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Learning Outcomes and KPIs Workshop’s Learning Outcomes Attendees will: 1.Comprehend the nature and role of program and course learning outcomes in instruction, 2.Align an understanding of assessment of learning outcomes using KPIs and benchmarks, 3.Write out examples of learning outcomes with KPI assessment tools. 2 Workshop’s Learning Outcomes 4. Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of assessment’s importance. • Why we are writing learning outcomes • The role of learning outcomes in assessment • Why it is important to assess student learning 3 Workshop’s Learning Outcomes 5. Recognize and use the National Qualifications Framework domains of learning; including the selection of verbs that map to measurable instructional objectives and learning outcomes. 4 Workshop’s Learning Outcomes 6. Construct learning outcomes from learning objectives, in order to develop assessable learning outcomes for proposals. – Learning outcomes formula – Characteristics of good learning outcomes – Example learning outcomes 7. Map learning outcomes 5 First day sessions 6 First session Second session Third Session • General introduction to Learning Outcomes • The difference between Learning Outcomes and Objectives • The importance of Learning Outcomes Characteristics of Learning Outcomes National Qualifications Framework (NQF) Learning Domains and LOs Introduction • The Design phase of a typical curriculum development process (Analysis, Design, Development, Implementation, Evaluation) is largely concerned with developing clear learning outcomes and objectives. • It is important to recognize during this phase that there is a direct relationship between objectives and students assessments. 7 Introduction Set teaching content and skill objectives that are based on student and employer needs and the institutional mission statement • Set student learning outcomes • Design learning activities teaching methods • Evaluate results assessment 8 Learning Outcome are • Learning outcomes are broad goals that that describe what the – learners are supposed to know or be able to do and may be based upon: • the needs of the learner • the needs of society • what the learner should know about a particular subject 9 Learning Outcome are • What a STUDENT should learn as a result of a period of specified and supported study. • The ACHIEVEMENTS of the learner rather then the intentions of the teacher. 10 Learning Outcome are • Formal statements that articulate: • What students are able to do after instruction • Why students need to do this 11 Learning Outcome are • Are concerned with the learning of the student PERFORMANCE • What the student will be able to do • What the student will know and do • What the student will understand and do • Must be measurable or observable 12 Learning Outcomes Learning Outcomes begin with the end in mind. A learning outcome, according to Mager, has 3 parts: 1. A measurable verb 2. The important condition (if any) under which the performance is to occur and 3. The criterion of acceptable performance. 13 Objectives vs. Outcomes • The distinction between learning outcomes and learning objectives is not universally recognized. • Many instructors may find that the term ‘learning outcomes’ describes what they have already understood by the term ‘learning objectives.’ 14 Objectives and L.O. Teaching Objectives Knowledge and Skills (Content) 15 Learning Outcomes both Assessment Objectives vs. Outcomes • Learning objectives, for example, may outline the material the instructor intends to cover or the disciplinary questions the class will address. • By contrast, learning outcomes should focus on what the student should know and realistically be able to do by the end of an assignment, activity, class, or course 16 Objectives vs. Outcomes • learning outcomes, mean focusing on the application and integration of the course content from the perspective of the student. • learning outcomes can more explicitly and directly address expectations for student learning. 17 Objectives vs. Outcomes • Which dentist do you want working on your teeth? Student A: The student will know how to successfully drill cavities… Student B: The student earns 100% on the exam for drilling cavities…. 18 Student C: The student who successfully drills out cavities… What are the differences in knowledge and skill for learning? What is the same? What are the different teaching methods required? What different assessment methods are required? Student A Student B Student C Divide into student groups A, B, and C. Each group will answer these 3 questions and present their answers. 1. What kind of knowledge is required? 2. What teaching methods are required? 3. What assessment methods are required? 