The document discusses intended learning outcomes (ILOs). ILOs describe what students will be able to do after a learning activity, such as a lecture or program. ILOs must be clearly described. Assessing ILOs provides information to improve instruction and demonstrate the effectiveness of educational programs by evaluating what students have learned and are able to do in terms of knowledge, thinking, and skills. Assessment techniques include standardized tests, course assignments, portfolios, performances, capstone projects, and surveys.

2. Output and Outcomes
• Output is the direct product of any activity
that is delivered for example the number of
classes taught.
• Outcome is the benefit or the change for
participants after the activity for example
acquiring new knowledge and increased skills.

3. What are Intended Learning outcomes
An outcome is simply a result or consequence
of an action or process.
Learning outcomes are statements of what is
expected that a student will be able to DO as a
result of a learning activity….(Jenkins and
Unwin).
The Intended Learning Outcomes (ILOs) is a
statements describing what students know,
understand, and can do with their knowledge

4. What are Intended Learning outcomes
• The learning activity could be, a lecture, a
module or an entire programme.
• Learning outcomes must be simply and clearly
described.
• Intended learning outcomes lay the
groundwork for a meaningful assessment.

5. What are Intended Learning outcomes
From the definition of Learning Outcome we see:
• Emphasis on the learner.
• Emphasis on the learner’s ability to do something

6. Intended Learning outcomes

7. • When students know what is expected of them,
they tend to focus their studying time and energy
better, thus improving learning.

8. Assessing student learning outcomes can provide
information to students on their strengths and
weaknesses in relationship to specific learning
dimensions.

9. Assessing student learning outcomes can provide
faculty with information that can be used to
improve educational programs and demonstrate
their effectiveness.

10. Most Important: Assessing Intended
Learning Outcomes
• Focus is on assessing what are students are able to:
– Know (cognitive),
– Think (attitudinal)
– Do (behavioral)
as a result of the educational program.
• Purpose: To obtain information that can be used by program
faculty to answer the following questions:
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–
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Are our students learning what we think is important?
Are they learning what they need to succeed in this field or profession?
Are we improving in our ability to help students learn?
Should our curriculum or teaching strategies be modified?
Are there other techniques or additional resources that would help our
students learn more effectively?

11. Intended Learning Outcome
Assessment Techniques
Standardized tests (nationally-constructed or department based
to assess cognitive achievement)
Course-embedded assessment (uses exams, class activities, and
assignments)
Portfolio analysis (collection of student work)
Performance-based measures (activities such as writing an
essay, making a presentation, completing a problem-solving
exercise, giving a performance, and simulations)
Capstone courses (special courses for research projects )
Surveys, interviews, and focus groups of students, alumni, and
employers
Institutional data on graduation and retention

12. Thank You