A Programme defines study or learning required to achieve an award or qualification A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module. Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.

1. Professor Dr. Md. Nazrul Islam
Director, IQAC. SAU, Sylhet

2. 2
“University standards are becoming diluted
and there is a fuzziness about what faculty
teach and what is expected from students.”

3. 3
Harden, R.M. (2001). AMEE Guide
No. 21. Curriculum mapping:
a tool for transparent and authentic
teaching and learning.
Medical Teacher, 23 (2), 123-137.
Hobson, E.H. (2005). Changing pedagogy.
Presentation at SACS-COC Institute on Quality
Enhancement and Accreditation,
Orlando, FL, July 24-27, 2005.

4. 4
 A Programme defines study or learning required to achieve an
award or qualification
 A Programme Specification is required by the QAA for each
award or qualification and defines the threshold learning
outcomes for the programme
 A Programme comprises a number of Modules each of which is
separately assessed and earns credit when successfully
completed
 Using the outcomes model each Module Description defines
the intended (threshold?) learning outcomes, the syllabus
coverage and the assessment methods and criteria for the
module.
 Achievement of Module Learning Outcome should contribute
to a student’s satisfaction of the programme learning
outcomes

5. 5
 Traditionally an academic would first define the syllabus
coverage, then develop how its taught and finally determine the
method of assessing the student’s absorption of the material.
 The outcome-based model has three interconnected
components:
1. An explicit statement of learning intent (intended learning
outcome) which focuses on what the student is expected to know
and be able to do by the end of the module, expressed in a form
that permits their achievement to be demonstrated and measured
2. The processes and resources to enable the outcomes to be
achieved and demonstrated (curriculum, teaching, learning
methods and materials, assessment and support and guidance
methods)
3. The criteria for assessing whether the intended learning outcomes
have been achieved and for differentiating the performance of
students.
 They are dependent on the “level” at which the module is
targeted

6. 6
6 Evaluation Ability to make a judgement of the worth of
something
5 Synthesis Ability to combine separate elements into a whole
4 Analysis Ability to break a problem into its constituent parts
and establish the relationships between each one
3 Application Ability to apply rephrased knowledge in a novel
situation
2 Manipulation Ability to rephrase knowledge
1 Knowledge That which can be recalled

7.  Specific learning outcomes lead to:
More measurable outcomes
Better assessment
Higher quality feedback
Improved courses and programs
Improved student learning and achievement

8. Intended
Learning
Outcomes of
the Lesson
Intended
Learning
Outcomes of
the Unit
Intended
Learning
Outcomes of
the Course
Deliver Forward
Design Backward
Alignment Within Courses

9. Bloom’s Taxonomy
◦ Knowledge
◦ Comprehension
◦ Application
◦ Analysis
◦ Synthesis
◦ Evaluation

10.  Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 Define; state; list;
 Explain; restate;
sort; interpret
 Use; demonstrate;
solve; practice
 Diagram; compare;
discriminate; test
 Design; formulate;
manage; create
 Assess; predict;
defend; argue

11. Declared
Curriculum Taught
Curriculum
Learned
Curriculum

12. Declared
Curriculum Taught
Curriculum
Learned
Curriculum

13. Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

14. Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Making decisions and supporting views;
requires an understanding of values
Combining information to form a unique
product; requires creativity and originality
Identifying components; determining
arrangements, logic, and semantics
Using information to solve problems;
transforming abstract or theoretical ideas to
practical situations; identifying connections
and relationships
Restating in your own words; paraphrasing,
summarizing, translating
Memorizing verbatim information; being
able to remember, but not necessarily truly
understanding the material

15. Knowledge Comprehension Application
Define translate interpret
Repeat restate apply
Record discuss use
List recognize demonstrate
Recall explain practice
Name identify illustrate
Relate locate operate
Tell report schedule
Quote review calculate
Label express complete
Name summarize show
describe solve
interpret examine
predict modify
distinguish change
differentiate relate
classify

16. Analysis Synthesis Evaluation
distinguish compose judge
analyze plan appraise
differentiate propose evaluate
appraise design rate
calculate formulate compare
categorize arrange value
experiment assemble revise
test collect score
compare construct select
contract organize choose
diagram manage assess
relate prepare estimate
solve combine measure
examine modify decide
separate substitute rank
classify recommend
arrange
divide
select

17. Know
Familiarize
Gain knowledge of
Comprehend
Study
Cover
Understand
Be aware
Learn
Appreciate
Become acquainted with
Realize

18.  Audience
◦ Who will be performing the behavior?
 Behavior
◦ What behavior will the learner be able
to do?
 Condition
◦ Under what conditions do you want
the learner to be able to do it?
 Degree
◦ How well must it be done?