19 Objectives are… The primary building blocks of good curriculum design: They support the learning outcome in that each is a small step in arriving at what the learner is supposed to know or be able to do. Objectives 1. Define specific outcomes or competencies to be achieved in terms of skills, content mastery, attitudes, or values 2. Form the basis upon which to select or design instruction materials, content, or techniques 3. Provide the basis for determining or assessing when the instruction purpose has been accomplished 4. Provide a framework within which a learner can organize his efforts to complete the learning tasks The importance of LOs • It builds evidence for accountability, accreditation and improvement. – Show evidence of how well our students learn. – Use evidence for continuous improvement. 21 The importance of LOs • Know what you are doing • Know why you are doing it • Know what students are learning as a result • Changing because of that information 22 The importance of LOs • Shifting from: • Teaching to learning • Teaching effectiveness to learning results • Private affair to community property 23 Start Graduate Characteristics Content Objectives & Assessment Empirical or Observable Learning Outcomes Learning and Teaching Strategies Differentiated Instruction 24 Some benefits of learning outcomes 1. Select learning content objectives and skills 2. Development of instructional strategies that align with specific learning outcomes 3. Develop and select instructional materials that align with specific learning outcomes 4. Construct evaluation instruments for assessing student performance based on the learning outcomes. 5. Improve overall program and as a faculty. 25 Benefits of L.O. Student Needs Employment Needs Student Learning Outcomes Teacher Objectives Course Outcomes 26 Institutional Mission Program Outcomes NCAAA Characteristics of Learning Outcomes Session 2 27 CHEA says…. Learning Outcome knowledge, skills, and abilities that the STUDENT attains as a result of a learning experience, activity, or teaching. 28 Characteristics of Good Learning Outcomes 1. 2. 3. 4. Measurable/Assessable Clear to the student & instructor Integrated, developmental, transferable Use discipline-specific competencies or standards as a basis, not an end 5. Similar scope and scale 6. “In order to” gets to the uniqueness and real world application of the learning 7. Use a variety of learning domains 29 OBE Outcome-Based Education Outcome-based education is a method of 30 teaching that focuses on what students can actually do after they are taught. All curriculum and teaching decisions are made based on how best to facilitate the desired outcome. This leads to a planning process in reverse of traditional educational planning. The desired outcome is selected first and the curriculum is created to support the intended outcome. Learning Outcome Alignment 31 University College Programs DEPARTMENTS CLASS COURSES STUDENTS ASSESSMENT Learning Outcomes Alignment At ALL Levels Mission & Student Needs Flow to Highly Specified Knowledge & Skills Learning Outcome Process Elements of the Program Specification Process informed by: Start What’s the purpose of the program? Aims of the Program NCAAA NQF (domains of learning) Level Descriptors Learning Outcomes of the Program Subject Benchmarks Professional Body Requirements including: Knowledge & understanding Cognitive Skills Interpersonal Skills and Responsibility Communication, IT & Numerical Skills Psychomotor Skills 32 Program learning outcomes broken down by level to ensure incremental attainment over duration of course What should students know and be able to do on completion? Outcomes for level attained through: Attainment verified by: Grades awarded according to: Course learning outcomes Course assessment Assessment criteria Characteristics of a Graduate Are: Holders of a bachelor degree should have demonstrated: Knowledge of a comprehensive, coherent and systematic body of knowledge in a field of enquiry; The ability to investigate complex problems and develop creative solutions with limited guidance; The ability to use appropriate statistical techniques in the analysis and resolution of complex issues, and select and use the most appropriate mechanisms for communicating the results to a variety of audiences; Capacity to provide leadership and willingness to cooperate fully with others in joint projects and initiatives; 33 In the case of a professional program the full range of knowledge and skill required for effective practice in the profession concerned. Learning Outcomes…. be written in the future tense identify important learning requirements be achievable and assessable use clear language easily understandable to students 34 When writing outcomes, it may be useful to use the following expression: At the end of this program or course the student should be able to……. Then follow with a verb. Useful verbs are: Analyse; appraise; apply; calculate; choose; compare; contrast; create; criticise; demonstrate; derive; describe; design; develop; differentiate; discuss; explain; evaluate; extrapolate; formulate; identify; list; measure; name; plan; plot; postulate; predict; present; propose; recall; recognise; use; utilise; and WRITE Well written L.O. are…. Use a verb that indicates what the learner is expected to be able to do at the end of the period of learning; measurable or observable. Word(s) that indicate on what or with what the learner is acting. If the outcome is about skills then the word(s) may describe the way the skill is performed. 