Bloom,+Bologna,+Dublin+City+University

the actual site

CUT AND PASTED -- not all that easy to read, but I can't get the link to the site to work.

Guide to Writing Module Learning Outcomes at DCU Learning Innovation Unit, Dublin City University Contents: Introduction and Foreword 3 What are Learning Outcomes? 4 General Guidelines for Writing Learning Outcomes 5 Step-by-Step Guide to Writing your Module Learning Outcomes 6 Addressing Common Problems Associated with Writing Module Learning Outcomes 7 Domains of Learning and Choosing Action Verbs 10 Action Verbs Categorised by Learning Domains 11 Optional Critiquing Exercise 14 Bibliography 15 Margaret Keane, Learning Innovation Unit, DCU - April 2009 3 Guide to Writing Module Learning Outcomes at DCU Introduction and Foreword Higher Education institutions are obliged under the Bologna Agreement to adopt a learning outcomes approach by 2010. At DCU, learning improvement rather than compliance is the motivation for the Academic Framework for Innovation (AFI), the project under which the Bologna requirements are being met. If you wish to learn more about the context of Bologna and what it means to DCU you should read the accompanying document Setting the Scene for Learning Outcomes in DCU. A learning outcomes approach puts the focus on what the student will know, understand or be able to demonstrate on completion of a programme of study, and uses this as the determinant for course content, learning activities and assessment. The purpose of these guidelines is to assist Module Co-ordinators in DCU in the writing of module learning outcomes. Each DCU school has appointed one or more AFI Fellows, who will also act as a point of contact in relation to any questions or concerns you have when writing your module learning outcomes. I would like to thank the Fellows for their work in this process to date and Morag Munro and Margaret Keane in the Learning Innovation Unit for their work on the guidelines and other resources. The input of the Associate Deans for Education / Teaching and Learning to the work is also highly appreciated. Identifying and selecting your desired learning outcomes for a module presents the perfect opportunity to influence learning at DCU and your participation in this process is very much valued. Martin Henry, AFI Project, OVPLI Margaret Keane, Learning Innovation Unit, DCU - April 2009 4 Guide to Writing Module Learning Outcomes at DCU WHAT ARE LEARNING OUTCOMES? While learning outcomes at programme or award level are broad, module learning outcomes are more specific in describing what the student will be able to do. They determine the content, delivery and assessment of each module and along with other modules meet the programme outcomes. Module learning outcomes serve the following purposes: • To inform students of what is expected of them. • To guide the lecturer in his or her approach to delivery of content and assessment that focuses on what the student will be able to do as a result of the learning. • To influence the domain and level of learning required of the delivery and assessment. • To fulfil the requirements of one or more programme outcomes. Objectives are statements of what the lecturer intends for the students and are generally part of a teacher-centred approach. Learning outcomes are statements of what the student will be able to do or demonstrate as a result of their learning and hence are part of a student-centred approach. What is the difference between module learning outcomes and objectives? Example of an Objective: Students will be taught the basic principles of database searching. Example of a Learning Outcome: Students will be able to apply the principles of database searching in a review of literature. “Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.” Source: ECTS Users’ Guide, 2005. Example of a Programme Learning Outcome: Upon successful completion of the programme a student will be able to critically evaluate problems and alternative solutions in a wide variety of business and organisational contexts in different socio-cultural and political environments. Example of a Module Learning Outcome: On successful completion of the module students will be able to discuss how information technology can be used to help business organisations to succeed in their objectives. What is the difference between module learning outcomes and programme learning outcomes? Margaret Keane, Learning Innovation Unit, DCU - April 2009 5 Guide to Writing Module Learning Outcomes at DCU As a general guide learning outcomes should: • Be preceded with: On successful completion of this module, students will be able to … • Begin with an action verb and describe something (knowledge, skill or attitude) that is observable or measurable. • Use one action verb for each learning outcome. • Focus on what you expect students to be able to demonstrate upon completion of the module. • Be addressed in some way by the assessment for the module. • Be written in clear short sentences. • Be written to be understood by students, colleagues and external bodies. • Be free