AUN-QA: Criteria 1, 3 & 5 · Educational Objectives (PEO) Expected Learning Outcomes (ELO) Course Learning Outcomes (CLO) Course Planning and Delivery-Syllabus-Teaching Methods-Learning

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AUN-QA: Criteria 1, 3 & 5 เพื่อการพัฒนาปรับปรุงหลักสูตร

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คณะสาธารณสุขศาสตร์ มหาวิทยาลัยมหิดล วิทยากร โดย รองศาสตราจารย์ ดร. ชวลิต วงษ์เอก

จัดโดย งานบริหารการศึกษาและกิจการนักศึกษา คณะสาธารณสุขศาสตร์ มหาวิทยาลัยมหิดล

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5What is outcome-based education?

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OBE Concept

Statements specifying what the learners will know and be able to do at the end of the programme.

The teaching and learning methods which the teachers use to achieve each of the Learning Outcomes.

Students will know exactly why they are being asked to engage in certain

teaching and learning activities in their courses.

Learning Activities

Expected Learning Outcomes

An on-going process aims improving students’ learning by measuring the

learning outcomes they have achieved. Feedback will be given so

that students know what they need to do in order to get better grades.

Assessments

Student-Centered Learning

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8OBE Model Designed Based on ELOs

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9Key Concepts and Principles of OBE

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10Making OBE work

(Towers, 1996)

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11Vision/Mission(EGA)

ProgramEducationalObjectives

(PEO)

ExpectedLearning

Outcomes(ELO)

CourseLearning

Outcomes(CLO)

Course Planning andDelivery- Syllabus- Teaching Methods- Learning Activities- Assessment Tools

CourseAssessment

ProgramAssessment

InstitutionalAssessment

INPU

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Program Structure &Contents

ASSESSMENTEVALUATION

OUTCOMES

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An OBE Model

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Expected Learning Outcomes (ELOs)- What the student should be able to know, understand

and to do at the end of the programme.

(Inter)national benchmarking(requirements)- IQF (KNNI-L6)- VMV- Labour market- Professional body

Process- Curriculum Design and

Development - Programme and Course

Specification- Teaching and Learning Activities- Student Assessment Schemes- Quality of Support Services and

Facilities

Input- Academic Staff

Quality- Support Staff

Quality- Student Quality

and Support- Facilities and

Infrastructure

Output- pass rates and

dropout rates- average time to

graduate- employability of the

graduates- research activities- stakeholders’

satisfaction

Stakeholders (needs)- Students- Academic Staff- Alumni- Employers

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(Inter)national benchmarking(requirements)- IQF (KNNI-L6)- VMV- Labour market- Professional body




Facilities





Infrastructure





satisfaction


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14AUN-QA Model at Programme Level (V.3 2015)

Stakeholders Needs

Quality Assurance and (Inter)national benchmarking

Quality Enhancement

ExpectedLearning

Outcomes(ELOs)

ProgrammeSpecification

ProgrammeStructure and

Content

StudentAssessment

Teaching andLearning

Approach

Academic Staff Quality

Support Staff Quality

Student Qualityand Support

Facilities and Infrastructure

Output

Achievements

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15Criteria

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(Inter)national benchmarking(requirements)- TQF- VMV- Labour market- Professional body




Facilities- Stakeholders’ Feedback





Infrastructure





satisfaction


1

2, 3, 4, 56, 7, 8, 9 10, 11

10

10

10

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TQFAUN-QA Criteria

Documents

มคอ 1 มาตรฐานสาขาวชิา

1, 2 ELOs (+5 TQF Domains)

มคอ 2 หลกัสตูร

2, 3 Curriculum mapping, Programme specification, Course specification

มคอ 3-4 ประมวลรายวชิา/ภาค สนาม + แผนการสอน

3, 4, 5 Syllabus, Study plan, T&L activities

มคอ 5-6 ประเมนิรายวชิา/ ภาคสนาม

5, 10 Course assessment schemes

มคอ 7 ประเมนิหลกัสตูร

5, 10 Programme assessments, Exit assessments

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18Expected learning outcomes (ELO)

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19QA at Programme Level

Aims or Objectives?

Learning outcomes?

Aims (Goals), Objectives and LOs

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20Aims (Goals), Objectives and LOs

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Aims (Goals) or objectives are more concerned with teaching, the teacher’s intentions and the management of learning.

Learning outcomes are concerned with the achievements or results of the learner rather than the intentions of the teacher.

QA at Programme Level

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Outcomes-BasedCurriculum Development

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2Learning Outcomes

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3Why the shift to outcomes-based education?

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4What is outcome-based education?

http://celt.ust.hk/learner-centered-course-design

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21Example: Goals, Aims and Objectives

21QA at Programme Level CLW 2015

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Example: Goals, Aims and Objectives


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23Expected Learning Outcomes

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24Translate Aims and Objectives to PLO

24QA at Programme Level

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25Designing and Delivering Learning Outcomes

Intended Learning

Outcomes of the Lesson

Intended Learning

Outcomes of the

Program

Intended Learning

Outcomes of the Unit

Intended Learning

Outcomes of the Course

Intended Learning

Outcomes of the

University

Design backward

Deliver forward

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26Categories of Learning Outcomes


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27Generic learning outcomes

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28Easy Syntax….. LO Statement

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29Bloom’s Taxonomy

Benjamin Bloom(1913 – 1999)

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Bloom’s Taxonomy (Revised)


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Bloom’s Taxonomy (Revised)Six Cognitive Process Skills

Levels / Cognitive Categories 19 Cognitive processes

CreatePut elements together to form a coherent or functional whole; reorganise elements into a new pattern or structure

Generating, Planning, Producing

EvaluateMake judgments based on criteria and standards

Checking, Critiquing

AnalyseBreak material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

Differentiating, Organising, Attributing

ApplyCarry out or use a procedure in a given situation

Executing, Implementing

UnderstandConstruct meaning from instructional messages, including oral, written, and graphic communication

Interpreting, Exemplifying, Classifying, Summarising, Inferring, Comparing, Explaining

RememberRetrieve relevant knowledge from long‐term memory

RecognisingRecalling CLW 2015

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Cognitive: Verb

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Structure of Observed Learning Outcomes

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34Example

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Programme Learning Outcomes

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Master of Nursing Sciencehttp://mdhs‐study.unimelb.edu.au/degrees/master‐of‐nursing‐science/overview

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Master of Nursing Sciencehttp://mdhs‐study.unimelb.edu.au/degrees/master‐of‐nursing‐science/overview

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42WFME: Basic (Undergraduate) Medical Education (BME)

http://wfme.org/standards/bme/78‐new‐version‐2012‐quality‐improvement‐in‐basic‐medical‐education‐english/file

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Learning Outcomes of Masters Degree specified in AQF

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Learning Outcomes of Doctoral Degree specified in AQF

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45Considerations for Developing PLOs

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46Writing of PLOs

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47SMART

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Exercise 1: Formurating Programme Learning Outcomes

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TQFAUN-QA Criteria

Documents

มคอ 1 มาตรฐานสาขาวชิา

1, 2 ELOs (+5 TQF Domains)

มคอ 2 หลกัสตูร

2, 3 Curriculum mapping, Programme specification, Course specification

มคอ 3-4 ประมวลรายวชิา/ภาค สนาม + แผนการสอน

3, 4, 5 Syllabus, Study plan, T&L activities

มคอ 5-6 ประเมนิรายวชิา/ ภาคสนาม

5, 10 Course assessment schemes

มคอ 7 ประเมนิหลกัสตูร

5, 10 Programme assessments, Exit assessments

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Exercise 2: Categorise the ProgrammeLearning Outcomes

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Categories of ELOs

PLO Statement Generic LO Specific LO Competency

1 A2 A3 E4 R E5 E

Blooms’ Taxonomy R = Remembering / Understanding A = Applying / Analyzing E = Evaluating / Creating

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Exercise 3: Align Stakeholders’ Needs or Requirements to the PLOs

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No LO TQF VMV Alumni Employer ect.1 F F M F ?2 F M F3 F F F F4 F F F F5 F P F6 F P7 F F F8 F F F F ?

F – Fully fulfilledM – Moderately fulfilledP – Partially fulfilled


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ELO Programme structure and Content

Course Learning Outcomes

Teaching and Learning Approach

Assessment Schemes

Programme Specification

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55Programme Structure and Content

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56Curriculum Mapping of Courses and PLOs

CODE NAME OF COURSE CREDITS LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9

Specialized skills (specialized courses)

1 Subject 1 3 X X

2 Subject 2 3 X X X

3 Subject 3 3 X X X X

4 Subject 4 3 X X X X X

5 Subject 5 3 X X X X

6 Subject 6 3 X X X X X

7 Subject 7 3 X X

8 Subject 8 3 X X X X X X X

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Relationship Between Programme and Course Learning Outcomes

CODE COURSE CREDITS LO1 LO2 LO3 LO4 LO5

Specialized skills (specialized courses)

1 Subject 1 3 R A

2 Subject 2 3 R A

3 Subject 3 3 R A

4 Subject 4 3 E

5 Subject 5 3 R E

6 Subject 6 3 A A E

Bloom’s Taxonomy R = Remembering / Understanding A = Applying / Analyzing E = Evaluating / Creating

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Source: Chemical Engineering, Universitas Indonesia

Note: The figures in the ELO column relate to:1 Not directly related to ELO 2 Quite related to ELO 3 Related to ELO 4 Closely related to ELO 5 Specifically related to ELO


Curriculum matrix, example 1

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59Curriculum matrix, example 2

I (Introduce) Concepts/principles are merely presented.E (Emphasize) Concepts/ principles are reinforced and initially applied.P (Practice) Concepts/principles are applied with supervision.D (Demonstrate) Concepts/principles are applied with minimal supervision.

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60Skill Matrix (PhD Research)

PhD Requirements

PLO 1Methods

PLO 2Communication

PLO 3Research

PLO 4Professional performance

Required courses

X

Qualifying Exam X X

Dissertation X X X

Seminar requirements

X X

Final Exam X x x x

Learning Activities

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61Curriculum Mapping

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QA at Programme Level 62

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Exercise 4: Construct a curriculum matrix

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Curriculum matrix (Exercise)

COURSE CR LO1 LO2 LO3 LO4 LO5

Qualifying courses

1 Subject 1 3 R A

2 Subject 2 3 R A

Specialized courses

4 Subject 4 3 A E

5 Subject 5 3 R E

6 Thesis 18 E E E E E

Bloom’s Taxonomy R = Remembering / Understanding A = Applying / Analyzing E = Evaluating / Creating

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65KNOWLEDGE

COMPREHENSIONAPPLICATION

ANALYSISSYNTHESIS

EVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteReadReciteRecordRepeatSelectState

TabulateTellTrace

Underline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolateLocatePredictReportRestateReviewTell

Translate

ApplyCalculateClassify

DemonstrateDetermineDramatizeEmployExamineIllustrateInterpretLocateOperateOrderPracticeReport

RestructureScheduleSketchSolve

TranslateUseWrite

AnalyzeAppraiseCalculateCategorizeClassifyCompareDebateDiagram

DifferentiateDistinguishExamine

ExperimentInspectInventoryQuestionSeparateSu rizeTest

ArrangeAssembleCollect

ComposeConstructCreateDesign

FormulateIntegrateManageOrganizePlan

PreparePrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChooseCompareCriticize

DetermineEstimateEvaluateGradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

Lower level courseoutcomes

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66KNOWLEDGE

COMPREHENSIONAPPLICATION

ANALYSISSYNTHESIS

EVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteReadReciteRecordRepeatSelectState

TabulateTellTrace

Underline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolateLocatePredictReportRestateReviewTell

Translate

ApplyCalculateClassify

DemonstrateDetermineDramatizeEmployExamineIllustrateInterpretLocateOperateOrderPracticeReport

RestructureScheduleSketchSolve

TranslateUseWrite

AnalyzeAppraiseCalculateCategorizeClassifyCompareDebateDiagram

DifferentiateDistinguishExamine

ExperimentInspectInventoryQuestionSeparateSummarize

Test

ArrangeAssembleCollect

ComposeConstructCreateDesign

FormulateIntegrateManageOrganizePlan

PreparePrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChooseCompareCriticize

DetermineEstimateEvaluateGradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

AdvancedCourse / Program

outcomes

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Exercise 5: Design course structure

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Use Curriculum matrix to Design Course Structure

COURSE CR LO1 LO2 LO3 LO4 LO5 CLOs

1 Subject 1 3 R A

2 Subject 2 3 R A

3 Subject 3 3 R A

4 Subject 4 3 E

5 Subject 5 3 R E

Blooms’ Taxonomy R = Remembering / Understanding A = Applying / Analyzing E = Evaluating / Creating

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71Curriculum Structure of BSP

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72AAR

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Exercise 5: Formulating course learning outcomes (CLOs)

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Assessment Schemes


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75Student-Centered Approach to Learning

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76Constructive Alignment

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The curriculum should be designed so that the teaching activities, learning activities and assessment tasks are co-ordinated with the learning outcomes.