35 Word(s) that indicate the nature (in context or in terms of standard) of the performance required as evidence that the learning was achieved. A good L.O. is…. Active it describes what students can do Attractive students want to achieve it Comprehensible students know what it means Appropriate to the student’s current goals and career plans Attainable most students will mostly meet it, with due effort 36 A Good L.O. is …. Assessable we can verify if it has been achieved Visible observable and stated in the course booklet and on the Webb Good learning outcomes are scaffolding on which you and your students build their studies and their learning 37 Things to avoid… Avoid learning outcomes which are too broad in scope, such as ‘Recall the fundamental concepts of Structural, Mechanical and Electrical Engineering.’ Avoid learning outcomes which are too narrow in scope, such as ‘State the six categories in Bloom’s Taxonomy.’ 38 Avoid overloading your modules with too much ‘content’; knowledge and understanding outcomes emphasize what your students will be able to comprehend and explain, but this isn’t as important as being able to use the information through application, analysis, synthesis and evaluation. Scaffolding Examples Course Learning Outcomes …student will write a speech …student will give a speech …student will give a persuasive speech 39 Describe the differences compare and contrast. What teaching methods and assessments? What KPIs can be written for each of them?? Learning OUTCOMES ….are “performance of knowledge, skills, and attitudes embedded within them.” Attitudes??? 40 ATTITUDES Why do we teach ATTITUDES? What are the ATTITUDES that student performance outcomes expect? How do you teach attitudes? 41 Bubble Map + In the center circle write an attitude; a student need for a teacher course or a nursing course. In the connected circles write learning outcomes you want performed. On the lines outside each learning outcome circle write how to teach and asess this attitude for each learning outcome 42 Job Satisfaction Learning Outcomes Outcomes that are implied in both program or course specifications ….are things like employment, career mobility, enhanced income, improved lifestyle, opportunity, or fulfilled life. 43 Venn Diagram Activity Learning Outcomes vs Job Satisfaction Outcomes 44 Venn Diagram Learning Outcomes Job Satisfaction How do learning outcomes align with job satisfaction outcomes? 45 Reporting Learning Outcomes Program, Course, & Field Experience Specifications 5. Development of Learning Outcomes in Domains of Learning For each of the domains of learning shown below indicate: • The knowledge or skill the program is intended to develop and the level of that knowledge and skill. (as a guide see general descriptions of knowledge and skills in the National Qualifications Framework for the qualification level of this program; • The teaching strategies to be used in courses in the program to develop that knowledge and those skills. (This should be a general description of the approaches taken throughout the program but if particular responsibility is to be assigned to certain courses this should be indicated.); 46 • The methods of student assessment to be used in courses in the program to evaluate learning outcomes in the domain concerned. Program and Course Specifications: Five NQF Domains of Learning 1. 2. 3. 4. Knowledge (Content) Cognitive Skills Interpersonal Skill and Responsibility Communication, Information Technology and Numerical Skills 5. Psychomotor Skills (presented in Session 3) 47 Allocation of Responsibilities for Learning Outcomes to Courses √ Major Responsibility x Minor Responsibility (Note: Add additional sheets if necessary to provide for all required courses in the program including any courses offered by other departments) Learning Outcomes Course Code and Number Knowledge Facts Concepts, theories Procedures Cognitive Skills Apply skills Creative thinking and problem solving Interpersonal Skills and Responsibility Responsibility for own learning Group participation and leadership Act responsiblypersonal and professional situations Ethical standards of behavior Communication IT and Numerical Skills 48 Oral and written communication Use of IT Basic maths