This document discusses the concept of triangulation in teaching, assessment, and learning outcomes. It defines triangulation as collecting evidence of student learning from conversations (intended learning outcomes), observations (teaching methods), and products (assessments). The document emphasizes the need to establish clear links between these three elements. It provides examples of mapping intended learning outcomes to specific teaching strategies and assessment methods. The conclusion is that faculty need education on developing intended learning outcomes, incorporating innovative teaching methods focused on the outcomes, and using assessment based on the outcomes from multiple sources.

1. Triangulation in Teaching,
Assessment and Learning
Outcomes
Sheema Haider
Director QEC
Indus University
Date: 7 December 2016

2. Outline of the Session
• Quality Assurance
• What is Triangulation
• ILOs, Teaching & Assessment Methodology
• Establishing link
• Conclusion.

3. What is Quality Assurance
• Quality assurance refers to the mechanisms and
procedures adopted by providers to assure a given
quality, or the continued improvement of quality.
• It is the process through which a provider assures
itself and its stakeholders that it consistently reaches
the highest standards possible, in all aspects of its
activities

4. What is Triangulation??
Triangulation is a process by which a teacher collects evidence about student
learning; this evidence is collected from three different sources. These sources
are conversations (ILOs), observations (Teaching/Methodologies), and
products (Assessments)
ILOs
Teaching Assessment

5. Popular Trends in Teaching
• Following the popular trends.
• (OBE, PLOs, Curriculum Revision)
• Including innovation or essential elements with
little or no connections
• (ILOs, CLOs, Innovative Assessment)
• Practicing without knowing why or how
• Examples:
• SAR, ILOs, Course Report, PLOs

6. POs & ILOs
• POs : are statement that defined what students are expected to know and be able to perform or
attain by the time of graduation
• PLOs Defined
• Program learning outcomes are statements that describe what learners will know and be able to
do when they graduate from a program. They are closely linked to the credential framework
and program standards set by the
• Example of PO
• Students can able to solve complex engineering problems, design & develop components after
intense research /case based for public & health products .
• ILOs Defined
• Intended Learning Outcomes or in short ILOs.
• Also referred as LOs, DLOs, CLOs, PLOs, SLOs etc.
• It is an essential element of Program Specification, Curriculum Document, Course Specification.

7. Examples of ILOs
• At the end of the course/program, Students will be
able to:
• Produce various evidenced based Business plans for
increasing productivity in simulated business contexts.
• Write business letters and reports effectively within a
simulated/case based scenario.

8. Teaching Methods
• Most neglected element in our teaching and learning context.
• No orientation provided to new faculty.
• RESULT:
• Every teacher teaches the way he was taught or they way he was inspired.
• Teaching methods include: lecture, debate, small group work, whole group and
small group discussion, research activities, lab demonstrations, projects, debates,
role playing, case studies, guest speakers, memorization, humor, individual
presentation, brainstorming etc. (NCAAA CS Doc)
• http://www.assess.com/citas/

9. Assessment Defined
• Third pillar and most important one.
• Mostly taken for granted either due to system or lack of
knowledge.
• Every teachers follows how he was assessed during his
academic life.
• Resistance to change is common.

10. Assessment Methods
• Formative Assessment (CAT)
• Classroom Assessment focusing on the learning taking
place.
• Formulation of concept (Obsolete)
• More than 15 Techniques available to implement after
lecture.
• Concept making after lecture
• Muddiest Point ( What you like & don’t like about lecture)
• RQCSC Techniques
• R= Recall
• Q=Question
• S=Summarize
• C=Comment
• C=Connect (Real Life example)

11. Assessment Methods
• Summative Assessment: (Compulsory)
• Administrative and used for grading.
• Assessment that shows what students have learned.
• Test , Quiz , Midterm etc
EACH ILO MUST BE LINKED WITH TEACHING STRATEGIES
• SETTING PAPER
• Level 1: Assignments /Quizzes
• Level 2: Assessing results/ each question against each students
(ILOs)

12. Triangulation in Assessment

13. What is Triangulation??
ILOs
Teaching Assessment

14. Need for Triangulation
• At present, almost all HEIs are insisting faculty to:
• Develop ILOs
• Introduce innovative methods of teaching
• Use Effective Assessment Tools
• The ISSUE is:
• There is no coordination among all these three element.
(Example of a Course Outline)

15. Need for Triangulation (Contd..)
• There is no/little use of writing ILOs unless you know:
• How to imbed them in students
• How to assess whether learning has taken place or not.