Biggs (2003) refers to this type of process as involving constructive alignment. (The constructive part refers to the type of learning and what the learner does. The alignment part refers to what the teacher does).


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77Constructive Alignment (Biggs’ Model)

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Teaching and Learning Strategy

Strategy DescriptionDirect Instruction Information is conveyed to the

learners in the most direct manner.Indirect Instruction Learners are facilitated in the

learning process without any overt teaching being done by the teacher.

Experiential Learning Learners learn best when they go through an experience of learning.

Interactive Instruction Learning occurs from peers and teacher via multiple interactions.

Independent Study Any educational activity carried out by an individual with little or no guidance.


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Teaching and Learning ApproachStrategies Methods Strengths WeaknessesDirect Instruction

• Explicit Teaching• Lecture• Didactic Questions• Demonstrations• Drill & Practice

Tends to benefit auditory learners

Shorter attention span of passive listeners

Indirect Instruction

• Inquiry• Problem Solving• Case Studies• Concept

Formulation

Promotes meaningful understanding and ownership of learning

Time consuming

Experiential Learning

• Simulations• Focused Imaging• Role Play• Models• Games• Field Trip• Experiment

Engaging, facilitates transfer of knowledge and skills, first hand impactful experience

Risks being artificial or superficial in terms of learning quality


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Strategies Methods Strengths WeaknessesInteractive Instruction

• Debates• Discussions• Problem Solving• Brainstorming• Peer Learning• Reflection

Motivating for students. Interact with others broadens the educational experience

Dependent upon the expertise of the teacher in structuring and developing the dynamics of the group

Independent Study

• Work Assignment• Research

Projects• Computer-Aided

Instruction• Reflection

Learn on demand. User is able to stop for breaks. Tutorials can be developed by experts outside the institution

Not possible to ask questions in the absence of the instructor.Individuals must be motivated enough to complete tutorial



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81Tips on Teaching and Learning Approach

Tips on choosing instructional strategies and methods


82Lifelong Learning

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Lifelong learning is defined as“all learning activity undertaken throughout Life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment-related perspective”

Source: European Commission


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Assessment Schemes


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It is also important that assessment aligns with learning outcomes. In an outcomes-based learning environment the focus is on helping a variety of learners achieve learning outcomes.

By definition, learning outcomes are performance-based. Learners must go beyond knowing to being able to show what they know.

In short, well planned assessments allow learners to demonstrate that they have achieved the learning outcome(s) or provide feedback that identifies the progress they are making towards their achievement.


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85Formative Assessment

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Formative assessment has been described asbeing assessment for learning.

It “refers to all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black and Williams, 1998).


86Summative Assessment

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Summative assessment is assessment that tries to summarise student learning at some point in time –usually at the end of a module or programme.

Summative assessment has been described as “end-of-course assessment and essentially means that this is assessment which produces a measure which sums up someone’s achievement and which has no other real use except as a description of what has been achieved” (Brown and Knight, 1994).

Thus, the use of summative assessment enables a grade to be generated that reflects the student's performance usually through the traditional examination paper.


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87Principles of Assessment

87QA at Programme Level CLW 2015

88Assessment Methods

88

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89Choosing the appropriate assessment method


90Rubric Assessment

Learning outcomes specify the minimum acceptable standard to enable a student to pass a module. Student performances above this basic threshold level are differentiated by applying grading criteria.

A rubric is a grading tool used to describe the criteria used in grading the performance of students. In general, each rubric consists of a set of criteria, descriptors and marks or grades associated with these criteria.

Thus, rubrics help to define the criteria of the systemof assessment by describing performance at different points on a rating scale.

QA at Programme Level 90

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91An example of a assessment rubric – criterion-referenced

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CriteriaDescriptors

Performance Levels


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Rating Description1 Absolutely Inadequate

The QA practice to fulfil the criterion is not implemented. There are no plans, documents, evidences or results available. Immediate improvement must be made.

2 Inadequate and Improvement is NecessaryThe QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary. There is little document or evidence available. Performance of the QA practice shows little or poor results.

3 Inadequate but Minor Improvement Will Make It AdequateThe QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.

4 Adequate as ExpectedThe QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.

5 Better Than AdequateThe QA practice to fulfil the criterion is better than adequate. Evidences support that it has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.

6 Example of Best PracticesThe QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented. Performance of QA practice shows very good results and positive improvement trend.

7 Excellent (Example of World-class or Leading Practices)The QA practice to fulfil the criterion is considered to be excellent or example of world-class practices in the field. Evidences support that it has been innovatively implemented. Performance of the QA practice shows excellent results and outstanding improvement trends.

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Rubrics: Exercise Poor Passable Excellent Comments

1 Source Problems (5%) 1 2 3 4 5 6 7 8 9 10

2 Secondary Problems (10%)- clarity of definition- comprehensiveness

1 2 3 41 2 3 4

5 6 75 6 7

8 9 108 9 10

3 Analysis (45%)- application of concepts- data analysis (financial, marketing)- use of critical reasoning skills

1 2 3 41 2 3 41 2 3 4

5 6 75 6 75 6 7

8 9 108 9 108 9 10

4 Recommended Alternative (10%)- is justification convincing?- use of theory to justify

1 2 3 41 2 3 4

5 6 75 6 7

8 9 108 9 10

5 Overall Presentation Standard (10%)- structure and organisation- writing mechanics- proof reading- referencing- bibliography

1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 4

5 6 75 6 75 6 75 6 75 6 7

8 9 108 9 108 9 108 9 108 9 10


94Constructive alignment

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Exercise 6: Formulating Course Specification

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AUN-QA: Criteria 1, 3 & 5 เพ่ือการพัฒนาปรับปรงุหลักสูตร

D1

Writing and Using Learning

Implementing Bologna in your institution C 3.4-1

Using learning outcomes and competences Planning and implementing key Bologna features

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Writing and Using LearningOutcomes: a Practical Guide

Declan Kennedy, Áine Hyland, Norma Ryan

Abstract

Given that one of the main features of the Bologna process is the need to improve the traditionalways of describing qualifications and qualification structures, all modules and programmes in thirdlevel institutions throughout the European Higher Education Area should be (re)written in terms oflearning outcomes. Learning outcomes are used to express what learners are expected to achieveand how they are expected to demonstrate that achievement. This article presents a summary ofdevelopments in curriculum design in higher education in recent decades and, drawing on recentpractical experience, suggests a user-friendly methodology for writing modules, courses andprogrammes in terms of learning outcomes.

Content Page

1. Introduction 2

2. What are learning outcomes? 32.1 Defining learning outcomes 42.2 What is the difference between aims, objectives and learning outcomes? 52.3 Learning outcomes and competences 6

3. How can one write learning outcomes? 73.1 Writing learning outcomes in the cognitive domain 83.2 Writing learning outcomes in the affective domain 133.3 Writing learning outcomes in the psychomotor domain 153.4 Practical advice for writing learning outcomes 17

4. How are learning outcomes linked to teaching and assessment? 194.1 Linking learning outcomes, teaching and assessment 204.2 Assessment criteria and learning outcomes 23

5. Towards the future with learning outcomes 245.1 Advantages of learning outcomes 245.2 Potential problems with learning outcomes 275.3 Some concluding points 28

C 3.4-1 Implementing Bologna in your institution

Planning and implementing key Bologna features Using learning outcomes and competences

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1. Introduction

Learning outcomes are important for recognition … The princi-pal question asked of the student or the graduate will thereforeno longer be “what did you do to obtain your degree?” butrather “what can you do now that you have obtained your de-gree?” This approach is of relevance to the labour market and iscertainly more flexible when taking into account issues of life-long learning, non-traditional learning, and other forms of non-formal educational experiences. (Purser, Council of Europe,2003)

In June 1999, representatives of the Ministers of Education of 29European countries convened in Bologna, Italy to formulate the Bolo-gna Declaration, aimed at establishing a common European HigherEducation Area (EHEA). The overall aim is to improve the efficiencyand effectiveness of higher education in Europe. The Bologna processspells out a number of “action lines” in which learning outcomesshould play an important role (Adam, 2004, 2006). One of the logicalconsequences is that, by 2010, all programmes and significant con-stituent elements of programmes in third level institutions throughoutthe European Higher Education Area should be based on the conceptof learning outcomes, and that curriculum should be redesigned toreflect this.

At the follow-up meeting in Berlin in 2003, the Ministers for Educa-tion issued a communiqué regarding the state of implementation of theBologna process. They emphasised the creation of a common modelfor Higher Education in Europe, and encouraged national higher edu-cation systems to ensure – through the development of nationalframeworks of qualifications – that degrees (Bachelor and Masters)would also be described in terms of learning outcomes, rather thansimply by number of credits and number of hours of study:

Ministers encourage the member States to elaborate a frame-work of comparable and compatible qualifications for theirhigher education systems, which should seek to describe quali-fications in terms of workload, level, learning outcomes, com-petences and profile. They also undertake to elaborate an over-arching framework of qualifications for the European HigherEducation Area. (Berlin Communiqué 20031)

It is worth noting that defining courses in terms of learning outcomesis not unique to Europe. Gosling and Moon (2001) have indicated thatthe outcomes-based approach to teaching is becoming increasinglypopular at an international level:

1 http://www.bologna-bergen2005.no



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The outcome-based approach has been increasingly adopted withincredit frameworks and by national quality and qualificationsauthorities such as the QAA (Quality Assurance Agency for HigherEducation) in the UK, the Australian, New Zealand and South Afri-can Qualification Authorities. (Gosling and Moon, 2001)

This article draws on the work of the higher education institutionsinvolved in the European University Association (EUA) Quality Cul-ture Network IV – Teaching and Learning2 – during 2004/5, and ofacademic staff from different faculties in University College Cork,Ireland who rewrote all or part of their courses in terms of learningoutcomes during 2005/6.3

2. What are learning outcomes?

The traditional way of designing modules and programmes was tostart from the content of the course. Teachers decided on the contentthat they intended to teach, planned how to teach this content and thenassessed the content. This type of approach focussed on the teacher’sinput and on assessment in terms of how well the students absorbedthe material taught. Course descriptions referred mainly to the contentof the course that would be covered in lectures. This approach toteaching has been referred to as a teacher-centred approach. Amongthe criticisms of this type of approach in the literature (Gosling andMoon, 2001) is that it can be difficult to identify precisely what thestudent has to be able to do in order to pass the module or programme.

International trends in education show a shift from the traditional“teacher centred” approach to a “student centred” approach. This al-ternative model focuses on what the students are expected to be ableto do at the end of the module or programme. Hence, this approach iscommonly referred to as an outcome-based approach. Statementscalled intended learning outcomes, commonly shortened to learningoutcomes, are used to express what it is expected that students shouldbe able to do at the end of the learning period.

The outcome-based approach can be traced back to the work of thebehavioural objectives movement of the 1960s and 1970s in theUnited States. One of the advocates of this type of teaching was Rob-ert Mager, who proposed the idea of writing very specific statementsabout observable outcomes. He called these statements instructional

2 http://www.eua.be3 Copies of the UCC staff handbook on Learning Outcomes are availableon request from Dr Norma Ryan ([email protected]).

Moving from a teacher-centred approach…

… to a student-centredapproach



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objectives (Mager, 1975). Using these instructional objectives andperformance outcomes, he attempted to define the type of learningthat would occur at the conclusion of instruction and how that learningwould be assessed. These instructional objectives later developed intomore precisely defined learning outcomes.

2.1 Defining learning outcomes

A survey of the literature on learning outcomes comes up with a num-ber of similar definitions of the term:

• Learning outcomes are statements of what is expected that the student will be able to do as aresult of learning the activity. (Jenkins and Unwin, 2001)

• Learning outcomes are statements that specify what learners will know or be able to do as aresult of a learning activity. Outcomes are usually expressed as knowledge, skills or attitudes.(American Association of Law Libraries4)

• Learning outcomes are an explicit description of what a learner should know, understand and beable to do as a result of learning. (Bingham, 1999)

• Learning outcomes are statements of what a learner is expected to know, understand and/or beable to demonstrate after completion of a process of learning. (ECTS Users’ Guide, 2005)

• Learning outcomes are explicit statements of what we want our students to know, understand orbe able to do as a result of completing our courses. (University of New South Wales, Australia5)

• Learning outcome: a statement of what a learner is expected to know, understand and/or be ableto demonstrate at the end of a period of learning”. (Gosling and Moon, 2001)

• A learning outcome is a statement of what the learner is expected to know, understand and/or beable to do at the end of a period of learning. (Donnelly and Fitzmaurice, 2005)

• A learning outcome is a statement of what a learner is expected to know, understand and be able todo at the end of a period of learning and of how that learning is to be demonstrated”. (Moon, 2002)

• Learning outcomes describe what students are able to demonstrate in terms of knowledge, skills andattitudes upon completion of a programme. (Quality Enhancement Committee, Texas University6)

• A learning outcome is a written statement of what the successful student/learner is expected tobe able to do at the end of the module/course unit or qualification. (Adam, 2004)

Handout C 3.4-1-1 Some definitions of the term “learning outcomes”

4 http://www.aallnet.org/prodev/outcomes.asp5 http://www.ltu.unsw.edu.au/content/course_prog_support/outcomes.cfm?ss=06 http://qep.tamu.edu/documents/writing_outcomes.pdf



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Thus, we can see that the various definitions of learning outcomes do notdiffer significantly from each other. From these definitions, it is clear that:

• Learning outcomes focus on what the learner has achieved ratherthan the intentions of the teacher;

• Learning outcomes focus on what the learner can demonstrate atthe end of a learning activity.