and statistics Psychomotor Skills Courses Allocation of Responsibilities for Learning Outcomes to Courses Cognitive Skills Apply skills when asked Creative thinking and problem solving Interpersonal Skills and Responsibility Responsibility for own learning Group participation and leadership Act responsibly-personal and professional situations Ethical standards of behavior Communication IT and Numerical Skills Oral and written communication Use of IT Basic maths and statistics √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ X X X X X X √ √ √ X X X √ X X X √ X X X √ √ √ √ PE 101 IAS 301 IAS 201 Profession al Writing Oral comm. Physical IAS 101 Practical Grammer rights in Islam IAS 322 IAS 212 Profession ethcs al Human English Engl 101&102 Engl 214 English 102 ICS 101 Chem 471 & chem. Chem 399 472 Math 101 &102 Phys 101 & Chem 331 & Chem 332 Chem 479 √ √ √ Computer prog. √ √ √ Chem seminar Chem Project Summer √ √ √ √ √ √ Inorg. Chem Chem 212 & Chem 311 √ √ √ Chem Qual org.chem Phys. Chem 201 & 202 Chem 303 Analysis chem Org. Chem 223 √ √ √ Anal chem Inst. Knowledge Facts Concepts, theories Procedures Chem 323 Courses Chem 101&102 Learning Outcomes Course Code and Number 49 Minor Responsibility Physics x training Calculus Major Responsibility General Chem √ √ √ √ X X X X X X X X X X X X X X X X X X X X X X X X √ √ √ X X X X X X X X X X X X X X X X X X X X X X X X √ √ √ √ √ X √ √ √ √ √ √ √ √ √ √ √ √ X √ √ √ X X X X X X X X X X √ X X √ X √ √ √ √ √ √ X X X X X X X X X X √ X X √ √ √ √ √ X √ √ X X X X X X X X X X √ X X √ X √ X X X √ √ X X X X X √ √ X X X √ X X √ √ √ √ √ √ √ X X X √ √ X X √ X X X X √ X X √ X X √ √ X X X X √ √ √ X X √ √ √ √ X X X X X X X X X X X X X X X X X √ √ √ X L.O. Curriculum Mapping Cu l Ma g Le O m 50 NCAAA National Qualifications Framework Learning Domains And Student Learning Outcomes Session 3 51 NQF The principal elements in the framework are: • Levels: numbered and linked to qualification titles to describe the increasing intellectual demand and complexity of learning expected as students progress to higher academic awards. • Credits Points: allocated to describe the amount of work or volume of learning expected for an academic award or units or other components of a program. • Domains of Learning: The broad categories of types of learning outcomes that a program is 52 intended to develop. LD and LOs Learning objectives can be written as teacher or curriculum centered content or they can be rewritten as student-centered learning outcomes. The teacher will... OR The student will…. Both learning objectives and outcomes must be measurable or observable. One assessment is for a teacher’s teaching and another assessment is for a student’s learning. 53 NQF Domains of Learning Outcomes Learning Outcomes are aligned with the five domains of learning provided in the National Qualification Framework. Domains of learning apply to both Program and Course learning outcomes 54 Keep in mind both Program & Course L.O.s Five Learning Domains, NQF • • • • Knowledge Cognitive skills interpersonal skills and responsibility Communication, information technology and numerical skills • Psychomotor skills 55 NCAAA Must use with Program, Course, and Field Experience Specifications templates Knowledge Knowledge: the ability to recall, understand, and present information, including: • knowledge of specific facts, • knowledge of concepts, principles and theories • Answers may be memorized or closely paraphrased from assigned material. • Define, list, name, recall • knowledge of procedures. 56 Cognitive Skills 57 Cognitive skills: the ability to: • apply conceptual understanding of concepts, principles, and theories • apply procedures involved in critical thinking and creative problem solving, both when asked to do so, and when faced with unanticipated new situations, • Investigate issues and problems in a field of study using a range of sources and draw valid conclusions. • Ability to comprehend the meaning of material. • Answers must be in the student’s own words while still using terminology appropriate to the course material. • Explain, summarize, distinguish between, restate Interpersonal Skills and Responsibility 58 Including the ability to: • Take responsibility for their own learning and continuing personal and professional development, • Work effectively in groups and exercise leadership when appropriate, • Act responsibly in personal and professional relationships, • Act ethically and consistently with high moral standards in personal and public forums. Communication, Information Technology and Numerical Skills 59 Including the ability to: • Communicate effectively in oral and written form, • Use information and communications technology, and • Use basic mathematical and statistical techniques. Psychomotor skills Psychomotor skills involving manual dexterity are 60 a fifth domain that