Introduction to a possible outline of guidelines

Introduction to a possible outline of guidelines Mark Frederiks 30 October 2015

Guidelines for the Assessment and Demonstration of Achieved Learning Outcomes 2

Assessment and Demonstration of Achieved Learning Outcomes 3

LO in Bucharest Communique To consolidate the EHEA, meaningful implementation of learning outcomes is needed. The development, understanding and practical use of learning outcomes is crucial to the success of ECTS, the Diploma Supplement, recognition, qualifications frameworks and quality assurance all of which are interdependent. We call on institutions to further link study credits with both learning outcomes and student workload, and to include the attainment of learning outcomes in assessment procedures. 4

Qualifications frameworks Learning Outcomes Recognition ECTS Diploma Supplement Quality assurance 5

Learning outcomes are the linking pins between the Bologna Tools Assessment of attainment of learning outcomes is crucial BUT learning outcomes can only work if the ownership rests with academics/teachers and they are discussed with stakeholders (students, professional field) 6

How to write learning outcomes? Learning outcomes are statements of what a student should know, understand and/or be able to demonstrate after completion of a process of learning Focus on what you expect students to be able to demonstrate upon completion of the module or programme Start each outcome with an active verb: e.g. know, understand, learn, be familiar with, be exposed to, be acquainted with, be aware of Should be simply and clearly described Should be student-focused rather than teacher-focused Needs to be associated with workload (credits) Needs to be obtainable, measureable and validly assessed 5 8 learning outcomes per module Link module LOs to programme LOs 7

LO in QA and accreditation ECA publication (2013) with principles, recommendations and practices Mostly about intended LO but making connection with assessment and achieved LO, also in institutional accreditation 8

Principle 2 coherence of LO external references QF EHEA Other international/national QFs EQF singular Subject-/discipline-/field-specific QFs Intended LO NQFs knowledge, skills, competencies Programme LO Various demand-types Professional, occupation standards Accreditation standards (professional or regulatory bodies) Labels professional field academic community Implicit scientific requirements Subject benchmark statements Discipline-specific LO TUNING etc. ENQA Workshop Quality Assurance and Learning Outcomes, 9 10 Sept 2010, Vienna

Principle 5 consistency between LO - teaching & learning - assessment Aims Goals Objectives Teaching & Learning Activities ( how achieved ) Resources Content Teachers competences, staff training Services, support, administration Intended LO knowledge, skills, competencies Programme LO Extent, profoundness Workload Facilities, rooms, infrastructure Teaching methods Internal QA measures Learning methods Module sequence Assessment criteria Assessment methods Class size Assessment ( how demonstrated ) ENQA Workshop Quality Assurance and Learning Outcomes, 9 10 Sept 2010, Vienna

Learning outcomes in programmes 1 2 3 Intended learning Teaching and learning outcomes Achieved learning outcomes Programme Module x Module y Module z... Intended LOs Intended LOs Intended LOs Intended LOs... (C. &) LOs (C. &) LOs (C. &) LOs Assessment Assessment Assessment... Achieved? Achieved? Achieved? Achieved? What do you aim to do? What are you doing? What have you done? 11

Direct Observation Achieved Learning Outcomes Stakeholders Internal QA system 12

Messages from yesterday: common language Common language/vocabulary; clarify terminology LO are medium for communication about the education Working together requires understanding Translation between different languages/terminology may be needed 13

Messages from yesterday:stakeholders LO give the possibility for dialogue; LO are about the core, the heart of education Teachers have to be able to work with it Involving all stakeholders; academics/teachers, students, employers/professional field LO for students; what do they get out the course/programme? Including attitudes and personal characteristics in LO 14

Messages from yesterday: focus LO should be non-bureaucratic Not too detailed; not too exact LO can also justify the education offered; why do we exist? Focus on what is important Keep it simple and straightforward Note: remarks often more about LO as concept than about assessment of achieved LO, although practical examples were shown in case studies 15

What do you expect from the guidelines? a hands on how-to framework with best practice example that also address potential hurdles useable for all programmes, supportive, not prescriptive use of LO s in internal and external QA evidence based; result of peer learning/interaction and consensus building they should be easy to understand and applicable in many countries 16

What do you expect from the guidelines? (cont.) a handbook of solid examples, suggestions and best practices the promotion of a culture of evidence information on the key role of direct evidence of the student s performance in the assessment and presentation of ALO s information on the implementation of a system approach to the use of ALO s which allows comparison between different schools and programmes or fields of study 17

Reflections Lot of discussion on LO as such, not always about assessment and demonstration of achieved LO Are real Guidelines possible after this PLE or is this a bridge too far? More examples from HEIs, from different countries on assessment/demonstration of achieved LO needed; survey? Analysing and discussing results of survey; then deciding on Guidelines? Making a start now with publishing presented case studies and main results of discussions? 18