The following definition (ECTS Users’ Guide, p. 47) of a learningoutcome may be considered a good working definition:

Learning outcomes are statements of what a learner is expected toknow, understand and/or be able to demonstrate after completion of aprocess of learning.

The process of learning could be, for example, a lecture, a module oran entire programme.

2.2 What is the difference between aims, objectivesand learning outcomes?

The aim of a module or programme is a broad general statement ofteaching intention, i.e. it indicates what the teacher intends to cover ina block of learning. Aims are usually written from the teacher’s pointof view to indicate the general content and direction of the module.For example, the aim of a module could be “to introduce students tothe basic principles of atomic structure” or “to provide a general in-troduction to the history of Ireland in the twentieth century”.

The objective of a module or programme is usually a specific state-ment of teaching intention, i.e. it indicates one of the specific areasthat the teacher intends to cover in a block of learning. For example,one of the objectives of a module could be that “students would un-derstand the impacts and effects of behaviours and lifestyles on boththe local and global environments”. (In some contexts, objectives arealso referred to as goals).

Thus, the aim of a module gives the broad purpose or general teachingintention of the module, whilst the objective gives more specific in-formation about what the teaching of the module hopes to achieve.

One of the problems caused by the use of objectives is that sometimesthey are written in terms of teaching intention and other times they arewritten in terms of expected learning, i.e. there is confusion in theliterature in terms of whether objectives belong to the teacher-centredapproach or the outcome-based approach. The situation is nicelysummarised by Moon (2002) as follows:

A working definition

Aims

Objectives

Confusion



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Basically the term ‘objective’ tends to complicate the situation, be-cause objectives may be written in terms of teaching intention or ex-pected learning… This means that some descriptions are of theteaching in the module and some are of the learning… This generallack of agreement as to the format of objectives is a complication, andjustifies the abandonment of the use of the term ‘objective’ in the de-scription of modules or programmes. (Moon, 2002)

Most teachers who have worked on the development of objectives formodules or programmes have encountered the above problem. One ofthe great advantages of learning outcomes is that they are clear state-ments of what the learner is expected to achieve and how he or she isexpected to demonstrate that achievement. Thus, learning outcomesare more precise, easier to compose and far clearer than objectives.From one perspective, learning outcomes can be considered as a sortof “common currency” that assists modules and programmes to bemore transparent at both local level and at an international level.

2.3 Learning outcomes and competences

In some papers in the literature, the term “competence” is used in as-sociation with learning outcomes. It is difficult to find a precise defi-nition for this term. Adam (2004) comments that “some take a narrowview and associate competence just with skills acquired by training”.The EC Tuning project7 which was initiated in 2000 used the term“competence” to represent a combination of attributes in terms ofknowledge and its application, skills, responsibilities and attitudes andan attempt was made to describe the extent to which a person is capa-ble of performing them.

The lack of clarity or agreement in terms of defining the term compe-tence is apparent in the ECTS Users’ Guide (2005), which describescompetences as “a dynamic combination of attributes, abilities andattitudes”. The Guide goes on to state that “Fostering these compe-tences is the object of educational programmes. Competences areformed in various course units and assessed at different stages. Theymay be divided into subject-area related competences (specific to afield of study) and generic competences (common to any degreecourse)”.

7 Tuning Educational Structures in Europe, http://tuning.unideusto.org/tuningeu/

Advantages of learningoutcomes

Lack of clear definition



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Since there does not appear to be a common understanding of the termcompetence in the literature, learning outcomes have become morecommonly used than competences when describing what students areexpected to know, understand and/or be able to demonstrate at the endof a module or programme. For that reason, the terms “competence”and “competency” are avoided in this article.

3. How can one write learning outcomes?

The learning outcome approach is, above all, a perspective and a modeof thinking in order to develop valid programmes. While being anessential part of the implementation phase, writing learning outcomesis of course only the visible surface of this perspective, or a conse-quence of its implementation. Having stated that, this article intends touse "writing" as the key word, but the intention is of course that thewriting of these learning outcomes should be preceded by the thinkingnecessary for this change in approach.

The work of Benjamin Bloom (1913 – 1999) was found by the staff ofUniversity College Cork, Ireland, to provide a useful starting pointwhen writing learning outcomes. Bloom studied in Pennsylvania StateUniversity, USA, and graduated with bachelor and master degreesfrom that institution. He then worked with Ralph Tyler at the Univer-sity of Chicago and graduated with a PhD in Education in 1942.

Bloom was a gifted teacher who carried out research on the develop-ment of a classification of levels of thinking during the learning proc-ess. He believed that teachers should design lessons and tasks to helpstudents to meet stated objectives. Bloom identified three domains oflearning – cognitive, affective and psycho-motor – and within each ofthese domains he recognised that there was an ascending order ofcomplexity. His work is most advanced in the cognitive domain wherehe drew up a classification (or taxonomy) of thinking behaviours fromthe simple recall of facts up to the process of analysis and evaluation.His publication Taxonomy of Educational Objectives: Handbook 1, theCognitive Domain (Bloom et al., 1956) has become widely usedthroughout the world to assist in the preparation of curriculum andevaluation materials. The taxonomy provides a framework in whichone can build upon prior learning to develop more complex levels ofunderstanding.

In recent years, attempts have been made to revise Bloom’s Taxonomy(Anderson & Krathwohl, 2001; Krathwohl, 2002) but the originalworks of Bloom and his co-workers are still the most widely quoted inthe literature.

Benjamin Bloom

Three domains oflearning



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Bloom proposed that the cognitive or knowing domain is composed ofsix successive levels arranged in a hierarchy as shown in figure C 3.4-1-1.

1. Knowledge2. Comprehension

3. Application4. Analysis

5. Synthesis6. Evaluation

Fig. C 3.4-1-1 Hierarchy of cognitive domain

Bloom’s taxonomy was not simply a classification – it was an effortby him to arrange the various thinking processes in a hierarchy. In thishierarchy, each level depends on the student’s ability to perform at thelevel or levels that are below it. For example, for a student to applyknowledge (stage 3) he or she would need to have both the necessaryinformation (stage 1) and understanding of this information (stage 2).

When talking about teaching, Bloom always advocated that whenteaching and assessing students one should bear in mind that learningis a process and that the teacher should try to get the thought processesof the students to move up into the higher order stages of synthesisand evaluation.

3.1 Writing learning outcomes in the cognitivedomain

Bloom’s taxonomy is frequently used for writing learning outcomes,since it provides a ready-made structure and list of verbs. It can beargued that the use of the correct verbs is the key to the successfulwriting of learning outcomes. Bloom’s original list of verbs was lim-ited and has been extended by various authors over the years. The listof verbs given in this article has been compiled from a combination ofBloom’s original publication and from the more modern literature inthis area. It is not claimed that the list of verbs suggested for eachstage is exhaustive, but it is hoped that the reader will find the lists tobe reasonably comprehensive.

A hierarchy of thinkingprocesses

Using correct verbs



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In the following section, each stage of Bloom’s taxonomy is consideredand the corresponding list of verbs relating to each stage is proposed.Since learning outcomes are concerned with what the students can do atthe end of the learning activity, all of these verbs are action (active) verbs.

3.1.1 Knowledge

Knowledge may be defined as the ability to recall or remember factswithout necessarily understanding them. Some of the action verbsused to assess knowledge are as follows:

Arrange, collect, define, describe, duplicate, enumerate, examine,find, identify, label, list, memorise, name, order, outline, present,quote, recall, recognise, recollect, record, recount, relate, repeat, re-produce, show, state, tabulate, tell.

Some examples of learning outcomes for courses in various disci-plines that demonstrate evidence of knowledge include the following:

• Recall genetics terminology: homozygous, heterozygous, pheno-type, genotype, homologous chromosome pair, etc.

• Identify and consider ethical implications of scientific investigations.

• Describe how and why laws change and the consequences of suchchanges on society.

• List the criteria to be taken into account when caring for a patientwith tuberculosis.

• Define what behaviours constitute unprofessional practice in thesolicitor – client relationship.

• Describe the processes used in engineering when preparing a de-sign brief for a client.

Note that each learning outcome begins with an action verb.

3.1.2 Comprehension

Comprehension may be defined as the ability to understand and inter-pret learned information. Some of the action verbs used to assesscomprehension are as follows:

Associate, change, clarify, classify, construct, contrast, convert, de-code, defend, describe, differentiate, discriminate, discuss, distinguish,estimate, explain, express, extend, generalise, identify, illustrate, indi-cate, infer, interpret, locate, paraphrase, predict, recognise, report,restate, rewrite, review, select, solve, translate.

Action verbs

Assessing knowledge

Demonstrating evidenceof knowledge

Assessingcomprehension



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Some examples of learning outcomes that demonstrate evidence ofcomprehension are:

• Differentiate between civil and criminal law

• Identify participants and goals in the development of electroniccommerce.

• Predict the genotype of cells that undergo meiosis and mitosis.

• Explain the social, economic and political effects of World War Ion the post-war world.

• Classify reactions as exothermic and endothermic.

• Recognise the forces discouraging the growth of the educationalsystem in Ireland in the 19th century.

3.1.3 Application

Application may be defined as the ability to use learned material innew situations, e.g. put ideas and concepts to work in solving prob-lems. Some of the action verbs used to assess application are shown asfollows:

Apply, assess, calculate, change, choose, complete, compute, con-struct, demonstrate, develop, discover, dramatise, employ, examine,experiment, find, illustrate, interpret, manipulate, modify, operate,organise, practice, predict, prepare, produce, relate, schedule, select,show, sketch, solve, transfer, use.

Some examples of learning outcomes that demonstrate evidence ofapplication are:

• Construct a timeline of significant events in the history of Australiain the 19

th century.

• Apply knowledge of infection control in the maintenance of patientcare facilities.

• Select and employ sophisticated techniques for analysing the effi-ciencies of energy usage in complex industrial processes.

• Relate energy changes to bond breaking and formation.

• Modify guidelines in a case study of a small manufacturing firm toenable tighter quality control of production.

Demonstrating evidenceof comprehension

Assessing application

Demonstrating evidenceof application



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• Show how changes in the criminal law affected levels of incarcera-tion in Scotland in the 19th century.

• Apply principles of evidence-based medicine to determine clinicaldiagnoses.

3.1.4 Analysis

Analysis may be defined as the ability to break down information intoits components, e.g. look for inter-relationships and ideas (under-standing of organisational structure). Some of the action verbs used toassess analysis are as follows:

Analyse, appraise, arrange, break down, calculate, categorise, clas-sify, compare, connect, contrast, criticise, debate, deduce, determine,differentiate, discriminate, distinguish, divide, examine, experiment,identify, illustrate, infer, inspect, investigate, order, outline, point out,question, relate, separate, sub-divide, test.

Some examples of learning outcomes that demonstrate evidence ofanalysis are:

• Analyse why society criminalises certain behaviours.

• Compare and contrast the different electronic business models.

• Debate the economic and environmental effects of energy conver-sion processes.

• Compare the classroom practice of a newly qualified teacher withthat of a teacher of 20 years teaching experience.

• Calculate gradient from maps in m, km, % and ratio.

3.1.5 Synthesis

Synthesis may be defined as the ability to put parts together. Some ofthe action verbs used to assess synthesis are the following:

Argue, arrange, assemble, categorise, collect, combine, compile, com-pose, construct, create, design, develop, devise, establish, explain,formulate, generalise, generate, integrate, invent, make, manage,modify, organise, originate, plan, prepare, propose, rearrange, recon-struct, relate, reorganise, revise, rewrite, set up, summarise.

Assessing analysis

Demonstrating evidenceof analysis

Assessing synthesis



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Some examples of learning outcomes that demonstrate evidence ofsynthesis are:

• Recognise and formulate problems that are amenable to energymanagement solutions.

• Propose solutions to complex energy management problems bothverbally and in writing.

• Summarise the causes and effects of the 1917 Russian revolutions.

• Relate the sign of enthalpy changes to exothermic and endothermicreactions.

• Organise a patient education programme.

3.1.6 Evaluation

Evaluation may be defined as the ability to judge the value of materialfor a given purpose. Some of the action verbs used to assess evalua-tion are:

Appraise, ascertain, argue, assess, attach, choose, compare, conclude,contrast, convince, criticise, decide, defend, discriminate, explain,evaluate, grade, interpret, judge, justify, measure, predict, rate, rec-ommend, relate, resolve,

The following are some examples of learning outcomes that demon-strate evidence of evaluation are:

• Assess the importance of key participants in bringing about changein Irish history Evaluate marketing strategies for different elec-tronic business models.