applies only in some programs. • They are extremely important in some fields of study. For example very high levels of psychomotor skills are required for a surgeon, an artist, or a musician. • Since these psychomotor skills apply only to certain fields, and their nature varies widely, learning outcomes in this domain have not been described in the learning outcomes for each level in the Qualifications Framework for Higher Education. Program LO for NQF Domains of Learning Knowledge for Dentistry, Clinical techniques and procedures relative to the practice of dentistry • Principles of recording oral conditions and evaluating data • Infection control in the dental clinic • Prevention of oral diseases • Medical & therapeutics • Surgical approaches in the treatment of oral diseases • Restorative care Patient investigations in dental care • How to take a history • How to use special tests • How to make a diagnosis • How to develop treatment plans 61 Cognitive Skills. Program LO for NQF Domains of Learning Cognitive Skills for Business. 62 • Business and management degrees are strongly related to practice. There should be a strong link between the development of skills and the employability of graduates at appropriate levels. It is important that there are effective strategies for the development of work-related skills and that teaching staff are equipped to deliver them. • Graduates should be able to demonstrate a range of cognitive skills together with techniques specific to business and management. Graduates should be able to identify and use appropriate cognitive skills to deal with anticipated and unanticipated issues and problems in the business environment. • Skills of critical thinking, analysis and synthesis applying the knowledge and understanding of concepts and theories described in the knowledge category above to business problems This includes the capability to identify assumptions, evaluate statements by reference to relevant evidence, to detect false logic or reasoning, to identify implicit values, to utilize terms correctly and to generalize appropriately Program LO for NQF Domains of Learning • • • • • • 63 Effective problem solving and decision-making using appropriate quantitative and qualitative skills and applying the knowledge described above including identifying, formulating and solving business problems The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of business situations ability to apply numeracy and quantitative skills including data analysis, interpretation and extrapolation to issues and problems in business use of models to analyze business problems and phenomena ability to conduct research into business and management issues, either individually or as part of a team for projects, investigations and presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for this to inform the overall investigating, reporting and learning process ability to interpret accounting, business and economic data including material published in the business and financial press, in periodicals and on websites ability to anticipate the impact of information and communication technologies on business performance, and the ability to recognize and exploit the potential of new technologies Program LO for NQF Domains of Learning Interpersonal Skills & Responsibility for Teacher Education • • • • • 64 Have high expectations and a commitment that learners can achieve their full educational potential Cooperate and contribute as constructive members of teams in schools, applying these skills to improve the educational outcomes for all students Create a learning environment for students that encourages them to be involved in social and positive interaction, and become active and selfmotivated learners Possess the leadership and classroom management skills to maintain a cooperative and constructive learning environment Have the interpersonal skills required to develop the confidence and trust of their students when providing advice and support Program LO for NQF Domains of Learning Interpersonal Skills & Responsibility for Teacher Education • • • • • • • 65 Seek and use evidence based research in order to resolve difficulties and issues in their work as teachers Show initiative in identifying issues that may contribute to the further development of the school and work as an individual or on a team basis to address them Understand and appreciate the position of trust they are given by parents and the community Work within the legal and ethical framework and regulations expected of all teachers Model the positive values attitudes and behavior they expect from students Establish fair, respectful, trusting, supportive and constructive relationships with students and colleagues Regard all students as capable of learning and demonstrate a commitment to equity in their teaching practice Program LO for