of ambiguous words and phrases. • Be neither too broad nor too specific - broad is at programme level, specific at lecture level. General Guidelines for Writing Module Learning Outcomes T he guidelines below are based on commonly accepted guidelines for writing module learning outcomes. It is important to note that this is not a set of steadfast rules and there will be exceptions where individual guidelines may not be appropriate. The section on Addressing Common Problems Associated with Module Learning Outcomes (p7) refers to some exceptions. In DCU, Learning Outcomes describe the knowledge, skills and competencies that a typical learner is expected to demonstrate upon successful completion of a process of learning.Margaret Keane, Learning Innovation Unit, DCU - April 2009 6 Guide to Writing Module Learning Outcomes at DCU To begin, take the list of current outcomes for the module from the existing module descriptor (or any other document if you have revised them). If you do not have an existing set of outcomes follow the instruction for writing a new set below. Also, have with you a copy of current assessments for the module that contribute to the final mark (examination paper, assignment briefs etc). Step 2 Check all demonstrable elements of assessments are included 1.Check through the current assessment instruments (continuous and terminal) for the module and list broadly what the assessment is asking students to demonstrate as a result of their learning on the module. 2.Revise your new list of outcomes to reflect any changes as a result of checking the assessment or to add a new statement for any element that is missing. Step 3 Rewrite outcomes as Learning Outcomes Choose an action verb for each outcome that will best reflect what students are required to demonstrate. Be careful to choose a verb that reflects the type and level of learning you wish the student to be able to demonstrate. Step 4 Critique your set of Learning Outcomes Use the General Guidelines on page 5 to critique your set of learning outcomes and make final revisions. You may find it useful here also to use the section on Addressing Common Problems on page 7. A Step-by-step Guide to Writing Module Learning Outcomes If you DO NOT have an existing set of outcomes begin here Step 1 Write 4 to 6 Statements 1. In language comprehensible to a typical student, write 4 to 6 statements of what it is a student would be expected to be able to demonstrate as a consequence of the learning associated with the module. 2. Use this new set of statements (outcomes) as your basis. If you DO have an existing set of outcomes begin here Step 1 Rephrase existing as statements 1. Take the existing set of outcomes/objectives. 2. Write, in language comprehensible to a typical student, what it is the student would be expected to be able to demonstrate as a consequence of the learning associated with each. 3. Use this new set of statements (outcomes) as your basis. You may find it useful here to read the following section on Domains of Learning and Choosing Action Verbs (page 10).Margaret Keane, Learning Innovation Unit, DCU - April 2009 7 Guide to Writing Module Learning Outcomes at DCU Addressing Common Problems Associated with Writing Module Learning Outcomes O ne approach to writing learning outcomes is to recognise and understand common problems. This section takes you through an explanation of common problems associated with the writing of learning outcomes and offers examples and solutions. It also demonstrates how to critique a set of learning outcomes for common problems as a means to preparing you to write your own. You may find it useful to use the Critiquing Exercise on page 14 to identify these common problems in a module before you begin work on your own learning module learning outcomes. Common Problems: 1. Language is too vague or too specific for module level 2. Use of ambiguous words and phrases 3. There are too many learning outcomes 4. There are too many verbs in one learning outcome 5. Overuse of the same verb 6. Inappropriate cognitive level 7. Use of progression 8. Learning outcomes are not realistic 9. Learning outcomes that are not, or cannot be, assessed 1. Language is too vague or too specific for module level This is where learning outcomes are either written at a broad level more suitable for a programme or where the language is too prescriptive describing actions of a student that may be achievable at the end of a specific lecture rather than an entire module. Example of an outcome that is too broad: Students will be able to identify and demonstrate the dynamic nature of the environment in which marketing decisions are taken. Example of an outcome that is too specific: Students will be able to outline the functions of marketing within a financial institution. 