Learning Outcomes Faculty of Science UM

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Learning OutcomesFaculty of ScienceUM

• Ref
• fs.um.edu.my/documents/softskills/LOKI/Learning20
  Outcomes20Fac20Science.ppt

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THE RATIONALE

• Successful universities are reflected in the
  performance of the student
• Requires clear definition of competencies to be
• achieved at the end of the program
• Competencies should reflect qualification levels

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WHAT ARE LEARNING OUTCOMES?

• Learning Outcomes
• Specify what learners NEW BEHAVIOURS will be
  after
• a learning experience
• State the KNOWLEDGE, SKILLS AND ATTITUDES
  students will gain
• Begin with an action verb which is measurable

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LEARNING OUTCOMES MUST BE

• Understandable
• Measurable
• Achievable
• Participant-oriented

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Outcomes Question

• "What is it that the learners will be able to do
  (or do better) at the end of the learning
  experience that they could not do (or could not
  do as well) at the beginning?"

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Assessment Question

• "How will you be able to tell if the learners
  have achieved these learning outcomes or not?"

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Avoid

• The word understand.
• E.g. At the end of this course, the student will
  understand what Mendel's First Law of Genetics
  means.
• At the end of this course, the student will
• (a) "The students will be able to state Mendel's
  First Law of Genetics in their own words,"

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• (b) "The students will be able to correctly
  differentiate Mendel's First Law of Genetics from
  the Law of Independent Assortment," or,
• (c) "The students will be able to perform simple
  genetic crosses.., or,

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• (d) "The students will be able to give reasons
  for holding that Mendel's First Law of Genetics
  is superior to Mendels Second Law."

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• Assessing students' achievement of relevant
  learning outcomes is not the same as grading
  them.
• Grading unavoidably compares students with one
  another
• Assessing compares a given student's achievement
  with the outcome intended for the learning
  experience without comparing one student with
  another.

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WHAT DO LEARNING OUTCOMES MEAN TO THE RELEVANT
PARTIES?
For Teachers
For Students

• Guide instructions
• Provide objective benchmark for
• assessment
• Define unit of learning and delivery

• Define type and depth of learning
• Communicate clearly and early learning
  expectations
• Provide Objective assessment

For Institution

• Clearly communicate graduates skills
• to prospective employers and
• industry stakeholders

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DOMAINS OF LEARNING OUTCOMES

• 3 POSSIBLE DOMAINS
• COGNITIVE thinking, knowledge
• PSYCHOMOTOR doing, skills
• AFFECTIVE feeling, attitude
• Some units of learning may occur in more than
  more domain at the same time.

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When defining concrete learning outcomes, use

• Benjamin Bloom's famous taxonomy of cognitive
  activities

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CONITIVE DOMAIN
EVALUATION
Judges the value of
SYNTHESIS
Formulates new structure
ANALYSIS
Understands both content structure
APPLICATION
Uses learning in new concrete situation
COMPREHENSION
Grasps the meaning
KNOWLEDGE
Remembers previous material
(Benjamin S. Bloom, 1956)
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1. KNOWLEDGE

• It is about
• Concepts and principles of scientific
  foundation
• Application of knowledge to solve related
  problems
• Seeking and using new knowledge to adapt to
  change.

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If the competence is Knowledge, the skills
demonstrated would be

• observation and recall of information
• knowledge of dates, events, places
• knowledge of major ideas
• mastery of subject matter
• Question Cueslist, define, tell, describe,
  identify, show, label, collect, examine,
  tabulate, quote, name, who, when, where, etc.

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Comprehension

• understanding information
• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
• Question Cues summarize, describe, interpret,
  contrast, predict, associate, distinguish,
  estimate, differentiate, discuss, extend

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Application

• use information
• use methods, concepts, theories in new situations
  
• solve problems using required skills or knowledge
  
• Questions Cues apply, demonstrate, calculate,
  complete, illustrate, show, solve, examine,
  modify, relate, change, classify, experiment,
  discover

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Analysis

• seeing patterns
• organization of parts
• recognition of hidden meanings
• identification of components
• Question Cuesanalyze, separate, order, explain,
  connect, classify, arrange, divide, compare,
  select, explain, infer