NQF Domains of Learning Communication, Information Technology and Numerical Skills for Engineering: 66 • Ability to communicate effectively, both orally and in written form using appropriate media, on complex engineering activities with the engineering community and with society at large. • Ability to understand and prepare effective reports. • Ability to prepare design documentation. • Ability to make effective presentations to different kinds of audiences. • Ability to give and receive clear instructions. – Ability to make sound judgments about the quality and reliability of information sources, for example information derived from the internet or from other reports. Program LO for NQF Domains of Learning Psychomotor skills for Nursing: 67 All items may be procedurally altered to take into account patient variance, age, gender, pregnancy and lactation, and predisposing conditions. • Assessment and therapeutics • Assessing skin integrity – Visual and manual • Assessing the Head and Neck – Use of an otoscope – Use of an ophthalmoscope – Use of tongue depressor Program LO for NQF Domains of Learning • • • • 68 Assessing the Thorax and Lungs – Use of a stethoscope (lung sounds) – Manual palpation, auscultation, percussion Cardiovascular Assessment – Use of a stethoscope (heart sounds) – Electrocardiogram Assessing the Abdomen – Use of a stethoscope (bowel sounds) – Manual palpation, auscultation, percussion – Fundal height – Fetal heart sounds Musculoskeletal and Neurological Assessment – Testing reflexes and muscle strength, range of motion – Testing balance – Manual palpation Program LO for NQF Domains of Learning • 69 Accurately measure, record and collect: – Temperature, pulse, respirations, and blood pressure – Anthropometry (measurement of body parameters) – Specimens from the nose and throat – Sputum specimen by suction- sputum specimen by expectoration – Blood pressure from lower extremity by auscultation – Electronic blood pressure – Venipuncture with Vacuum tube, Venipuncture with Syringe, and Blood Cultures – Oxygen Saturation with Pulse Oximetry – Urinalysis, (Urine Specimen Collection Midstream) – Blood glucose levels – Faecal analysis (stool specimen) – Obtaining Wound Cultures Program LO for NQF Domains of Learning • 70 Therapeutics – Eye Irrigations – Eye eversion – Ear Irrigations – Inserting an oral pharyngeal airway – Application of a sling, brace, splint, cast application and removal – Insertion of a peripheral intravenous device (intermittent and continuous infusion) – Regulating intravenous infusion flow rates – Maintenance of intravenous site – Administering intravenous medications – Transfusions of blood products – Suctioning – Endotracheal tube and tracheostomy care – Nasogastric Tube, inserting, irrigating, removing, checking placement. – Cardiopulmonary resuscitation, (Basic Life Support and Advanced Cardiac Life Support) • • • • 71 First aid procedures – Managing central venous lines – Mechanical ventilation – Applying control and restrain techniques Infection Control – Hand Hygiene – Using Disposable Clean Gloves – Applying Personal Protective Equipment (masks and gowns) – Preparing a Sterile Field – Sterile Gloving Activity and Mobility – Assisting with moving and positioning clients in bed – Transfer techniques (manual handling) – Assisting with ambulation Hygiene – Bathing, – Skin care – Oral Care – Hair Care – Foot and Nail Care • • • • • • • • 72 Nutrition – Feeding Dependent Clients – Aspiration techniques – Nasogastric intubatation – PEG feeding – Intravenous cannulation – Parenteral alimentation (subcutaneous, intramuscular and intravenous) – Monitoring Intake and Output Elimination Giving a bedpan and urinal Catheterization (external)- intermittent, indwelling, supra pubic, male/female. Catheter hygiene Administration of an enema Medication Administration Oral medications – Oxygen – Medication through a feeding tube – Applying topical medications – Instilling eye and ear medications – Using inhalers – Using nebulizers – Inserting rectal and vaginal medications • • • • • • • • • • • • • • 73 • Injections Reconstituting medications from a powder Mixing medications from a vial Subcutaneous injections Intramuscular injections Intradermal injections Intravenous injections Continuous subcutaneous medications Surgery – Physical skin preparation – Surgical hand antisepsis – Donning sterile gown and closed gloving – Providing surgical wound care – Measuring drainage devices – Removing staples and sutures (including applying Steri-Strips) Applications and use of specialized medical devices Applying Wound Dressings- pressure, closed, vacuum Applying Binders and Bandages Applications of Warm/ cold compresses- Moist/dry heat Using a bed- e.g. Air Suspension Bed, Air-Fluidized Bed, Rotokinetic Bed, Bariatric Bed Pump, monitors, and computer assisted devices. Thank you 74