• Summarise the main contributions of Michael Faraday to the fieldof electromagnetic induction.

• Predict the effect of change of temperature on the position of equi-librium.

• Evaluate the key areas contributing to the craft knowledge of expe-rienced teachers.

Note that the verbs used in the above six categories are not exclusiveto any one particular category. Some verbs appear in more than onecategory. For example, a mathematical calculation may involvemerely applying a given formula (application – stage 3) or it may in-volve analysis (stage 4) as well as application.

Demonstrating evidenceof synthesis

Assessing evaluation

Demonstrating evidenceof evaluation



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3.2 Writing learning outcomes in the affectivedomain

Whilst the cognitive domain is the most widely used of Bloom’s Tax-onomy, Bloom and his co-workers also carried out research on theaffective (“attitudes”, “feelings”, “values”) domain (Bloom et al.,1964). This domain is concerned with issues relating to the emotionalcomponent of learning and ranges from basic willingness to receiveinformation to the integration of beliefs, ideas and attitudes.

In order to describe the way in which we deal with things emotionally,Bloom and his colleagues developed five major categories:

1. Receiving. This refers to a willingness to receive information, e.g.the individual accepts the need for a commitment to service, listensto others with respect, shows sensitivity to social problems, etc.

2. Responding. This refers to the individual actively participating inhis or her own learning, e.g. shows interest in the subject, is willingto give a presentation, participates in class discussions, enjoyshelping others, etc.

3. Valuing. This ranges from simple acceptance of a value to one ofcommitment, e.g. the individual demonstrates belief in democraticprocesses, appreciates the role of science in our everyday lives,shows concern for the welfare of others, shows sensitivity towardsindividual and cultural differences, etc.

4. Organisation. This refers to the process that individuals go throughas they bring together different values, resolve conflicts among themand start to internalise the values, e.g. recognises the need for bal-ance between freedom and responsibility in a democracy, accepts re-sponsibility for his or her own behaviour, accepts professional ethi-cal standards, adapts behaviour to a value system, etc.

5. Characterisation. At this level the individual has a value systemin terms of their beliefs, ideas and attitudes that control their be-haviour in a consistent and predictable manner, e.g. displays selfreliance in working independently, displays a professional com-mitment to ethical practice, shows good personal, social and emo-tional adjustment, maintains good health habits, etc.

Emotional component oflearning

Five major categories



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The major categories of the affective domain and some active verbscommonly used when writing learning outcomes for this domain areshown in Fig. C 3.4-1-2. Some examples of learning outcomes in theaffective domain are:

5. Characterisation

3. Valuing4. Organisation

2. Responding1. Receiving

act, adhere, appreciate, ask, accept,answer, assist, attempt, challenge,combine, complete, conform, cooperate,defend, demonstrate (a belief in),differentiate, discuss, display, dispute,embrace, follow, hold, initiate, integrate,justify, listen, order, organise, participate,practice, join, share, judge, praise,question, relate, report, resolve, share,support, synthesise, value

Fig. C 3.4-1-2 Hierarchy of affective domain and some action verbs

Bloom and his colleagues (and subsequent authors) have linked thevarious levels in the affective domain to specific verbs. However, thislevel of detail will not be explored in this article.

Some examples of learning outcomes relevant to the affective domainare as follows:

• Accept the need for professional ethical standards.

• Appreciate the need for confidentiality in the professional clientrelationship.

• Value a willingness to work independently.

• Relate well to pupils of all abilities in the classroom.

• Appreciate the management challenges associated with high levelsof change in the public sector.

• Display a willingness to communicate well with patients.

• Resolve conflicting issues between personal beliefs and ethicalconsiderations.

• Participate in class discussions with colleagues and with teachers.

• Embrace a responsibility for the welfare of children taken into care.

• Display a professional commitment to ethical practice.

Major affective catego-ries and active verbs

Examples of learningoutcomes



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3.3 Writing learning outcomes in the psychomotordomain

The psychomotor domain mainly emphasises physical skills involvingco-ordination of the brain and muscular activity. From a study of theliterature, it would appear that this domain has been less well devel-oped in the field of education than either the cognitive or affectivedomain. The psychomotor domain is commonly used in areas likelaboratory science subjects, health sciences, art, music, engineering,drama and physical education. Bloom and his research team did notcomplete detailed work on the psychomotor domain as they claimedlack of experience in teaching these skills. However, a number ofauthors have suggested various versions of taxonomies to describe thedevelopment of skills and co-ordination.

For example, Dave (1970) proposed a hierarchy consisting of fivelevels:

1. Imitation: Observing the behaviour of another person and copyingthis behaviour. This is the first stage in learning a complex skill.

2. Manipulation: Ability to perform certain actions by followinginstructions and practicing skills.

3. Precision: At this level, the student has the ability to carry out atask with few errors and become more precise without the presenceof the original source. The skill has been attained and proficiencyis indicated by smooth and accurate performance.

4. Articulation: Ability to co-ordinate a series of actions by com-bining two or more skills. Patterns can be modified to fit specialrequirements or solve a problem.

5. Naturalisation: Displays a high level of performance naturally(“without thinking”). Skills are combined, sequenced and per-formed consistently with ease.

Physical skills

Five levels



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This hierarchy and some examples of action verbs for writing learningoutcomes in the psychomotor domain are shown in figure C 3.4-1-3:

1. Imitation2. Manipulation

3. Precision4. Articulation

5. Naturalisation Adapt, adjust, administer, alter, arrange,assemble, balance, bend, build, calibrate,choreograph, combine, construct, copy,design, deliver, detect, demonstrate,differentiate (by touch), dismantle, display,dissect, drive, estimate, examine, execute, fix,grasp, grind, handle, heat, manipulate,identify, measure, mend, mime, mimic, mix,operate, organise, perform (skilfully), present,record, refine, sketch, react, use.

Fig. C 3.4-1-3 Hierarchy of psychomotor domain and some action verbs

Subsequently, Simpson (1972) developed a more detailed hierarchyconsisting of seven levels:

1. Perception: The ability to use observed cues to guide physicalactivity.

2. Set (mindset): The readiness to take a particular course of action.This can involve mental, physical and emotional disposition.

3. Guided response: The trial-an-error attempts at acquiring a physi-cal skill. With practice, this leads to better performance.

4. Mechanism: The intermediate stage in learning a physical skill.Learned responses become more habitual and movements can beperformed with some confidence and level of proficiency.

5. Complex Overt Responses: Physical activities involving complexmovement patterns are possible. Responses are automatic and pro-ficiency is indicated by accurate and highly coordinated perform-ance with a minimum of wasted effort.

6. Adaptation: At this level, skills are well developed and the indi-vidual can modify movements to deal with problem situations or tofit special requirements.

7. Origination: The skills are so highly developed that creativity forspecial situations is possible.

Other taxonomies



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Other taxonomies in the psychomotor domain have been developed byHarrow (1972) and Dawson (1998). Ferris and Aziz (2005) developeda taxonomy in the psychomotor domain specifically for engineeringstudents.

In general, all of the various taxonomies in the psychomotor domaindescribe a progression from simple observation to mastery of physicalskills.

3.4 Practical advice for writing learning outcomes

Fry et al (2000) when giving practical advice for writing learning out-comes recommend the use of “unambiguous action verbs” and listmany examples of verbs from Bloom’s Taxonomy. In order to showthe differences between the vocabulary used in writing aims andlearning outcomes, the authors listed some examples of verbs asshown in Table C 3.4-1-1.

Table C 3.4-1-1 Examples of verbs used in writing aims andlearning outcomes. (Fry et al., 2000 p. 51)

Aims Outcomes

Know

Understand

Determine

Appreciate

Grasp

Become familiar

Distinguish between

Choose

Assemble

Adjust

Identify

Solve, apply, list

The following guidelines may be of assistance when writing learningoutcomes:

Unambiguous actionverbs



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• Begin each learning outcome with an action verb, followed by the object of the verb followed by aphrase that gives the context.

• Use only one verb per learning outcome.

• Avoid vague terms like know, understand, learn, be familiar with, be exposed to, be acquaintedwith, and be aware of. These terms are associated with teaching objectives rather than learningoutcomes.

• Avoid complicated sentences. If necessary use more one than one sentence to ensure clarity.

• Ensure that the learning outcomes of the module relate to the overall outcomes of theprogramme.

• The learning outcomes must be observable and measurable.

• Ensure that the earning outcomes are capable of being assessed.

• When writing learning outcomes, bear in mind the timescale within which the outcomes are to beachieved. There is always the danger that one can be over-ambitious when writing learningoutcomes. Ask yourself if it is realistic to achieve the learning outcomes within the time andresources available.

• As you work on writing the learning outcomes, bear the mind how these outcomes will beassessed, i.e. how will you know if the student has achieved these learning outcomes? If thelearning outcomes are very broad, they may be difficult to assess effectively. If the learningoutcomes are very narrow, the list of learning outcomes may be too long and detailed.

• Before finalising the learning outcomes, ask your colleagues and possibly former students if thelearning outcomes make sense to them.

• When writing learning outcomes, for students at levels beyond first year, try to avoid overloadingthe list with learning outcomes which are drawn from the bottom of Bloom’s taxonomy ( e.g.Knowledge and Comprehension in the cognitive domain). Try to challenge the students to usewhat they have learned by including some learning outcomes drawn from the higher categories(e.g. Application, Analysis, Synthesis and Evaluation).

Handout C 3.4-1-2 Guidelines for writing learning outcomes



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4. How are learning outcomes linked toteaching and assessment?

When writing learning outcomes, it is important to write them in sucha way that they are capable of being assessed. Clearly, it is necessaryto have some form of assessment tool or technique in order to deter-mine the extent to which learning outcomes have been achieved. Ex-amples of direct assessment techniques are the use of written exami-nations, project work, portfolios, grading system with rubrics, theses,reflective journals, performance assessment, etc. Examples of indirectassessment methods are surveys of employers, comparison with peerinstitutions, surveys of past graduates, retention rates, analysis of cur-riculum, etc.

The challenge for teachers is to ensure that there is alignment betweenteaching methods, assessment techniques, assessment criteria andlearning outcomes. This connection between teaching, assessment andlearning outcomes helps to make the overall learning experience moretransparent. Student course evaluations show that clear expectationsare a vitally important part of effective learning. Lack of clarity in thisarea is almost always associated with negative evaluations, learningdifficulties, and poor student performance. Toohey (1999) recom-mends that the best way to help students understand how they mustachieve learning outcomes is by clearly setting out the assessmenttechniques and the assessment criteria.

In terms of teaching and learning, there is a dynamic equilibrium be-tween teaching strategies on one side and learning outcomes and as-sessment on the other side.

It is important that the assessment tasks mirror the learning outcomessince, as far as the students are concerned, the assessment is the cur-riculum: “From our students’ point of view, assessment always definesthe actual curriculum” (Ramsden, 2003). This situation is representedgraphically by Biggs (2003b) as follows:

TeacherPerspectives: Objectives DLOs* Teaching Activities Assessment

StudentPerspectives: Assessment Learning activities Outcomes

* Desired Learning Outcomes

Fig. C 3.4-1-4 Teacher and student perspectives regarding assessment

Assessing learningoutcomes

Aligning teaching,assessment and

learning outcomes

Assessment must mirrorlearning outcomes



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In stressing this point, Biggs (2003) emphasises the strong link be-tween the curriculum and assessment as follows:

To the teacher, assessment is at the end of the teaching-learning se-quence of events, but to the student it is at the beginning. If the cur-riculum is reflected in the assessment, as indicated by the downwardarrow, the teaching activities of the teacher and the learner activitiesof the learner are both directed towards the same goal. In preparingfor the assessment, students will be learning the curriculum. (Biggs2003)

One cannot over-emphasise the importance of assessment in theteaching and learning process. As already stated (Ramsden, 2003) asfar as the students are concerned, the assessment is the curriculum.They will learn what they think will be assessed, not what may be onthe curriculum or even what has been covered in lectures! The oldadage that “assessment is the tail that wags the dog” is very true.

4.1 Linking learning outcomes, teaching andassessment

Assessment is often described in terms of formative assessment orsummative assessment. Formative assessment has been described asbeing assessment FOR learning. It has been described as assessmentthat “refers to all those activities undertaken by teachers, and by thestudents in assessing themselves, which provide information to beused as feedback to modify the teaching and learning activities inwhich they are engaged” (Black and Williams, 1998). In other words,formative assessment helps to inform the teacher and the students asto how the students are progressing. Formative assessment is usuallycarried out at the beginning of a programme or during a programme.The students’ performance on the assessment tasks can help theteacher to make decisions about the direction of the teaching to helpthe learning process. It has been clearly shown (Black and Williams,1998) that by giving feedback to learners, formative assessment canhelp improve the learning and performance of students.

The main characteristics of formative assessment include:

• Identification by teachers and students of the learning outcomesand the criteria for achieving these.

• The provision of clear and rich feedback in an effective and timelyfashion.