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Synthesis

• use old ideas to create new ones
• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions
• Question Cuescombine, integrate, modify,
  rearrange, substitute, plan, create, design,
  invent, what if?, compose, formulate, prepare,
  generalize, rewrite

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Evaluation

• compare and discriminate between ideas
• assess value of theories, presentations
• make choices based on reasoned argument
• verify value of evidence
• recognize subjectivity
• Question Cuesassess, decide, rank, grade, test,
  measure, recommend, convince, select, judge,
  explain, discriminate, support, conclude,
  compare, summarize

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2. PSYCHOMOTOR/ PRACTICAL/ TECHNICAL SKILL

• It is about
• Use of systematic approach
• Application of knowledge to practice
• Proficiency in intervention activities and use
  of
• resources
• Practice, Practice, Practice through practice
  one becomes better organized to perform
  particular actions

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PSYCHOMOTOR DOMAIN (Doing, Skills)
ORGANIZATION
Creates new pattern
ADAPTATION
Adjusts, modifies, translates
COMPLETE OVERT RESPONSE
Reforms automatically
Reforms with increasing efficiency
MECHANISM
GUIDES RESPONSE
Imitates the practice skills
SET
Mentally, emotionally Physically ready
PERCEPTION
Senses
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AFFECTIVE DOMAIN (Feeling, Attitude)
INTERNALIZING
Integrates value into value system
ORGANIZATION
Conceptualizes value resolves conflict
VALUING
Attaches value/ worth
RESPONDING
Conform to stimuli
RECEIVING
Selectively attends to
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CONSTRUCT LEARNING OUTCOMES
When constructing learning outcomes, consider

• Behaviours to be measured
• Teaching Learning methods and implications
• Variety of assessment methods.

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RELATIONSHIP BETWEEN LEARNING OUTCOMES AND
TEACHING-LEARNING METHODS STUDENT ASSESSMENT
EXAMPLE
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MALAYSIAN QUALIFICATIONS FRAMEWORK ON OUTCOMES
COMPETENCIES
Mastery of
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PSYCHOMOTOR/ PRACTICAL/ TECHNICAL SKILLS
LEARNING OUTCOMES
CREDITS
Life Long Learning Information Management
Communication Team Skills
SOCIAL SKILLS RESPONSIBILITY
KNOWLEDGE
Critical Thinking Scientific Approach
Managerial Entrepreneurial Skills
PROFESSIONALISM, VALUES, ATTITUDES, ETCHICS
QUALIFICATION DESCRIPTORS
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MQF OUTCOMES COMPETENCIES (GENERIC) AND
QUALIFICATION LEVELS
For each qualification level (Certificate,
Diploma, Degree), the generic outcomes differ in
at least 5 ways

• Depth and complexity of knowledge and
  understanding
• Application of knowledge and skills
• Degree of autonomy and creativity in
  decision-making
• Communication skills
• Breadth and sophistication of practice

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EXAMPLE Course on Communication Skills
EXAMPLE
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SUMMARY All graduates want to and should be able
to-
PRACTISE THE KNOWLEDGE AND SKILLS IN A
FUNCTIONAL CONTEXT
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HOW ? TRADITIONAL APPROACH
LECTURE
A single person teaching a group using a set
of outcomes CONVEYS INFORMATION MEMORIZATION????
?? REGURGITATION

What is the degree of Functional Context?
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A NEED FOR A PARADIGM SHIFT

• Knowledge
• Comprehension

The Lecture Method

• Application
• Analysis
• Evaluation

Transferability of skills knowledge from
classroom to work place
How ? What Methods ?
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AFFECTIVE GOALS

• Consider attitudinal outcomes that may be
  produced from your course assessment method if
  possible

• appreciation of cultural diversity
• religious values of institution
• ethical awareness
• commitment to lifelong learning

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FIVE MAJOR CATAGORIES UNDER AFFECTIVE DOMAIN
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.
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EXAMPLES OF CATEGORIES UNDER PSYCHOMOTOR DOMAIN
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CLASSIFICATION OF COGNITIVE DOMAIN

• Blooms taxonomy

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

See handout Blooms Classification of Cognitive
Skills.
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BLOOMS TAXONOMY VERBS
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THE END