes (are) specific measurable achievements. achievements.

A learning outcome is a statement of what A learning outcome is a statement of what competences a student is expected to competences a student is expected to possess as a result of the learning process. possess as a result of the learning process.

Learning outcome statements are content Learning outcome statements are content standards for the provincial education system.standards for the provincial education system.

Learning outcomes are statements of what Learning outcomes are statements of what students are expected to know and to do at an students are expected to know and to do at an indicated grade, they comprise the prescribed indicated grade, they comprise the prescribed curriculum.curriculum.

Learning outcomes are concerned with the Learning outcomes are concerned with the achievements of the learner rather than the achievements of the learner rather than the intentions of the teacher (expressed in the aims intentions of the teacher (expressed in the aims of a module or course).of a module or course).

Aims are concerned with teaching and the Aims are concerned with teaching and the teacher’s intentions whilst learning outcomes teacher’s intentions whilst learning outcomes are concerned with learning.are concerned with learning.

subject specific outcomes that relate to the subject subject specific outcomes that relate to the subject discipline and the knowledge and/or skills particular discipline and the knowledge and/or skills particular to itto it

generic (sometimes called key transferable skills) generic (sometimes called key transferable skills) outcomes that relate to any and all disciplines e.g. outcomes that relate to any and all disciplines e.g. written, oral, problem-solving, information written, oral, problem-solving, information technology, and team working skills, etc.technology, and team working skills, etc.

Learning outcome statements commonly Learning outcome statements commonly begin with ‘begin with ‘On completion of the learning On completion of the learning (unit/module or qualification) the (unit/module or qualification) the successful student will be able to assess successful student will be able to assess the relative merits and implications of the the relative merits and implications of the adoption of learning outcomes.adoption of learning outcomes.’ Such ’ Such statements are typically characterised by statements are typically characterised by the use of active verbs.the use of active verbs.

Six categories of learning were identified by Bloom Six categories of learning were identified by Bloom as: knowledge, comprehension,as: knowledge, comprehension,

application, analysis, synthesis and evaluation. application, analysis, synthesis and evaluation. Examples of verbs used are as follows:Examples of verbs used are as follows:

for knowledge - duplicate, state, relate; for knowledge - duplicate, state, relate; for comprehension - classify, describe, recognise, for comprehension - classify, describe, recognise,

review; review; For application - apply, demonstrate, solve; For application - apply, demonstrate, solve; for analysis - calculate, analyse, appraise, criticise; for analysis - calculate, analyse, appraise, criticise; for synthesis - assemble, construct, plan, formulate; for synthesis - assemble, construct, plan, formulate; for evaluation - appraise, argue, predict evaluate, etcfor evaluation - appraise, argue, predict evaluate, etc

It is important to recognise the broad connection It is important to recognise the broad connection between learning outcomes, levels, level descriptors, between learning outcomes, levels, level descriptors, credits, and teaching, learning and assessment.credits, and teaching, learning and assessment.

Learning outcomes have been described as a basic Learning outcomes have been described as a basic

educational building block and as such they have a educational building block and as such they have a direct and powerful links with a number of other direct and powerful links with a number of other educational tools. educational tools.

They make possible much more than the simple They make possible much more than the simple identification of learning achievements.identification of learning achievements.

They have a direct relationship to levels and level They have a direct relationship to levels and level

indicators. indicators.

When learning outcomes are written they are When learning outcomes are written they are created in the context of created in the context of institutional/national/international reference points institutional/national/international reference points that aid the maintenance of standards and quality. that aid the maintenance of standards and quality.

Therefore the development of the curricula in terms Therefore the development of the curricula in terms of learning outcomes does not happen in a of learning outcomes does not happen in a vacuum.vacuum.

Appropriate reference points guide the module/unit Appropriate reference points guide the module/unit

and programme learning outcomes.and programme learning outcomes.

learning outcomes cannot be divorced from learning outcomes cannot be divorced from teaching, learning and assessment. teaching, learning and assessment.

This is the most significant set of relationships for This is the most significant set of relationships for curriculum designers. curriculum designers.

