2. The clearer it is for the learners what is expected of them, and the
better they understand their role and the criteria to be used to
determine whether they were successful or not, the more efficient
their learning will be.
(Diamond, 1998)
3. Learning outcomes
Statements of what a learner will know, understand, and/or
will be able to demonstrate at the end of a learning
experience, as well as the description of specific
intellectual and practical skills acquired or demonstrated by
successfully completing a learning unit or a qualification.
Learning outcomes, along with the assessment criteria,
determine the minimum requirements to obtain credits.
4. Characteristics of the Learning Outcome approach
Learning outcomes are an explicit identification of
integrated knowledge, skills and competences;
They do not describe the learning process;
They do not refer to intentions, goals and tasks of
instructors (teachers, trainers etc.),
They are not a short overview of the education/training
programme contents;
Learning outcomes describe the results of the learning
process!
Learning results
5. Applies appropriate ICT skills in order to predict
demographic trends;
Develops the understanding of cultural diversity in
the workplace;
Understands nine reasons to run a needs analysis;
Is presented in written form to diverse professional
academic public.
6. Why are learning outcomes important?
They define the type and scope of learning the learner is
expected to achieve;
They provide an objective assessment criterion/measure;
They clearly specify what is expected of a learner;
They list the learners’ competences to potential
employers.
7.
8. Why are learning outcomes important
They help define coherent learning units;
Focus has moved from the process to the results of
learning;
Easier assessment of learners’ achievements;
They facilitate the guidance of learners, and help them
understand the expected results of learning.
9. Ishodi učenja
__________
• Funkcionalna znanja
• Profesionalne i kognitivne vještine
• Kompetencije (nivo samostalnosti i
odgovornosti)
Ishod
učenja
Ishod
učenja
Ishod
učenja
Learning outcome qualification unit qualification
Units of qualification/learning
MQF
qualification
10. Formulating/writing learning outcomes
What do we want the learners to achieve?
How will we know that they achieved it?
Learning outcomes
should not describe the
route to achieving the
learning results, but the
results themselves:
Learning outcomes describe what a
candidate should be able to
demonstrate:
• Reflection, knowledge (cognitive
domain),
• Work, skills (psychomotoric domain),
• Feelings, attitudes (affective domain).
• Activities can be seen
(observed),
• Activities have to be
measurable,
• Learners have to be able
to perform the activites
stated in the LOs.
11. Criteria for formulating/writing learning outcomes
Learning outcomes describe outcomes, not the process of
learning,
Each outcome starts with an action verb, reflecting the
level of necessary learning,
Outcomes need to be written in terms of what a learner is
able to demonstrate,
They should reflect knowledge, skills and competences
(independence and responsibility) in an appropriate
scope,
Include outcomes that refer to key competences,
The language used to write LOs should be clear and
understandable. Avoid technical expressions!
12. Formulating/writing learning outcomes
Action verbs
To write learning outcomes, we need to
choose an action verb denoting an
action that will result in obvious
behaviour
Statements need to be short and focused
Design
Categorize
Use
Prepare
Adapt
Be aware
Be familiar with
Know
Understand
13. Formulating/writing learning outcomes
Learning elements in terms
of learning outcomes
Allocate active verbs
to learning elements
Transfer needs to
learning elements
Attitudes
Needs
Practical skills
Intellectual skills
Psychomotoric
domain
Affective domain
Knowledge and
understanding Cognitive
domain
14. The System of learning outcomes
What to do?
Learning outcomes
Under what conditions?
How well should it be done?
Behaviour
Conditions
Criteria
Action verbs: Cognitive,
psychomotoric, affective
Example: ‘In the classroom
context, learners will be able,
through the use of appropriate
examples, to demonstrate and
evaluate.’
Condition– In the
classroom context
Behaviour –
Demonstration and
evaluation
Criteria – Appropriate
examples
15. Formulating/writing learning outcomes
•Every important area of learning must be included while
writing learning outcomes for a qualification,
•One learning outcome can be a combination of general,
professional and key competencies,
16. Examples of key competences that should be included
in the learning outcomes
To obtain a qualification, the learner should be able
to demonstrate:
• Research skills, including the ability to define
problems, to find ways of solving them, collect
information and evaluate them;
•Critical thinking and problem-solving skills;
• Inititiative and entrepreneuership;
• Team work and leadership skills etc.
17.
18. The Law on the Montenegrin Qualification Framework
This Law regulates the National Qualifications Framework, levels
and sub-levels of qualifications, types of qualifications, volume of
qualifications, as well as bodies for proposing, adoption and
classification of qualifications.
Glossary: Learning outcomes are statements confirming what a learner
knows, understands and is able to do at the end of the learning process,
regardless of the way of learning. They are defined through knowledge,
skills and competences.
Principles: One of the founding principles of the Framework is that
learning outcomes are reflected through knowledge, skills and
competences.
Goals: One of the goals of the Framework is to define clear learning
outcomes.