• The active involvement of students in their own learning.• Good communication between teacher and students.• The response by the teacher to the needs of the students.

Link between curriculumand assessment

Formative assessment

Main characteristics



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In short, formative assessment is part of the teaching process ratherthan the grading process.

Summative assessment is assessment that tries to summarise studentlearning at some point in time – usually at the end of a module or pro-gramme. Summative assessment has been described as “end-of-courseassessment and essentially means that this is assessment which pro-duces a measure which sums up someone’s achievement and whichhas no other real use except as a description of what has beenachieved” (Brown and Knight, 1994).

Thus, the use of summative assessment enables a grade to be gener-ated that reflects the student's performance. Unfortunately, summativeassessment is often restricted to just the traditional examination paperand does not involve other areas like project work, portfolios or es-says. Because of the nature of summative assessment, not all learningoutcomes can be assessed at any one time. Assessment of just a sam-ple of learning outcomes is common.

In theory, continuous assessment is a combination of summative andformative assessment. In practice, continuous assessment oftenamounts to repeated summative assessments with marks being re-corded but little or no specific feedback being given to students.

Clearly, it is important that the method of assessment that we useshould attempt to test whether or not the learning outcomes have beenachieved. Interestingly, it has been found that the range of assessmentof students is very limited, with approximately 80 % of assessmentbeing in the form of exams, essays and reports of some kind.(Brown,1999). For example, a study of assessment practices in Uni-versity College, Dublin, Ireland found that a random sample of 83teaching staff used a total of 256 assessments when asked to describeone of their courses, i.e. approximately 3 assessments per course. Ofthese assessments, the majority were summative (84 %) and a minor-ity were formative (16 %).

Developing links between learning outcomes, teaching strategies,student activities and assessment tasks is very challenging for theteacher. The following table may be of help in developing these links.

Summative assessment

Continuous assessment



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Table C 3.4-1-2 Linking learning outcomes, teaching and learning activities andassessment

Learning outcomes Teaching and LearningActivities

Assessment

Cognitive

Affective

Psychomotor

Lectures

Tutorials

Discussions

Laboratory work

Clinical work

Group work

Seminar

Peer group presentation

End of module exam

Multiple choice tests

Essays

Practical assessment.

Fieldwork

Clinical practice

Presentation

Project work

There may not be just one method of assessment to satisfy all learningoutcomes and it may be necessary to choose a number of assessmentmethods.

The curriculum should be designed so that the teaching activities,learning activities and assessment tasks are co-ordinated with thelearning outcomes. Biggs (2003) refers to this type of process as in-volving constructive alignment. (The constructive part refers to thetype of learning and what the learner does. The alignment part refersto what the teacher does). Biggs points out that in a good teachingsystem, the method of teaching, learning activities and method of as-sessment are all co-ordinated to support student learning.

Constructive alignment

Demonstrateknowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Integration ofbeliefs, ideasand attitudes

Acquisition ofphysical skills



BH 1 02 06 12 23

When there is alignment between what we want, how we teach andhow we assess, teaching is likely to be much more effective thanwhen it is not (aligned)… Traditional transmission theories ofteaching ignore alignment. (Biggs 2003a)

It is clear from the above that there are three basic tasks involved inthe constructive alignment of any module:

1. Clearly defining the learning outcomes.

2. Selecting teaching and learning methods that are likely to ensurethat the learning outcomes are achieved.

3. Assessing the student learning outcomes and checking to see howwell they match with what was intended.

4.2 Assessment criteria and learning outcomes

Learning outcomes specify the minimum acceptable standard to enablea student to pass a module. Student performances above this basicthreshold level are differentiated by applying grading criteria. Gradingcriteria are statements that indicate what a student must demonstrate toachieve a higher grade. These statements help to differentiate the levelsof performance of a student. By making these criteria clear to students,it is hoped that students will aim for the highest levels of performance.

Giving a bare grade to a student does not provide adequate feedbackon their performance since the grade simply indicates an overall levelof competence. This overall grade does not identify strengths andweaknesses on specific learning outcomes. However, if the gradingsystem is tied to some form of scoring guide, it can be a very usefulway of identifying areas for improvement that need to be addressed.

A scoring guide that is used in assessment is often referred to as a rubric.A rubric is a grading tool used to describe the criteria used in grading theperformance of students. In general, each ru-bric consists of a set of criteria and marks orgrades associated with these criteria. Thus,rubrics help to define the criteria of the systemof assessment by describing performance atdifferent points on a rating scale.

For example, a scoring rubric used for one ofthe learning outcomes in module ED6001 ofthe Master’s Degree in Science Education atUniversity College Cork, Ireland, is as follows:

Three basic tasks

Grading criteria

Grading tool

Further information on creating and usingdetailed rubrics for various types of studentassessment can be found on the website of theUniversity of Monmouth, USA:

http://its.monmouth.edu/FacultyResourceCenter/rubrics.htm



24 BH 1 02 06 12

Table C 3.4-1-3 Linking learning outcomes and assessment criteria

Learning out-come

Assessment criteria

Grade 1 Grade 2 : 1 Grade 2 : 2 Pass Fail

On successfulcompletion ofthis module,students shouldbe able to:Summariseevidence fromthe scienceeducation lit-erature to sup-port develop-ment of a lineof argument.

Outstandinguse of literatureshowing ex-cellent ability tosynthesiseevidence inanalytical wayto formulateclear conclu-sions.

Very good useof literatureshowing highability to syn-thesise evi-dence in ana-lytical way toformulate clearconclusions.

Good use ofliteratureshowing goodability to syn-thesise evi-dence in ana-lytical way toformulate clearconclusions.

Limited use ofliteratureshowing fairability to syn-thesise evi-dence to for-mulate conclu-sions.

Poor use ofliteratureshowing lack ofability to syn-thesise evi-dence to for-mulate conclu-sions

5. Towards the future with learningoutcomes

As already indicated, international trends in education show a shiftfrom the traditional “teacher-centred” approach to a more “student-centred” approach. While traditionally the focus was on what theteacher did, in recent years the focus has been on what students havelearned and can demonstrate at the end of a module or programme.Among the key characteristics of outcome-based education listed byHarden (2002) are:

• The development of clearly defined and published learning out-comes that must be achieved before the end of the programme.

• The design of a curriculum, learning strategies and learning op-portunities to ensure the achievement of the learning outcome.

• An assessment process matched to the learning outcomes and theassessment of individual students to ensure that they achieve theoutcomes.

5.1 Advantages of learning outcomes

Whilst there has been some criticism of outcome-based education inthe literature, a learning outcomes approach to teaching and learninghas received strong support at an international level. For example,Jenkins and Unwin (2001) assert that learning outcomes:

Key characteristics



BH 1 02 06 12 25

• Help teachers to tell students more precisely what is expected ofthem.

• Help students to learn more effectively: students know where theystand and the curriculum is made more open to them.

• Help teachers to design their materials more effectively by actingas a template for them.

• Make it clear what students can hope to gain from following a par-ticular course or lecture.

• Help teachers select the appropriate teaching strategy matched tothe intended learning outcome, e.g. lecture, seminar, group work,tutorial, discussion, peer group presentation or laboratory class.

• Help teachers to tell their colleagues more precisely what a par-ticular activity is designed to achieve.

• Assist in setting examinations based on the materials delivered.

• Ensure that appropriate teaching and assessment strategies are em-ployed.

When writing about the embracing of learning outcomes in medicaleducation, Harden (2002a) comments that “where it has been imple-mented, outcome based education has had a significant and beneficialimpact. Clarification of the learning outcomes in medical educationhelps teachers, wherever they are, to decide what they should teachand assess, and students what they are expected to learn”. In anotherpaper, Harden (2002b) describes how learning outcomes have beenused to develop a model for use in medical training:

Learning outcomes can be specified in a way that covers the range ofnecessary competences and emphasises the integration of differentcompetences in the practice of medicine. An important feature of thethree-circle model of learning outcomes is that it does just that. In theinner circle are the seven learning outcomes relating to what a doctoris able to do, i.e. the technical competences expected of a doctor(‘doing the right thing’); in the middle circle the learning outcomesrelating to how the doctor approaches his or her task with knowledgeand understanding and appropriate attitude and decision-makingstrategies (‘doing the thing right’); and in the outer circle the ongoingdevelopment of the doctor as an individual and as a professional (‘theright person doing it’). Harden, 2002b, p. 153

Adam (2004) summarises the advantages of learning outcomes under4 main headings:

Learning outcomes inmedical education



26 BH 1 02 06 12

1. Course and module design

Learning outcomes can:

• Help to ensure consistency of delivery across modules and pro-grammes.

• Aid curriculum design by clarifying areas of overlap betweenmodules and programmes.

• Help course designers to determine precisely the key purposesof a course and to see how components of the syllabus fit andhow learning progression is incorporated.

• Highlight the relationship between teaching, learning and as-sessment and help improve course design and the student expe-rience.

• Promote reflection on assessment and the development of as-sessment criteria and more effective and varied assessment.

2. Quality assurance

Learning outcomes:

• Increase transparency and the comparability of standards be-tween and within qualifications.

• Possess greater credibility and utility than traditional qualifica-tions.

• Play a key role by acting as points of reference for establishingand assessing standards.

3. Students

Learning outcomes provide:

• Comprehensive sets of statements of exactly what the studentswill be able to achieve after successful study.

• Clear information to help students with their choice of moduleand programme. This can lead to more effective learning.

• Clear information to employers and higher education institu-tions on the achievements and characteristics associated withparticular qualifications.



BH 1 02 06 12 27

4. Mobility

Learning outcomes:

• Contribute to the mobility of students by facilitating the recog-nition of their qualifications.

• Improve the transparency of qualifications.

• Simplify credit transfer.

• Provide a common format that helps promote lifelong learningand can assist in creating multiple routes through and betweendifferent educations systems.

For further development of the advantages of using learning outcomes,particularly in an educational reform context, please see Adam, S.(2006) An introduction to learning outcomes, Article B.2.3-1 of thisHandbook.

5.2 Potential problems with learning outcomes

One of the main concerns about the adoption of learning outcomes isthe philosophical one that academic study should be open-ended andthat learning outcomes do not fit in with this liberal view of learning(Adam, 2004). This need not be the case if learning outcomes arewritten with a focus on higher-order thinking and application skills.However, if learning outcomes are written within a very narrowframework, this could limit learning and result in a lack of intellectualchallenge to learners.

Other potential problems are:

• There is a danger of an assessment-driven curriculum if learningoutcomes are too confined.

• Learning outcomes could give rise to confusion among studentsand staff if guidelines are not adhered to when drawing up theselearning outcomes.



28 BH 1 02 06 12

5.3 Some concluding points

The international movement away from a “teacher-centred” approachto a more “outcome-based” approach to education has gained in-creased momentum from the Bologna process, with its emphasis onstudent-centred learning and the need to have more precision andclarity in the design and content of curricula. It is clear that learningoutcomes play a key role in ensuring transparency of qualificationsand of qualification frameworks. They are also central to contributingto the implementation of the various action lines of the Bologna proc-ess throughout the European Higher Education Area.

The requirement to make the teaching and learning process moretransparent and more explicit presents a challenge to all involved ineducation. In the short term, this involves preparing for the immediatechallenge of expressing modules and programmes in terms of learningoutcomes. In the longer term, the adoption of the learning outcomesapproach has the potential to help embrace a more systematic ap-proach to the design of programmes and modules.

References

All websites valid as of October 2006.

[1] Adam, S. (2004) Using Learning Outcomes: A consideration of the nature, role,application and implications for European education of employing learning out-comes at the local, national and international levels. Report on United KingdomBologna Seminar, July 2004, Herriot-Watt University.

[2] Adam, S. (2006) An introduction to learning outcomes, in EUA Bologna Hand-book, Froment E., Kohler J, Purser L, Wilson L (Eds), article B.2.3-1. Berlin,Raabe.

[3] Allan, J. (1996) Learning outcomes in higher education, Studies in Higher Edu-cation, 21 (10) p. 93 – 108.

[4] Anderson, L.W., & Krathwohl, D. (Eds.) (2001). A Taxonomy for Learning,Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Ob-jectives. New York: Longman.

[5] Biggs, J. (2003a) Teaching for Quality Learning at University. Buckingham:Open University Press.

[6] Biggs J. (2003b) Aligning teaching and assessing to course objectives. Teachingand Learning in Higher Education: New Trends and Innovations. University ofAveiro, 13 – 17 April 2003.

[7] Bingham, J. (1999), Guide to Developing Learning Outcomes. The Learning andTeaching Institute Sheffield Hallam University, Sheffield: Sheffield Hallam Uni-versity.

[8] Black, P and William, D (1998) Inside the Black Box: Raising Standards throughClassroom Assessment, London: Kings College.



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[9] Bloom, B. S., Engelhart, M., D., Furst, E.J, Hill, W. and Krathwohl, D. (1956)Taxonomy of educational objectives. Volume I: The cognitive domain. New York:McKay.

[10] Bloom, B.S., Masia, B.B. and Krathwohl, D. R. (1964). Taxonomy of Educa-tional Objectives Volume II : The Affective Domain. New York: McKay.

