The document discusses learning outcomes and their role in higher education. It defines learning outcomes as statements that describe what a student should know, understand, or be able to do by the end of a program or module. Learning outcomes are written at the micro, meso, and macro levels. At the program level, learning outcomes focus on knowledge, skills, and transferable skills. Critics argue that learning outcomes diminish the open-ended nature of learning and reduce the relationship between teachers and students. However, learning outcomes also provide clarity for students and employers and help with quality assurance. Overall, more evidence is still needed on the impacts of learning outcomes.
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
TSLB3033 Principles and Practice in English Language Teaching - Assessment of...Kelvin WC
Bachelor of Teaching Programme (PISMP)
Teaching of English as a Second Language (TESL)
TSLB3033 Principles and Practice in English Language Teaching
Topic 8 : Purpose Of Assessment In English Language Teaching
Assessment of Learning
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Principles of Assessment Practice
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
TSLB3033 Principles and Practice in English Language Teaching - Assessment of...Kelvin WC
Bachelor of Teaching Programme (PISMP)
Teaching of English as a Second Language (TESL)
TSLB3033 Principles and Practice in English Language Teaching
Topic 8 : Purpose Of Assessment In English Language Teaching
Assessment of Learning
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Principles of Assessment Practice
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
Slides from EDEN webinar on the need to move from projects to sustainable policy at national, provincial and regional levels across the wide range of open education dimensions.
This presentation at the Hellenic Open University Symposium on Open Universities in November 2015 sets out an argument for concern that the forward march of open universities in Europe may be threatened. The need for capacity for Higher Education in the developing countries, proposed by the UN Sustainable Development Goals, will need a radical transformation of quality and student success in order for ODEL and open universities to play a full role.
This presentation examines the challenges for the distance and e-learning community to become prisoners of our own identity if we fail to understand the changing landscape from distance learning to open education. Distance and e-;learning is no longer an independent field, but an important part of a larger field of open education.
Inaugural presentation as Visiting Professor at Aarhus University, Herning, Denmark, on the task of building a Scholarship profile at a teaching focused campus
1. Learning Outcomes: designed to
support learning?
Alan Tait
Professor of Distance Education and Development
Thompson Rivers University
2. What is a learning outcome?
The specific intentions of a programme or module, written in
specific terms. They describe what a student should know,
understand or be able to do at the end of a programme or
module.
University of Central England, Staff Development Unit
Thompson Rivers University
3. Learning outcome levels
Micro
Meso
Macro
Programme specification: ‘a precise description of the
intended learning outcomes of a higher education
programme, and the means by which the outcomes are
achieved and demonstrated.’
QAA 2007 Outcomes from institutional audit, the adoption and use of learning outcomes
Thompson Rivers University
4. Module level
Identify aims of module
Write learning outcomes
Design assessment task
Define assessment criteria
Develop learning and teaching strategy
Review and improve
Thompson Rivers University
5. Module outcome format
‘on successful completion of this module students will be able
to…’
Thompson Rivers University
6. At Programme level
Knowledge and understanding
Intellectual skills (being able to able to make use of knowledge
and understanding
Practical skills
Key/transferable skills (communication; problem solving; self-
evaluation)
Thompson Rivers University
7. Programme outcome format
‘A successful student from this Programme will be able to..’
Thompson Rivers University
8. The role of the Quality
Assurance Agency
Assuring Quality and standards in UK Higher Education
Through audit
Peer review
Thompson Rivers University
9. QAA Quality Code for HE
Indicators of sound practice (since about 10 years)
Indicator 2
Learning and teaching activities and associated resources
provide every student with an equal and effective
opportunity to achieve the intended learning outcomes.
QAA UK Quality code for HE
Thompson Rivers University
10. QAA link of LO’s to assessment
Once determined, the learning outcomes for the programme of
study map directly to the summative assessment, with the
assessment methods being appropriate to offer every
student an equal opportunity to demonstrate their
achievement of the intended learning outcomes irrespective
of how and where the student has studied (see Chapter B6:
Assessment of students of the Quality Code).17
Thompson Rivers University
11. Frank Furedi’s critique
Yet learning outcomes are not just another banal
instrument deployed to monitor and quantify the
achievements of students. The very purpose of this
organisational instrument is to accomplish a shift in
emphasis from learning to outcomes. This is a technique
through which a utilitarian ethos to academic life serves
to diminish what would otherwise be an open-ended
experience for student and teacher alike.
Times Higher 29 November 2012 Thompson Rivers University
12. Furedi’s four arguments
1 LO’s Disrupts relationship between teacher and student
2 Diminish or exclude unexpected in learning
3 Diminish judgement and professionalism of teaching
4 Create cynicism
Thompson Rivers University
13. What about the student?
Assists understanding of what will be learned
And capacity to explain that to employers
Thompson Rivers University
14. And the teacher?
Assists in making clear what is to be taught
And how learning is to be organised
Thompson Rivers University
15. And the employer?
Who should have a clearer idea of what the organisation can
assume the student knows or can do
Thompson Rivers University
16. And Quality?
Assists both internal and external quality assurance of
organisation of teaching, by making organisation of learning
and teaching explicit, and therefore open to review
Thompson Rivers University