Once the learning outcomes have been decided it is Once the learning outcomes have been decided it is obviously good practice to decide suitable methods obviously good practice to decide suitable methods of assessing them and the production of relevant of assessing them and the production of relevant assessment criteria. assessment criteria.

The final stage in this process is to design the The final stage in this process is to design the appropriate delivery mechanism – the teaching and appropriate delivery mechanism – the teaching and learning methods to be used. learning methods to be used.

This sequence for module/course development This sequence for module/course development is not necessarily as rigid as described.is not necessarily as rigid as described.

The important point is that outcomes-learning-The important point is that outcomes-learning-

delivery-assessment enjoy a causal link and delivery-assessment enjoy a causal link and clear reflection on their relationship improves the clear reflection on their relationship improves the coherence of course design.coherence of course design.

THE RELATIONSHIP BETWEEN LEARNING THE RELATIONSHIP BETWEEN LEARNING OUTCOMES AND COMPETENCESOUTCOMES AND COMPETENCES

Competence can broadly refer to aptitude, proficiency, Competence can broadly refer to aptitude, proficiency, capability, skills and understanding, etc. capability, skills and understanding, etc.

A competent person is someone with sufficient skills and A competent person is someone with sufficient skills and knowledge and capabilities. knowledge and capabilities.

Some take a narrow view and equate competence just with Some take a narrow view and equate competence just with skills acquired by training. skills acquired by training.

It should be recognised that there is no precise common It should be recognised that there is no precise common understanding or use of the term.understanding or use of the term.

In the Tuning project competences and skills In the Tuning project competences and skills are understood as including ‘knowing and are understood as including ‘knowing and understanding’ (theoretical knowledge of an understanding’ (theoretical knowledge of an academic field, the capacity to know and academic field, the capacity to know and understand).understand).

knowing how to act (practical and operational knowing how to act (practical and operational application of knowledge to certain situations).application of knowledge to certain situations).

knowing how to be (values as an integral knowing how to be (values as an integral element of the way of perceiving and living with element of the way of perceiving and living with others and in a social context).others and in a social context).

Competences represent a combination of Competences represent a combination of attributes (with respect to knowledge and its attributes (with respect to knowledge and its application, skills, responsibilities and attitudes) application, skills, responsibilities and attitudes) and are used to describe the level or extent to and are used to describe the level or extent to which a person is capable of performing them. which a person is capable of performing them.

In this context, a competence or a set of In this context, a competence or a set of competences means that a person can competences means that a person can demonstrate a certain capacity or skill and demonstrate a certain capacity or skill and perform a task in a way that allows evaluation of perform a task in a way that allows evaluation of the level of achievement. the level of achievement.

Competences can be demonstrated and Competences can be demonstrated and therefore assessed.therefore assessed.

POSITIVE AND NEGATIVE ASPECTS OF POSITIVE AND NEGATIVE ASPECTS OF LEARNING OUTCOMESLEARNING OUTCOMES

The introduction of learning outcomes is, and has The introduction of learning outcomes is, and has always been, subject to much disagreement and has always been, subject to much disagreement and has raised much passion in educationalists. raised much passion in educationalists.

It is clear that they can have both positive and It is clear that they can have both positive and negative consequences and the problems associated negative consequences and the problems associated with their introduction should not be underestimated.with their introduction should not be underestimated.

The following is a brief review of the main issues that The following is a brief review of the main issues that

are normally raised, associated with the advantages are normally raised, associated with the advantages and disadvantages of their introduction.and disadvantages of their introduction.

The implementation of learning outcomes is a The implementation of learning outcomes is a formidable task that involves a huge staff-formidable task that involves a huge staff-development processas well as cost development processas well as cost implications in terms of time and money.implications in terms of time and money.

The advantages of adopting learning The advantages of adopting learning outcomes exist at several levels in terms of outcomes exist at several levels in terms of benefits for the:benefits for the:

(i) course/module designer.(i) course/module designer. (ii) quality assurance and standards. (ii) quality assurance and standards. (iii) learners.(iii) learners. (iv) national and international educational (iv) national and international educational

transparency.transparency.