19.  Identify who will be learning
◦ The learner
◦ The staff member
◦ The student
◦ The participant
◦ The trainee

20.  Should be an action verb indicating what the
learner will be able to do
 Should be something that can be seen or
heard

21.  State the conditions you will impose when
learners are demonstrating their mastery of
the objective
 Under what conditions must the mastery of
skill occur?

22.  A degree or criterion is the standard by which
the performance is evaluated
◦ Accuracy
◦ Speed
◦ Standard
◦ Permissible errors
◦ Degree of excellence

23. Know how to perform research
The student will demonstrate the ability to
perform research by successfully completing
a research paper according to the criteria
outlined by the instructor with 85% accuracy.

24.  Statements that describe the
expected accomplishments of
graduates after graduation

25. What are learning
outcomes?
Learning outcomes are specific
statements of what learners will
be able to do (action verb) under
what conditions (by the end of
the course).

26.  statements that describe what
students are expected to know,
think, and able to do by the time
of graduation

27.  Think of the “ideal” students or
graduates
 What students know?
 What students can do?
 What students care about (think)?

28.  Broad
 Long-term
 What do we expect our graduates to
accomplish in broader society as a
result of program’s education?
 3~5 per program

29.  Program/course objectives are general goals that
define what it means to be an effective
program/course. They are general, indefinite, and
not intended to be measured. They set the overall
agenda for the program/course.
 Student learning outcomes are specific results the
program/course seeks to achieve in order to attain
the general goals defined in the objectives.
Outcomes are definite and intended to be
measured. They establish the particular means by
which the agenda (as defined by objectives) is
achieved. The achievement of outcomes is
evidence that our students are learning.

30.  Specific
 Measurable
 Achievable
 3~8 per program

31.  Aligned with mission statements
 Program level
 Stated from student perspective
 Intended learning outcomes (will)
 Specific
 Can be measured by multiple
methods

32. Students will
DO WHAT
(how)

33. Type Level
Cognitive 6
Knowledge ~ Evaluation
Affective 5
Receiving ~ Characterization by value
Psychomotor/Skill 7
Perception ~ Origination

34. student-focused rather than professor
focused
focused on the learning resulting from an
activity rather than on the activity itself
focused on skills and abilities central to the
discipline and based on professional
standards of excellence
general enough to capture important
learning but clear and specific enough to be
measurable
focused on aspects of learning that will
develop and endure but that can be assessed
in some form now

35. Learning outcomes are written in language to
demonstrate that students achieve higher
order levels of thinking (Bloom’s taxonomy)
Remember Define, list, describe, label, state
Understand Classify, describe, discuss, explain,
identify, locate, recognize, report,
select, translate, paraphrase
Apply Choose, demonstrate, dramatize,
employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write.
Analyze Appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test
Evaluate Appraise, argue, defend, judge, select,
support, value, evaluate
Create Assemble, construct, create, design,
develop, formulate, write

36. 36
 Verbs which require evidence of knowing:
◦ Be aware of, define, describe, extract, identify, know, label, list,
match, measure, name, organise, outline, present, recall,
recognise, recount, relate, repeat, select, state, underline, write.
 Verbs which require evidence of comprehension:
◦ Clarify, classify, compare, comprehend, contrast, convert, defend,
describe, discuss, distinguish, estimate, exemplify, explain,
express, extend, find, formulate, generalise, give examples of,
identify, illustrate, indicate, infer, interpret, judge, justify, name,
paraphrase, perform, predict, present, report, represent, restate,
rewrite, select, summarise, translate, understand.
 Verbs which require evidence of knowledge / understanding:
◦ Apply, arrange, assess, change, choose, compute, construct,
demonstrate, discover, draw (up), exemplify, explain how, find,
give examples, illustrate, manipulate, modify, operate, order,
practice, predict, prepare, produce, relate, select, show, solve,
use, verify

37. LTSN Workshop at University of
Essex
26th June 2003 37
 Verbs which require evidence of analysis:
◦ analyse, break down, calculate, categorise, compare, conclude,
contrast, criticise, devote, diagnose, differentiate, distinguish
between, divide, elucidate, evaluate, examine, identify, illustrate
how, infer, justify, outline, point out, precis, question, recognise,
relate, resolve, select, separate, subdivide.
 Verbs which require evidence of synthesis:
◦ account for, alter, argue, build up, combine, compile, compose,
conclude, create, derive, design, develop, devise, engender,
enlarge, explain, formulate, generalise, generate, integrate,
manage, modify, order, organise, plan, prepare, present, produce,
propose, put together, rearrange, reconstruct, relate, reorganise,
report, restate, revise, select, structure, suggest, summarise,
synthesise, teach, tell, write.
 Verbs which require evidence of evaluation
◦ appraise, assess, choose, compare, conclude, contrast, criticise,
defend, describe how, determine, discriminate, estimate, evaluate,
judge, justify, measure, question, rate, value.