2. Use of ambiguous words and phrases This refers to the use of vague terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, be aware of, appreciate, etc. The main problem with using these verbs/phrases is that they are not universally understood so students or another lecturer may interpret them differently. Questions to consider are: how can you be sure that the students know or understand? and how can they demonstrate that they know or understand? Example of an outcome with ambiguous words: Students will be able to understand the function, structure and components of the musculoskeletal system. Suggested alternative: Students will be able to explain the function, structure and components of the musculoskeletal system. Tips: • Focus on what the student will actually be able to demonstrate. • Look at the verbs used in the relating element of the assessment as a guide. • Use the verbs list at the back of the guidelines for alternative verbs.Margaret Keane, Learning Innovation Unit, DCU - April 2009 8 Guide to Writing Module Learning Outcomes at DCU Addressing Common Problems contd. 3. There are too many learning outcomes It is recommended at module level to have between four and six learning outcomes. 4. Too many verbs in one learning outcome Too many action verbs in one learning outcome can be confusing as it may not be clear which action is the most important for the student to be required to demonstrate. In the example opposite, consider if the focus for this outcome is on whether students can work in groups or whether they can apply basic principles and how this outcome is, or should be, assessed. NOTE: There may be instances, where two verbs are co-dependent and consequently relevant to one learning outcome as seen in the example below: Tips: • If you have too many outcomes you may want to consider whether some of the learning outcomes could be combined. • You may decide that a particular outcome is more relevant to a specific lecture than the entire module in which case you may wish to remove it. • Use your assessment and what it is measuring to prompt you. Tips: • You may want to question whether some of the outcomes could be combined. • You may decide that a particular outcome is more relevant to an individual lecture than the entire module and remove it. • Use your assessment and what it is measuring to lead you to the most relevant verb. Example of outcome with too many verbs: Students will have worked in small groups and considered the application of basic principles to different industrial processes. Students will be able to recognise and solve problems relating to the basic concepts of chemical reactions. 5. Overuse of the same verb In some cases, particularly when finding an alternative for ambiguous words/phrases such as know, understand or be familiar with, there can be a tendency to find a solution for one learning outcome and repeat it for others. NOTE: In some disciplines such as maths there may be a need for repetitive use of words such as ‘solve’ or ‘calculate’ where there is no alternative required or possible. Tips: • Ask what the learning outcome requires the student to demonstrate to ensure that what is required of the student determines the chosen verb. • Use the verbs list at the back of the guidelines to suggest verbs for different learning domains. • When you replace a verb reconsider the domain of learning it implies to ensure you do not alter the level of learning or alignment to the assessment. Margaret Keane, Learning Innovation Unit, DCU - April 2009 9 Guide to Writing Module Learning Outcomes at DCU Tip: • Consider the workload and resources of both yourself and your students in relation to each learning outcome and the module learning outcomes as a set. 6. Inappropriate cognitive level This is where there is an over use of verbs that require students to demonstrate knowledge where they may also be required to demonstrate a deeper learning such as analysis, synthesis and evaluation. Tips: • Choose the verb based on the relevant domain of learning (see Domains of Learning on p9). • Use the verb list at the back to select a verb relevant to the level of learning required. Suggested Alternative: Students will be able to demonstrate a proficiency in presentation skills. 7. Use of progression in learning outcomes This is where a learning outcome refers to improvement in learning or other phrases that imply progression. Progression is difficult to measure as the student would need to demonstrate levels of learning at varying points of time. It may be best to remove the reference to progression. Example of progression in a learning outcome: Students will have an increased proficiency in presentation skills. 9. Outcomes that are not, or cannot, be assessed As the traditional teacher-centred approach involved writing objectives from the point of view of what the lecturer intended to deliver, some learning outcomes can address the delivery of content only and are not covered anywhere in the assessment of the module. Tips: • Check that each learning outcome is addressed in some way by assessment. • Check that all elements of the assessment have been included in the set of learning outcomes. 