[11] Bloom, B.S. (1975) Taxonomy of Educational Objectives, Book 1 CognitiveDomain. Longman Publishing.

[12] British Columbia Institute of Technology (1996), Writing Learning Outcomes,British Colombia, Canada: Learning Resources Unit.

[13] Brown, S. (1999) Institutional Strategies for Assessment. In Brown, S. andGlasner, A. (Eds), Assessment Matters in Higher Education. Buckingham:SRHE and OU Press.

[14] Brown, S., and Knight, P. (1994) Assessing Learners in Higher Education. Lon-don: Kogan.

[15] Purser, L. (2003), Report on Council of Europe Seminar on Recognition Issuesin the Bologna Process, Lisbon, April 2002, in Bergan, S. (ed), Recognition Is-sues in the Bologna Process, http://book.coe.int/EN/ficheouvrage.php?PAGEID=36&lang=EN&produit_aliasid=1618

[16] Dave, R. H. (1970). Developing and Writing Behavioural Objectives. (R J Arm-strong, ed.) Tucson, Arizona: Educational Innovators Press.

[17] Dawson, W. R. (1998), Extensions to Bloom’s Taxonomy of Educational Objec-tives, Sydney, Australia: Putney Publishing.

[18] Donnelly, R and Fitzmaurice, M. (2005). Designing Modules for Learning. In:Emerging Issues in the Practice of University Learning and Teaching, O’Neill,G et al. Dublin : AISHE.

[19] ECTS Users’ Guide (2005) Brussels: Directorate-General for Education andCulture. Available online at: http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf

[20] Ferris, T and Aziz S (2005) A psychomotor skills extension to Bloom’s Taxon-omy of Education Objectives for engineering education. Exploring Innovation inEducation and Research, March 2005.

[21] Fry, H., Ketteridge, S., Marshall (2000) A Handbook for Teaching and Learningin Higher Education. London: Kogan Page.

[22] Gosling, D. and Moon, J. (2001) How to use Learning Outcomes and Assess-ment Criteria. London: SEEC Office.

[23] Harden, R. M. (2002a). Developments in outcome-based education. MedicalTeacher, 24(2) 117 – 120.

[24] Harden, R. M. (2002b). Learning outcomes and instructional objectives: is therea difference? Medical Teacher, 24(2) 151 – 155.

[25] Harrow, A. (1972) A taxonomy of the psychomotor domain - a guide for devel-oping behavioral objectives. New York: David McKay.

[26] Jenkins, A. & Unwin, D. (2001) How to write learning outcomes. Availableonline: http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html



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[27] Krathwohl, David, R. (2002) A Revision of Bloom’s Taxonomy: An Overview.Theory into Practice, 41 (4).

[28] Mager, R. F. (1984). Preparing instructional objectives . 2nd ed., Belmont, Cali-fornia: Pitman Learning.

[29] McLean, J and Looker, P. (2006) University of New South Wales Learning andTeaching Unit. Available online: http://www.ltu.unsw.edu.au/content/course_prog_support/outcomes.cfm?ss=0

[30] Moon, J. (2002) The Module and Programme Development Handbook. London:Kogan Page Limited.

[31] O'Neill, G. (2002) Variables that influence a teacher versus student-focusedapproach to teaching. UCD, Centre for Teaching and Learning report.

[32] Osters, S and Tiu, F.( ), Writing Measurable Learning outcomes. Article avail-able on: http://qep.tamu.edu/documents/Writing-Measurable-Learning-Outcomes.pdf

[33] Ramsden, P (2003) Learning to Teach in Higher Education, London: Routledge.

[34] Shuell, T. J. (1986) Cognitive conceptions of learning, Review of EducationalResearch, 56: 411-436.

[35] Simpson, E. (1972). The classification of educational objectives in the psycho-motor domain: The psychomotor domain. Vol. 3. Washington, DC: GryphonHouse.

[36] Toohey, S, (1999) Designing Courses for Higher Education. Buckingham:SRHE and OU Press.

[37] University of Central England Educational and Staff Development Unithttp://lmu.uce.ac.uk/OUTCOMES/UCE %20Guide %20to %20Learning %20Outcomes %202006.pdf, http://lmu.uce.ac.uk/outcomes/#4. %20What %20are %20the %20benefits %20of %20Learning %20Outcomes

Biographies:

Dr. Declan Kennedy graduated with a BSc in chemistry from University College Cork (UCC), Irelandin 1976 and subsequently studied for his Higher Diploma in Education (1977) and an MSc in x-raycrystallography (1979). He taught in Colaiste Muire, Cobh from 1976 to 1998 and as a part-timelecturer in the Education Department at UCC from 1980 to 1998. He joined the EducationDepartment at UCC in 1998 as a full time lecturer in science education. He completed his MEd(1999) and PhD (2004) in Education at the University of York, UK.

Áine Hyland has recently retired as Professor of Education and Vice-President of University CollegeCork. She has represented UCC on a number of European and U.S. based teaching and learningprojects, including an EUA Quality Culture Network project and an Institutional Leadership project onTeaching and Learning at the Carnegie Institute for Teaching and Learning in Higher Education inthe U.S.

Dr. Norma Ryan is a lecturer in biochemistry at University College Cork (UCC), Ireland and since1999 has been Director of the UCC Quality Promotion Unit. She is an Irish Bologna Promoter.



D2

Action verb for creating learning

outcomes

D:\พะเยา\4-5 June 2015\Handout\Action Verbs for creating learning outcomes.doc;jsessionid=372A8B159E649BC434A689FE0B6E2595.docx

Action Verbs for creating learning outcomes (Bloom’s Revised Taxonomy) Level 1. Remember Choose Describe Define Identify Label List Locate Match Memorize Name Omit Recite Select State Count Draw Outline Point Quote Read Recall Recognize Repeat Reproduce Level 2. Understand (Level 2-3 in SOLO) Classify Defend Demonstrate Distinguish Explain Express Extend Give Examples Illustrate Indicate Interrelate Interpret Infer Judge Match Paraphrase Represent Restate Rewrite Select Show Summarize Tell Translate Associate Compute Convert Discuss Estimate Extrapolate Generalize Predict Level 3. Apply (Level 2-3 in SOLO) Apply Choose Dramatize Explain Generalize Judge Organize Paint Prepare Produce Select Show Sketch Solve Use Add Calculate Change Classify Complete Compute Discover Divide Examine Graph Interpolate Manipulate Modify Operate Subtract Use Level 4. Analyze (Level 3-4 in SOLO) Analyze Categorize Classify Compare Differentiate Distinguish Identify Infer Point out Select Subdivide Survey Arrange Breakdown Combine Design Detect Diagram Develop Discriminate Illustrate Outline Relate Point out Separate Utilize Level 5. Evaluate (Level 4-5 in SOLO) Appraise Judge Criticize Defend Compare Assess Conclude Contrast Critique Determine Grade Justify Measure Rank Rate Support Test Level 6. Create (Level 5 in SOLO) Choose Combine Compose Construct Create Design Develop Do Formulate Hypothesize Invent Make Originate Organize Plan Produce Role Play Tell Compile Drive Devise Explain Generate Group Integrate Prescribe Propose Rearrange Reconstruct Reorganize Revise Rewrite Transform Additional information about Bloom’s Revised Taxonomy is available here:

D:\พะเยา\4-5 June 2015\Handout\Action Verbs for creating learning outcomes.doc;jsessionid=372A8B159E649BC434A689FE0B6E2595.docx

http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm



D3

Sample PEO and PLO Relationship

1

Postgraduate Programme Outcome (Civil Engineering)

The aim of the postgraduate programme is to produce graduates in master and doctor of philosophy in civil engineering in line with the inspirations of UTM which are innovative, entrepreneurial and global. In order to satisfy this aim, PEO has been formulated based on the visions and missions of UTM and FKA.

The postgraduate PEOs are as follows;

PEO 1 : Mastery of competencies and integration of knowledge required in the profession. PEO 2 : An appreciation of the value of lifelong learning and possessing enthusiasm and

strong commitment to continued acquisition of new knowledge and skills. PEO 3 : Advanced leadership and team working skills that allow professionals to become

visionary and inspirational leaders. PEO 4 : Highly developed oral and written communications skills that fit at all level,

appropriate to the field of profession. PEO 5 : An appreciation of the ethics and integrity in management, leadership and good

governance, and responsibility to their professions and community.

The Programme Learning Outcomes (LOs) are attributes that are expected to be attained by students upon completion of their postgraduate degree in Civil Engineering programme. Our programme Learning Outcomes are described as follows;

PO 1 : Advanced Knowledge

Graduate are able to incorporate in-depth relevant knowledge in professional practices for the benefits of both national and international communities.

Graduates are able to apply their knowledge and skills in the planning, analysis, design and supervision of works related to the civil engineering discipline.

PO 2 : Critical Thinking and Research

Graduate are able to manage conducive working environment qualities problem solving and higher order thinking skills.

Graduates are technically competent in solving problems logically, analytically and creatively based on sound facts and ideas.

PO 3 : Communication

Graduate are able to apply a wide range of relevant knowledge through effective oral and written communications.

Graduates are able to communicate effectively across a range of contexts and audiences.

PO 4 : Professional Ethics and Integrity

Graduate are able to balance professional and ethical responsibilities including contemporary issues and environmental awareness.

PO 5 : Life-long learning

Graduate are able to adopt the latest relevant knowledge and cutting-edge technologies through life-long learning process.

PO 6 : Management and Entrepreneurship

Graduates are able to explain managerial concepts and identify business opportunities and initiate action to achieve it.

PO 7 : Teamwork and Leadership

Graduate are able to manage conducive working environment qualities through effective leadership and team working skills that allow professionals to become visionary and inspirational leaders

2

MSc in Sports and Exercise Medicine Course Objectives

1. The course will give participants a thorough grounding in the basic sciences required for sports medicine. Workshops aim to provide the practical skills in history taking and musculoskeletal examination; in the laboratory you will learn the basics of physiological assessment of athletes. The completion of the MSc project write up represents an introduction to the scientific process of high quality experimental design, methodology, data analysis and scientific report writing.

2. No course can claim to cover every aspect of sports medicine and participants are asked to read widely around material presented in lectures and workshops. In our experience Doctors are skilled in clinical history taking and medical examination, but often have insufficient handling skills and knowledge of musculoskeletal examination. Physiotherapists may have more experience in musculoskeletal examination, especially handling skills, but frequently have knowledge deficits in medical differential diagnosis. All groups do not usually appreciate the relevance of their basic undergraduate clinical anatomy and physiology and are usually inexperienced in basic experimental design, quality data collection and analysis of results.

The deliberate mix of physiotherapists and doctors aims to allow knowledge and expertise to cross over and enrich both disciplines and it is the fundamental philosophy of the course that each of the disciplines learns from each other’s skills and knowledge.

Learning Outcomes

On successful completion of the program students will be able to:

Describe in detail the structure and function of musculoskeletal, cardio-respiratory, nervous and other associated systems, and describe how these respond and interact during exercise and training.

Demonstrate advanced experiential knowledge and handling skills, in clinical examination of the musculoskeletal and nervous system.

Demonstrate advanced experiential knowledge in laboratory and field based exercise testing in athletic and non-athletic populations.

Demonstrate an advanced knowledge of the diagnosis, biological basis, treatment and rehabilitation of exercise and sports related injuries, and common illnesses impacting on sports and exercise performance.

Demonstrate practical experience as a service provider to a collegiate or other sports team in management of acute injuries and emergencies on the field of play and in injury management and rehabilitation during follow up of athletes in the sports medicine clinic.

Demonstrate an advanced knowledge of pre-participation health screening, training program design and monitoring, and the nutritional and psychological strategies required to maximise performance in athletic populations.

Demonstrate a detailed knowledge and critical understanding of selected areas of sports and exercise medicine gained through independent research.

Synthesise and critically evaluate published information and present it in written or oral format to both specialist and non-specialist audiences.

Pursue, under supervision, a sports and exercise related research project. Demonstrate knowledge of key experimental methodologies used to answer research

questions in sports and exercise medicine. Recognise the value of scientific enquiry and demonstrate an understanding of the ethical

responsibility of scientists undertaking research projects on human subjects in sports and exercise medicine.

Show proficiency in searching literature databases and analysis and presentation of data. Instigate, maintain and appraise their own self-directed learning. Apply an empirical approach to problem solving.

3

Course Content

The MSc is the equivalent of 90 ECTS and is comprised of the following modules:

ECTS Pure and Applied Anatomy 10

ECTS Sports and Exercise Physiology 10

ECTS Clinical Sports Medicine 10

ECTS Musculoskeletal Assessment 10

ECTS Research Methodology 10

ECTS Maximising Sports Performance 10

ECTS Research Dissertation 30

In course and official end of term examinations of ECTS units consist of:

(a) Written examination – MCQs and SAQs (b) Practical examinations – competence in musculoskeletal examination techniques, clinical cases and athletic assessment.