38.  Know what to expect
 Understand what the course
requires
 Recognize what they will be able to
do at the end

39. ◦ Organize the course
◦ Plan activities and assignments
◦ Plan assessments
To achieve the desired outcomes.

40.  Using vague terms, such as:
◦ Appreciate
◦ Become aware of
◦ Become familiar with
◦ Develop
◦ Know
◦ Learn
◦ Understand
 Describing action taken by someone other
than the learner.
◦ “The program will...” or
◦ “The course will…”

41.  Students will understand
Erikson’s developmental
stages.
 Students will be familiar
with the major sociological
perspectives and how they
relate to their daily lives.
 Students will develop the
skills necessary for
conducting research in the
natural sciences.
 Students will identify and
summarize each of
Erikson’s stages of
development.
 Students will describe each
of the major sociological
perspectives and will
illustrate how each
perspective relates to
events in their daily lives.
 Students will design,
conduct, and analyze a
research project using
appropriate scientific theory
and methodology

42.  Three primary domains for classifying
educational goals:
◦ Cognitive (knowledge)
◦ Affective (attitudes)
◦ Psychomotor (skills)

43.  There are 6 categories, listed hierarchically
from simplest to most complex
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

44. Note: While this worksheet accommodates 7 learning outcomes, your specific course will most likely have more than this single worksheet
can accommodate. The purpose of the worksheet is to provide a framework and not set parameters.
2.b.1. Outcome
1.c.1. Outcome
2.a Outcome
2. Introduce
students to
descriptive
statistics
1.c Test for difference
between means
X
1.b.1. Outcome1.b Apply to
confidence
intervals
X1.a.2. Describe three
key distributions
X1.a.1. Define the three
tenets of the Central
Limit Theorem
1.a learn the
conceptual
foundations of
inference
1. Introduce
students to
inferential
statistics
Eval-
uation
Syn-
thesis
Anal-
ysis
Appli-
cation
Com-
prehen-
sion
Know-
ledge
Bloom's Taxonomy of Cognitive
Categories
Student Learning
Outcomes
Unit/Lesson
Learning
Outcomes
Course
Goals/Objectives
2.b
Outcome
2.a.1. Outcome
1.a.2. Combine to
explain the relationship
between the three
distributions

45. Course-Level
Learning
Outcomes
Teaching and
Learning Activities
Assessments
of Student
Learning
Alignment within a Given Course

46. Teaching and
Learning
Activities
Learning
Goals
Feedback and
Assessment
A model of course design
(Adopted from Fink, 2003)

47. Intended
Learning
Outcomes of
the Lesson
Intended
Learning
Outcomes of
the Unit
Intended
Learning
Outcomes of
the Course
Intended
Learning
Outcomes of
the Academic
Program
Intended
Learning
Outcomes of
the Institution
Deliver Forward
Design Backward
Alignment Between Course Outcomes
and Institutional Outcomes

48.  Pre-test and Post-test
 Comprehensive Final
 Selected questions from tests or quizzes
 Projects

49. Evaluation’s most
important purpose is
not to prove but to
improve. (Platt)

51. 1. In teaching, what ultimately
matters is not what is taught, but
what is learned;
2. Therefore, teachers would do well
to set their course objectives in
terms of learning outcomes;

52. ‘The logic is stunningly obvious:
Say what you want students to be
able to do, teach them to do it
and then see if they can, in fact,
do it.’

53.  Group activities will typically take the form of:
(i) reading and listening to reports on the latest
current events;
(ii) discussion of the reported event(s) in small
groups, followed by a general discussion;
(iii) Students bringing in news items of their own
choice and reporting on them to the class, followed
by a discussion (depending on the class’ interest).
 Other activities will include
(i) individual students making a 5-minute oral
presentation on a particular current event, and giving
a personal commentary or analysis of it;
(ii) group debates on controversial current issues;
(iii) written essays on topics of current interest.

54.  Can you think of a course in your
program that heavily requires
communication skill?
 How do you usually assess it? What kind
of assignments or tasks students have?
◦ Essay, Presentation, Discussion, Report…………?
 What do you look for in assessment?
◦ organization, clarity, analysis, evaluation, grammar…..?

55.  Discuss about and come up with Educational
Objectives
 Write down the list of Educational Objectives that
your program agreed on as finals
 Discuss about and come up with Learning
Outcomes
 Write down the list of Learning Outcomes that
your program agreed on as finals
 For each LO, use worksheets to create
performance criteria
 Write the selected performance criteria on the
Matrix “performance criteria” column