8. Learning outcomes that are not practical This is where learning outcomes are not realisable due to constraints of time and/or resources. For example a learning outcome might demand an assessment load too great for the students or for the lecturer. Addressing Common Problems contd. Margaret Keane, Learning Innovation Unit, DCU - April 2009 10 Guide to Writing Module Learning Outcomes at DCU Domains of Learning and Choosing Action Verbs W hen writing learning outcomes you will need to decide what type of learning students will be demonstrating by each learning outcome. Domains of learning are commonly used as a guide to writing learning outcomes as they encompass the various levels of learning; the Cognitive domain involving thought processes, the Affective domain involving attitudes and values, and the Psychomotor domain involving physical skills. (Bloom et al, 1956). These domains are commonly referred to as knowledge, skills and attitudes and are outlined in greater detail below. The Cognitive Domain If a learning outcome requires students to demonstrate thought processes, the six categories of the cognitive domain opposite will help you to decide what level of cognition is required. Use the list of verbs on page 11 to help you choose an action verb relevant to this domain. Knowledge Student knows something and can recall information (list, recall, draw, write) Comprehension Student understands what they know (describe, report, recognise) Application Student can apply something in a different context (choose, find, show) Analysis Student can break something down into components (contrast, detect, separate) Synthesis Student can create something new through analysis (combine, create, plan) Evaluation Student can make judgements about something (Assess, argue, rate) The Affective Domain If a learning outcome requires students to demonstrate their attitudes or values or to integrate belief values, ideas and attitudes of others they will be demonstrating learning through the affective domain. Choosing an action verb to demonstrate feelings and emotions is not always easy. Use the list of verbs on page 11 to help you choose an action verb relevant to this domain. Adhere Accept Defend Integrate Judge Share Appraise Practice Support Question Value Discuss Sample of verbs for the affective domain: The Psychomotor Domain If a learning outcome requires students to physically demonstrate skills such as to conduct laboratory experiments, music pieces, physical education techniques or microteaching skills. Writing learning outcomes in this domain is simpler as it is easy to decide on an action verb for physical activities. The list of action verbs on page 11 might help when deciding on a relevant or alternative action verb in this domain. Adapt Adjust Build Calibrate Construct Detect Examine Measure Operate Perform Refine Test Sample of verbs for the psychomotor domain: Margaret Keane, Learning Innovation Unit, DCU - April 2009 11 Guide to Writing Module Learning Outcomes at DCU Action Verbs Categorised by Learning Domains COGNITIVE DOMAIN: Learning which involves thought processes, e.g. understanding, analysing, evaluating. There are six categories in the cognitive domain: knowledge, comprehension, application, analysis, synthesis and evaluation. Arrange Enumerate Name Recite Reproduce Collect Examine Order Recognise Select Count Find Outline Recollect Show Define Identify Present Record State Describe Label Point Recount Tabulate Draw List Quote Relate Tell Duplicate Match Recall Repeat Write 1. Knowledge: 2. Comprehension: Associate Decode Explain Indicate Restate Change Defend Express Infer Rewrite Clarify Describe Extend Interpret Review Classify Differentiate Extrapolate Locate Select Compute Discriminate Generalise Paraphrase Specify Construct Discuss Give examples Predict Solve Contrast Distinguish Identify Recognise Summarise Convert Estimate Illustrate Report Translate 3. Application: Add Compute Experiment Operate Select Apply Construct Find Organise Show Assess Demonstrate Graph Plot Simulate Calculate Develop Illustrate Practise Sketch Change Discover Interpret Predict Solve Choose Divide Interview Prepare Subtract Classify Dramatise Manipulate Produce Transfer Collect Employ Map Relate Translate Complete Examine Modify Schedule Use Margaret Keane, Learning Innovation Unit, DCU - April 2009 12 Guide to Writing Module Learning Outcomes at DCU COGNITIVE DOMAIN contd.. Learning which involves thought processes, e.g. understanding, analysing, evaluating. 4. Analysis: Analyse Connect Differentiate Group Point out Appraise Contrast Discover Identify Question Arrange Criticise Discriminate Illustrate Relate Break down Debate Distinguish Infer Recognise Calculate Deduce Divide Inspect Separate Categorise Detect Draw conclusions Investigate Simplify Classify Determine Examine Order Subdivide Compare Develop Experiment Outline Test 5. Synthesis: Argue Construct Generalise Order Reconstruct Arrange Create Generate Organise Relate Assemble Design Group Originate Reorganise Categorise Develop Integrate Plan Revise Collect Devise Invent Prepare Rewrite Combine Establish Make Prescribe Set up Compile Explain Manage Propose Summarise Compose Formulate Modify Rearrange Synthesise 6. Evaluation: Appraise Consider Discriminate Monitor