All ECTS modules must be passed (>50%). No compensation is allowed between written papers and clinical examinations. The dissertation can only be undertaken when interim assessments have been completed successfully. The degree is externally monitored and examined.

Assessment: End of semester exam (negative marking multiple choice, modified essay questions), in-course assignments (Critical review topics), designated seminars (Clinical sports medicine, maximising performance), externally assessed clinical examinations

13

Sample Learning Outcomes

Languages and Literature:

Students will be able to apply critical terms and methodology in completing a literary analysis following the conventions of standard written English.

Students will be able to locate, apply and cite effective secondary materials in their own texts.

Students will be able to analyze and interpret texts within the contexts they are written.

French students will be able to demonstrate oral competence with suitable accuracy in pronunciation, vocabulary, and language fluency.

French students will be able to produce written work that is substantive, organized, and grammatically accurate.

French students will be able to accurately read and translate French texts.

Humanities and Fine Arts:

Students will be able to demonstrate fluency with formal vocabulary, artistic techniques and procedures of two-dimensional and three-dimensional art practice.

Students will demonstrate in-depth knowledge of artistic periods used to interpret works of art including the historical, social and philosophical contexts .

Students will be able to critique and analyze works of art and visual objects .

Students will be able to identify musical elements, take them down at dictation, and perform them at sight.

Students will be able to communicate both orally and verbally about music of all genres and styles in a clear and articulate manner.

Students will be able to perform a variety of memorized songs from a standard of at least two foreign languages.

Students will be able to apply performance theory in the analysis and evaluation of performances and texts.

Students will be able to analyze and interpret scripts.

Students will demonstrate in-dept knowledge and understanding of contemporary theatre forms and artists.

Students will be able to demonstrate proficiency in a variety of dance styles, including ballet, modern dance, jazz, and tap.

14


Physical and Biological Sciences:

Students will be able to demonstrate an understanding of core knowledge in biochemistry and molecular biology.

Students will be able to apply critical thinking and analytical skills to solve scientific data sets.

Students will be able to apply the scientific method to solve problems.

Students will be able to demonstrate written, visual, and/or oral presentation skills to communicate scientific knowledge.

Students will be able to acquire and synthesize scientific information from a variety of sources.

Students will be able to apply techniques and instrumentation to solve problems.

Mathematics:

Students will be able to translate problems for treatment within a symbolic system.

Students will be able to articulate the rules that govern a symbolic system.

Students will be able apply algorithmic techniques to solve problems and obtain valid solutions.

Students will be able to judge the reasonableness of obtained solutions.

Social Sciences:

Students will be able to write clearly and persuasively to communicate their scientific ideas clearly.

Students will be able to test hypotheses and draw correct inferences using quantitative analysis.

Students will be able to evaluate theory and critique research within the discipline.

Business:

Students will be able to work in groups and be part of an effective team.

Students will be able to communicate business knowledge both orally and written.

Students will be able to recognize and respond appropriately to an ethical and regulatory dilemma.

Students will be able to recognize and diagnose accounting problems.

Students will demonstrate disciplinary competence in a field of business.

(NOTE: These samples were gathered from a variety of sources including UR assessment plans, program assessment statements at other institutions, etc.)



D4

Sample ELO

13


Languages and Literature:

Students will be able to apply critical terms and methodology in completing a literary analysis following the conventions of standard written English.

Students will be able to locate, apply and cite effective secondary materials in their own texts.

Students will be able to analyze and interpret texts within the contexts they are written.

French students will be able to demonstrate oral competence with suitable accuracy in pronunciation, vocabulary, and language fluency.

French students will be able to produce written work that is substantive, organized, and grammatically accurate.

French students will be able to accurately read and translate French texts.

Humanities and Fine Arts:

Students will be able to demonstrate fluency with formal vocabulary, artistic techniques and procedures of two-dimensional and three-dimensional art practice.

Students will demonstrate in-depth knowledge of artistic periods used to interpret works of art including the historical, social and philosophical contexts .

Students will be able to critique and analyze works of art and visual objects .

Students will be able to identify musical elements, take them down at dictation, and perform them at sight.

Students will be able to communicate both orally and verbally about music of all genres and styles in a clear and articulate manner.

Students will be able to perform a variety of memorized songs from a standard of at least two foreign languages.

Students will be able to apply performance theory in the analysis and evaluation of performances and texts.

Students will be able to analyze and interpret scripts.

Students will demonstrate in-dept knowledge and understanding of contemporary theatre forms and artists.

Students will be able to demonstrate proficiency in a variety of dance styles, including ballet, modern dance, jazz, and tap.

14


Physical and Biological Sciences:

Students will be able to demonstrate an understanding of core knowledge in biochemistry and molecular biology.

Students will be able to apply critical thinking and analytical skills to solve scientific data sets.

Students will be able to apply the scientific method to solve problems.

Students will be able to demonstrate written, visual, and/or oral presentation skills to communicate scientific knowledge.

Students will be able to acquire and synthesize scientific information from a variety of sources.

Students will be able to apply techniques and instrumentation to solve problems.

Mathematics:

Students will be able to translate problems for treatment within a symbolic system.

Students will be able to articulate the rules that govern a symbolic system.

Students will be able apply algorithmic techniques to solve problems and obtain valid solutions.

Students will be able to judge the reasonableness of obtained solutions.

Social Sciences:

Students will be able to write clearly and persuasively to communicate their scientific ideas clearly.

Students will be able to test hypotheses and draw correct inferences using quantitative analysis.

Students will be able to evaluate theory and critique research within the discipline.

Business:

Students will be able to work in groups and be part of an effective team.

Students will be able to communicate business knowledge both orally and written.

Students will be able to recognize and respond appropriately to an ethical and regulatory dilemma.

Students will be able to recognize and diagnose accounting problems.

Students will demonstrate disciplinary competence in a field of business.

(NOTE: These samples were gathered from a variety of sources including UR assessment plans, program assessment statements at other institutions, etc.)



D5

Sample Syllabi

1

School of Dentistry

COURSE SYLLABUS

ORAL PHYSIOLOGY AND OCCLUSION BD 1215 3 3 Course Title Course Number Unit(s) Hour(s)/Week

VISION/MISSION

Philosophy: ……………………. Vision To be the university of first choice of the leading higher education institution fostering excellence in the pursuit of knowledge while engendering personal integrity and social responsibility. Mission

To build a brighter future - for our students, the Philippines, and the world. It is committed to:

Provide a rich and stimulating academic environment in order to promote creative and scholarly academic pursuits among its faculty and equip students with the knowledge, skills, sound moral values, and an appreciation of arts and culture that will prepare them to become productive and innovative professionals with a commitment to nation building in the context of one world; Enhance the development of higher education in the Philippines through its exemplar academic programs and practices, leadership in professional organizations, and participation in academic consortia; and Contribute to the promotion of human health and well-being through high-quality programs in health professional education, research, and community service.

CORE VALUES

V - Valuing others, caring for them and empowering them A - Accountability, integrity and trustworthiness L - Lifelong learning as individuals and as an organization U - Unity, teamwork and loyalty E - Excellence in all endeavors S - Social responsibility as citizens of the nation and of the world

QUALITY POLICY We are committed to provide quality, relevant, timely and effective service and support to

the University community through an efficient organizational system imbued with values and professionalism.

QUALITY OBJECTIVES In implementing the quality policy, we will: 1. Develop and maintain qualified and competent human resources; 2. Attain organizational unity and effectiveness; 3. Ensure functional and efficient systems; 4. Disseminate information efficiently to the different functions; 5. Identify the needs of the University community; 6. Provide adequate resources and facilities; and 7. Improve quality services continuously through a responsive feedback mechanism.

EXPECTED GRADUATE ATTRIBUTES (EGA)

Graduate Attributes Skills, Knowledge, Attitudes that Escolarian Graduates possess Lifelong Learner (LL) 1. Learns and works independently as well as collaboratively.

2. Translates knowledge generated from research and other sources to improve quality of life.

3. Creates new ideas to better understand society. 4. Evaluates own thinking, behavior and spirituality for self-growth.

Reflective and Creative Thinker (RCT)

1. Thinks critically and creatively. 2. Shows open-mindedness. 3. Solves problems systematically. 4. Loves art and shows artistic sensibility.

Caring and Trustworthy Citizen (CTC)

1. Values people and acts in unity with others. 2. Commits to social justice and principles of sustainability and

respect for diversity. 3. Practices good stewardship and accountability. 4. Manifest social responsibility by helping improve conditions of

those who have less in life or circumstance. Proficient Communicator (PC)

1. Articulates ideas clearly for varied purposes and audiences of diverse culture.

2. Listens attentively, engages in meaningful exchange and shares knowledge, values, attitudes and intentions.

3. Utilizes effectively appropriate media and information technologies.

Competent and Productive Professional (CPP)

1. Initiates, innovates better ways of doing things and accountability 2. Promotes quality and productivity.

2

VISION AND MISSION OF THE

SCHOOL OF DENTISTRY

Vision To be the leader in dental education nationally and internationally. Mission The School of Dentistry is committed to provide quality dental education that ensures the total development of its graduates to become competent and well-rounded dental professionals.

SCHOOL OF DENTISTRY PROGRAM OBJECTIVES

1. Acquire adequate theoretical knowledge for profound clinical applications. 2. Acquire and develop proficiency in clinical diagnostic procedures, competent clinical judgment of

various clinical cases and effective patient management geared for global competitiveness. 3. Possess competency in scientific research methods and processes. 4. Imbibe social sensitivity to operationalize the dictum “service to humanity” through the promotion

of oral health of the community and of the nation. 5. Manifest a sense of moral and spiritual commitment.

SCHOOL OF DENTISTRY PROGRAM OUTCOMES

The graduates of the School of Dentistry program must be able to: 1. Apply comprehensive knowledge and principles of Dentistry in providing quality oral health care. 2. Apply critical thinking skills in the delivery of oral health education. 3. Demonstrate social sensitivity through community and extension dental services. 4. Work effectively in multidisciplinary and multicultural environment. 5. Fortify skills in basic, experimental and clinical researches; disseminate research output and

findings; and contribute to the development of new treatment options. 6. Apply business principles, entrepreneurship, practices, processes and innovative technology in Dentistry. 7. Engage in lifelong learning to keep abreast of the current trends in the field of Dentistry. 8. Manifest a strong sense of ethical, legal and moral standards in the practice of Dentistry. 9. Demonstrate effective communication skills while providing comprehensive dental care

3

Course Description : This course deals with the physiology of the stomatognathic system and occlusion and its application to dental practice.

Pre-requisites: General Physiology and Biochemistry

Course Objective : Upon completion of the course, the students are expected to: Describe the different structures in the oral cavity and identify their function.

Recognize and appreciate the significance of oral physiology in the practice of Dentistry.

Perform dental procedures considering the physiologic forms of the teeth and its supporting structures.

Course Plan: EGA Program

Objectives Program Outcomes/ Level

Learning Outcomes Course Content Suggested Teaching/Learning Methodologies/Strategies

Time Allotment

Resources Assessment Tasks/ Tools

Grading Criteria

LL1 RCT1

POb1 POb2 POb4

PO2 Emphasized PO4 Practiced PO5 Emphasized

1. Explain the significance of the Stomatognathic System in relation to other systems of the body. 2. Describe the different physiologic processes of the oral cavity.

I. Stomatognathic System A. Definition B. Structures that comprise the Stomatognathic System C. Parts of the oral cavity

Socialized Classroom Discussion

3 hours B1 B5 J1 W1 W3

Quiz Library work Assignment

Quiz - 70% Assignment - 20% Attendance - 10%

LL1 RCT1 PC1

POb1 POb2 POb4

PO2 Emphasized PO4 Practiced PO5 Emphasized PO9 Emphasized

1. Explain the different functions of the Stomatognathic System. 2. Understand that any defect or abnormality on the

II. Functions of the Stomatognathic Systems A. Mastication B. Deglutition C. Speech D. Respiration


3 hours B1 B3 J1 W4

Quiz Graded recitation

Quiz - 70% Recitation - 20% Attendance - 10%

4

structures of the oral cavity will affect the system. 3. Observe and determine any dysfunction of the structures on the Stomatognathic System.

LL1 RCT1

POb1 POb2 POb3 POb4

PO2 Emphasized PO4 Practiced PO5 Emphasized POb8 Emphasized PO9 Emphasized

1. Correlate the different forms of teeth. 2. Discuss the importance of the forms of teeth in relation to their function. 3. Give the significance of the supporting structures

III. Physiology of the Teeth and its Supporting Structures in Relation to the Pathologic Processes of the Oral Structures A. Normal Tissue - General consideration of the form and function of the teeth - Periodontal Ligaments

Socialized Classroom Discussion Projects Learning Approach

6 hours B1 B4 J1 J2 J3 W3

Quiz Seatwork – drawing and labelling Library work

Quiz - 70% Seatwork - 20% Attendance - 10%

of the teeth in relation to their functions. 4. Differentiate the physiologic and pathologic processes of the oral structures. 5. Provide the treatment and identify preventive measures of the pathologic processes.

- Cementum - Alveolar Process - Dental Pulp - Gingiva B. Pathologic Tissues - Inflammation - Dental Caries - Pulpal Diseases - Periapical Diseases - Gingival Diseases - Periodontal Diseases

3 hours

(PRELIM EXAMINATION)

LL1 RCT1 PC1

POb1 POb2 POb3 POb4

PO2 Emphasized PO4 Practiced

1. Give the importance of the secretions in the oral cavity.

IV. Secretions of the Oral Cavity A. Saliva B. Major and


3 hours B2 B6 J1 W3

Quiz Graded recitation

Quiz - 70% Recitation - 20% Attendance -

5

PO5 Emphasized PO9 Emphasized

2. Explain the interaction of secretion with the tooth surface. 3. Differentiate plaque, pellicle and calcular deposits.

Minor Salivary Glands C. Role in Oral Health D. Function E. Process of Secretion F. Factor for Caries Formation

10%

LL1 RCT1

POb1 POb2 POb4

PO2 Emphasized PO4 Practiced PO5 Emphasized POb8 Emphasized PO9 Emphasized

1. Explain the mechanism of tooth eruption which is very significant in dealing with child patients. 2. Develop the appreciation on the chronology of human dentition.

V. Mechanism of Tooth Eruption A. Phases of Tooth Eruption B. Eruptive Characteristics C. Stages of Tooth Eruption D. Factors that influence Tooth Eruption E. Age of Eruption F. Sequence of Tooth Eruption


6 hours B1 B3 J6 W6

Quiz Seatwork – drawing and labelling (MIDTERM EXAMINATION)

Quiz - 70% Seatwork - 20% Attendance - 10%

LL1 RCT1

POb1 POb2 POb3 POb4

PO2 Emphasized PO4 Practiced PO5 Emphasized POb7 Emphasized POb8 Emphasized PO9 Emphasized

1. Discuss the concepts of occlusion in relation to dental procedure/treatment. 2. Appreciate the significance of the tooth forms in dental occlusion. 3. Describe the articulation and position of the teeth. 4. Describe the different classification of malocclusion.

VI. Occlusion A. Definition B. Development C. Dental Arch Form D. Compensating Curves of the Dental Arches E. Functional Forms of the Teeth at their Incisal and Occlusal thirds F. Facial and Lingual Relation of each tooth in one arch in Centric Occlusion G. Occlusal Contact and Intercusp


6 hours

B1 J1 W2 W3

Quiz Library work Assignment Seatwork

Quiz - 50% Assignment – 20 % Seatwork - 20% Attendance - 10%

6

Relation of all teeth of one arch with those in the opposing arch in Centric Occlusion H. Articulation and Position I. Disturbance and Disorder J. Ideal Occlusion K. Normal Occlusion L. Angle’s Classification of Occlusion M. Classification of Malocclusion

Books: B1 - Wheeler’s Dental Anatomy, Physiology and Occlusion, Stanley J. Nelson (Philadelphia: W. B. Saunders Company, 10th Ed., 2015) B2 - The Physiology and Biochemistry of the Mouth, George Neil Jenkins (Philadelphia: J. B. Lippincott, 4th Ed., 1978) B3 - Applied Oral Physiology, Christopher L. B. Lavelle (London: John Wright, 2nd Ed., 1988) B4 - Basic Oral Physiology, Robert M. Bradley (Chicago: Year Book Medical Publishers, 1981) B5 - Essentials of Oral Physiology, Robert M. Bradley (St. Louis: C. V. Mosby, 2nd Ed., 1995)

Journals: J1 – Frontiers of oral physiology Journal Impact Factor & Information J2 – Herbert Open Access Journals J3 – The Journal of Evidence-Based Dental Practice J4 – Journal of Oral & Facial Pain and Headache J5 – Journal of Dental Research Electronic References: W1 - http://www.............htm W2 - http://......................com W3 - http://www.sciencedirect.com Prepared by: Date: Approved by: Date:



D6

Course Specification

No. Information on Course

1. Course Name : QUANTITATIVE SCIENCE TECHNIQUES I

2. Course Code: SQQP1014

3. Name(s) of Academic Staff: Dr. Zurina Hanafi

4. Rationale for the inclusion of the course in the programme:

This is a compulsory course for Bachelor of Decision Science students.

5. Semester/Year Offered: 2/1

6. Total Student Learning Time (SLT) Face to face SL TLT

L = Lecture

T = Tutorial

P = Practical

O = Others

L T P O

38 18 92.5 152.8

7. Credit Value: 4

8. Pre-requisite (if any): None

9. Objective(s) of Course :

Students are expected to

1. understand the underlying theories and concepts of decision making

techniques.

2. acquire knowledge and skills necessary to solve different types of problems.

3. develop awareness of the use of quantitative decision making techniques and

emerging technologies in real life problems.

chavalit

Text Box

Course Specification

10. Course Learning Outcomes:

Upon completion of the course, students are able to

1. describe various decision making techniques discussed in this course (C1,

P1, A1).

2. formulate problems according to the requirements of the techniques (C5, P4,

A4).

3. apply decision making techniques to solve appropriate hypothetical and real

world problems. (C3, P3, A2).

4. give examples of problem relevant to the techniques (C2, P2, A1).

5. use appropriate software to solve formulated problems (C3, P4, A1).

6. interpret software output in relation to the problems (C2, P3, A3).

11. Transferable Skills:

Problem solving, logical thinking, analytical, critical thinking, communication,

teamwork, leadership skills.

12. Teaching-learning and assessment strategy:

Mixed method between teacher-centred and student-centred. Continuous assessment

used.

13. Synopsis:

This course is one of the core courses for Bachelor of Decision Science programme.

It covers the following topics: Introduction to Management Science, Linear

Programming, The Simplex Method, Post-optimality Analysis, Transportation,

Trans-shipment and Assignment Problem, Network Models and Queuing Analysis.

14. Mode of Delivery:

Lectures, tutorials, discussions, problem solving, project and presentations.

15. Assessment Methods and Types:

Coursework (Quiz, tests, assignments, project, and presentations)

Examination (Final examination)

16. Mapping of the course/module to the Programme Aims

Programme Aims


1 2 3 4 5 6

The aim of this programme is to

produce graduates who possess

knowledge and skills for scientific

decision making; possess sufficient

knowledge in integrating other field

areas such as economy, management,

humanities and others, as well as

having in-depth knowledge in

Decision Science; and are able to

construct models and analyse them

accordingly.

3 3 3 3 3 3

17. Mapping of the course/module to the Programme Learning Outcomes

Programme Learning Outcomes


1 2 3 4 5 6

apply knowledge of mathematics,

probability, statistics, operational

research/decision science and

operation management, as well as

information and communication

technology (ICT).

3

3

3

3

3

3

design, model and solve real world

and hypothetical problems, and thus

able to analyse and interpret data

using contemporary computer tools.

3

3

3

3

3

3

use quantitative techniques, modelling

skills and contemporary decision

science tools for industries, public

institution and society.

3

3

3

3

3

3

communicate effectively orally,

graphically and in writing, and

function in culturally diverse, gender-

diverse and multi-disciplinary teams.

2

2

2

2

2

2

integrate and synthesize

organisational issues, and evaluate

potential solutions in the broader

context of the organisation or society.

1

2

2

2

2

participate in lifelong learning, career

advancement activities, and keep up-

to-date with knowledge of emerging

technologies.

2

2

2

2

2

commercialise tangible and intangible

decision making products, in the form

of written, oral and electronic media.

1

2

2

2

2

carry out professional and ethical

responsibility.

2 2 1 2

portray leadership and accountability,

and exercising management and

decision making skills.

2

2

2

1

1

1

18. Content outline of the course/module and the SLT per topic

Topic Learning

Outcomes

Face to Face SL TLT

L T P

1.0 INTRODUCTION TO

MANAGEMENT SCIENCE

1.1 MS approach to problem

solving

1.2 MS application: Break even

analysis

1,2,3,4 1 1 2 4

2.0 LINEAR PROGRAMMING

(LP)

2.1 Introduction

2.1.1 Characteristics of

LP problems

2.1.2 LP properties and

1,2,3,4,5,6 6 3 9 18

assumptions

2.2 Model Formulating

2.2.1 Maximization and

minimization

problems

2.2.2 Graphical

solutions of LP

models

2.2.3 Slack and surplus

variables

2.3 Special cases in LP

2.3.1 Multiple optimal

solutions

2.3.2 An infeasible

solution

2.3.3 An unbounded

problem

2.3.4 Redundancy

2.4 Application examples

2.4.1 A product mix

example

2.4.2 A diet example

3.0 LP: THE SIMPLEX METHOD

3.1 Introduction

3.1.1 Why should we

use the simplex

method?

3.1.2 How does the

simplex method

works?

3.2 Solve LP problems with

simplex tableaus

3.2.1 Set up the initial

simplex tableau

3.2.2 Simplex solution

procedures

3.2.3 Get the optimal

simples tableau

3.2.4 Interpret the

meaning of every

number in a

simplex tableau

3.3 Special cases in LP

3.3.1 Multiple optimal

1,2,3,4,5,6

4 2 6 12

solutions

3.3.2 An infeasible

solution

3.3.3 An unbounded

solution

3.4 Computer solution with

Excel

4.0 POSTOPTIMALITY

ANALYSIS

4.1 Duality

4.1.1 Construct the dual

model

4.1.2 Shadow prices

4.2 Sensitivity Analysis

4.2.1 Sensitivity

analysis on

objective function

coefficients (Cj)

4.2.2 Sensitivity

analysis on

constraint quantity

values (qi)

4.2.3 Computer solution

1,3,4,5,6 3 2 5 10

5.0 INTEGER PROGRAMMING

(IP)

5.1 Introduction to IP and

fundamental of IP

Mathematical modeling

Graphical solution

5.2 Branch and bound solution for

total integer problems


mixed integer problems


0 – 1 integer problems

5.5 Enumeration solution for the

0 – 1 problems

5.6 Computer Solution – using

Excel spread sheet, Lindo

and Lingo

1,2,3,4,5,6 6 3 9 18

6.0 TRANSPORTATION,

TRANSSHIPMENT AND

ASSIGNMENT PROBLEMS

6.1 Transportation

6.1.1 Special LP model

6.1.2 Initial solution

using ‘Northwest

Corner’,

‘Minimum Cell

Cost’, and “VAM’

6.1.3 Optimal solution

using ‘Stepping

Stone’ and

‘MODI’

6.1.4 Special case in

transportation

problem

Unbalanced

Degeneracy

Prohibited

Routes


with Excel

6.2 Trans-shipment

6.2.1 Network of

transhipment

routes


with Excel

6.3 Assignment

6.3.1 5.3.1 Special LP

model

6.3.2 Solution method –

Hungarian method

Maximization

and

minimization

6.3.3 Special cases in

assignment

problem

Unbalanced

1,2,3,4,5,6 6 5 11 22

Prohibited

assignment


with Excel

7.0 NETWORK MODELS

7.1 Shortest route problem

7.2 Minimal spanning tree

problem

7.3 Maximal flow problem


Excel

1,2,3,4,5,6 2 1 3 6

8.0 QUEUING ANALYSIS

8.1 Element of queuing theory

8.2 Single-server model

8.3 Finite queue length

8.4 Finite calling population

8.5 Multiple-server model


Excel

1,2,3,4,5,6 2 1 3 6

9.0 INVENTORY MANAGEMENT

9.1 Introduction to inventory

management and

fundamental concept of

inventory management

9.2 Basic element of Inventory

Management

9.3 Basic EOQ model

9.4 The EOQ model with Non-

instantaneous Receipt

9.5 The EOQ with Shortage

9.6 Just in Time (JIT)

9.7 Solving inventory problem

using Excel

1,2,3,4,5,6 4 2 6 12

10.0 REAL LIFE APPLICATION 2 2 4

34 22 56 112

Assessment Face to Face SL TLT

Course work 56 80.6 136.6

Final examination 3 13.2 16.2

Total Notional Hours 59 93.8 152.8

Credit Hours 4

References:

Anderson, D. R. Sweeney, D.J., & Williams, T.A. (2000). An introduction to management science:

Quantitative approaches to decision making (9th

ed.). Cincinnati: South-Western College.

Balakrishnan, N., Stair Jr. M. R., Render, B. (2007). Managerial decision modeling with spreadsheets (2nd

ed.). New Jersey: Pearson Education, Inc.

Lawrence Jr., J.A., & Pasternack, B. A. (2002). Applied management science: Modeling, spreadsheet

analysis, and communication for decision making. New York: John Wiley & Sons.

Render, B., Stair, R. M. Jr. & Hanna, M. E. (2009). Quantitative analysis for management (10th

ed.).

New Jersey: Prentice Hall.

Taylor, W. B. (2010). Introduction to management science (10th

ed.). New Jersey: Prentice Hall.

Turban, E., & Meredith, J. (1994). Fundamentals of management science (6th

ed.). Burr Ridge, IL: Irwin.

Winston, L. W. (2004) Operations research: Application and algorithm (4th

ed.). USA: Books/Cole –

Thomson learning.