Score Ascertain Contrast Estimate Predict Select Argue Convince Explain Persuade Standardise Assess Criticise Evaluate Rank Summarise Attach Critique Grade Rate Support Award Decide Interpret Recommend Test Choose Defend Judge Relate Validate Compare Detect Justify Resolve Value Conclude Determine Measure Revise Verify Action Verbs Categorised by Learning Domains Margaret Keane, Learning Innovation Unit, DCU - April 2009 13 Guide to Writing Module Learning Outcomes at DCU AFFECTIVE DOMAIN Learning which involves attitudes, feelings and values, e.g. appreciating, accepting. Acknowledge Combine Display Justify Relate Act Complete Dispute Listen Report Adhere Conform Embrace Order Resolve Ask Co-operate Follow Organise Respond Accept Defend Hold Participate Share Answer Demonstrate (a belief in or an appreciation of) Initiate Practise Show Assist Integrate Share Support Attempt Differentiate Join Praise Synthesise Challenge Discuss Judge Question Value PSYCHOMOTOR DOMAIN Learning which involves physical skills, e.g. performing, assembling, dismantling Adapt Choreograph Dismantle Handle Organise Adjust Combine Display Heat Perform Administer Construct Dissect Manipulate Present Alter Copy Drive Identify Refine Arrange Design Estimate Measure Shorten Assemble Deliver Examine Execute Sketch Balance Detect Execute Mime Stretch Bend Demonstrate Fix Mimic React Build Differentiate (by touch) Grasp Mix Test Calibrate Deconstruct Grind Operate Use Action Verbs Categorised by Learning Domains Margaret Keane, Learning Innovation Unit, DCU - April 2009 14 Guide to Writing Module Learning Outcomes at DCU Sample of Problematic Module Outcome for Critiquing The following set of Module Outcomes have some of the common problems outlined on page 7 of these guidelines. Use this set of outcomes as an exercise to help you understand learning outcomes by critiquing against the list of common problems on page 8 and checking against the general guidelines on page 5. Module Title: Marketing Management - Final Year Undergraduate The module introduces and develops the concepts of marketing in a critical way and focuses on the application of marketing conceptual frameworks. Module Learning Outcomes: On successful completion of the module students will be able to:

• Understand the role and functions of marketing within a range of organisations. • Understand key marketing concepts, theories and techniques for analysing a variety of marketing situations. • Identify and demonstrate the dynamic nature of the environment in which marketing decisions are taken and appreciate the implications for marketing strategy determination and implementation. • Use written formats to communicate marketing outcomes. • Apply the introduced conceptual frameworks, theory and techniques to various marketing contexts. • Analyse the relevance of marketing concepts and theories in evaluating the impacts of environmental changes on marketing planning, strategies and practices. • Demonstrate the ability to carry out a research project that explores marketing planning and strategies for a specific marketing situation. • Synthesise ideas into a marketing plan. • Demonstrate the ability to justify marketing strategies and advocate a strategically informed position when considering marketing plan implementation. • Manage themselves and members they work with in a team when undertaking independent management study. • Access skills that enable them to target and secure work placements. Optional Critiquing Exercise:Margaret Keane, Learning Innovation Unit, DCU - April 2009 15 Guide to Writing Module Learning Outcomes at DCU Bibliography Adam, S. (2008) Learning Outcomes Current Developments in Europe: Update on the Issues and Applications of Learning Outcomes Associated with the Bologna Process. Edinburgh: Scottish Government. Presented to the Bologna Seminar: Learning outcomes based higher education: the Scottish Experience (February 2008, Edinburgh). http:// [|www.ond.vlaanderen.be/hogeronderwijs/bologna/BolognaSeminars/documents/Edinburgh/] Edinburgh_Feb08_Adams.pdf Adam, S. (2004) Using Learning Outcomes, Scottish Executive. Available at: [] Publications/2004/09/19908/42704. Bloom, B.S., Englehart, M.D., Furst, E.J., Hill, w. and Krathwohl, D. (1956) Taxonomy of educational objectives volumes I and II: New York: McKay. ECTS Users’ Guide (2005), Brussels: Directorate-General for Education and Culture, Available online at: [] Kennedy, Hyland and Ryan (2006) Writing and Using Learning Outcomes: A Practical Guide. Bologna Handbook C 3.4-1. Available from: [] Moon, J. (2002) The Module and Programme Development handbook. Routledge: New York. The Bologna Declaration of 19 th June, 1999. Joint declaration of the European Ministers of Education. Available online at: [] Useful Websites: The National Qualifications Authority of Ireland: [|http://www.nqai.ie] Ireland’s National Information Site on the Bologna Process: [|http://www.bologna.ie] Biggs, J., and Tang, C. (2007) Teaching for Quality Learning at University. What the Student Does 3rd Edition. Maidenhead UK: SRHE and Open University Press