16. Need for Triangulation (Contd..)
• There is no/little use of Introducing innovative
teaching strategies unless you know:
• What learning outcomes you are trying to achieve.
• How well students can perform as a result of innovation.

17. Need for Triangulation (Contd..)
• There is no/little use of using multiple assessment
techniques you know:
• Whether or not your teaching was consistent with learning
outcomes
• Whether or not your learning outcomes are aligned with the
type of assessment.
• The Reason to Develop OBE ( OUTCOME BASED
EDUCATION)

18. OBE - TRIANGULATION
• What is outcomes based teaching and learning?
• OBTL is a student-centred approach for the delivery
of educational programmes. The curriculum topics
in a programme and courses are expressed clearly as
the intended outcomes for you to achieve. Teaching
is then designed to directly facilitate you to achieve
those outcomes.

19. Institutional Mission
Statement Stake holders
Program Objectives
Program Outcomes
Knowledge , skills ,graduate attitude
Outcome -related course learning objectives
Ability to: explain, calculate , derive design
Assessment of attainment Level
Continual Improvement

20. OBE- Mapping (CO)

21. OBE- Mapping (CO) Cont..

22. OBE- Mapping (CO) Cont..

23. OBE- Mapping (CO) Cont..

24. OBE- Mapping (CO) Cont..

25. OBE- Mapping (CO) Cont..

26. How well you Know Whether they
achieve it or not?
• Formative Assessment
• Summative Assessment
• Course Assessment
• Program Assessment
• Assessment Tools
• Direct & Indirect Assessment

27. ASSESSMENT /EVALUATION
TOOLS
• Exit surveys , Exit interviews (P)
• Alumni survey and interviews (P)
• Employer surveys and interviews (P)
• Job offers , starting salaries ( relative to national benchmark)
• Admission to graduate schools (P)
• Performance in group and internship assignments (P,C)
• Assignments , reports and case in capstone designed course
(P,C)
• Standardized tests (P,C)
P: Program C: Course

28. ASSESSMENT /EVALUATION
TOOLS
• Student surveys , individual and focus group interviews (P,C)
• Peer-Evaluations , self evaluation (P,C)
• Student portfolios (P,C)
• Behavioral observations (P,C)
• Written test linked to Indented Learning Outcome(ILO)©
• Written project reports ©
• Oral presentation , live or videotape ©
• Research proposals , student –formulated problems ©
• Classrooms assessment Techniques ©

29. Example of Triangulation
Example ILO:
At the end of the course, students will be able to
analyze current business issues in the local market.
Teaching Method:
Lecture, Case Studies
Assessment Method:
Assignment, Case Presentation

30. Example of Triangulation
Learning Outcomes Teaching
Strategies
Assessment
Methods
1.0 Knowledge
At the end of the course/program, Students will be able to:
1.1 Comprehend basic as well as advanced concepts
of ____ within the framework of
____________
Lectures , Group
Discussions
Formal Assessment
through Quiz,
Assignment and term
exam.
2.0 Skills
At the end of the course/program, Students will be able to:
2.1 Produce various evidenced based Business plans
for increasing productivity in simulated business
contexts.
Lectures , Group
Discussions,
Practical Sessions
Formal Assessment
through Quiz,
Assignment and term
exam. Indirect
Assessment through
rubric and observations
3.0 Generic Skills
At the end of the course/program, Students will be able to:
3.1 Write business letters and reports effectively
within a simulated/case based scenario.
Lectures, Group
Work, Assignment
Case Studies, Formal
Assessment,
Assignments

31. Example of Triangulation
Learning
Outcomes
1st
Assessment
(QUIZ)
2nd
Assessment
Assignment
(s)
Mid-term Final
Term
ILO 1.1 50% 10% 20%
ILO 1.2 50% 30% 20%
ILO 1.3 40% 60%
ILO 1.4 50% 30% 20%
ILO 1.5 20% 40%
ILO 1.6 40% 20%
Chapters used
for each
assessment
Chapter-1, 3
& 5
Chapter-1,
2,4 & 6
Chapter 8-
10
Chapter 1-8 Chapter 1-
12

32. First Conclusion
• We need to revisit our course outlines/course
specifications and see whether or not there is a
connection.
IF NO/little Connection
• We need to establish connection among ILOs,
Teaching Methods & Assessment Strategies.

33. Second Conclusion
• Once connection is established, align it with Program
Learning Outcomes
The program must have documented outcomes for
graduating students with the same triangulation.

34. Final Conclusion
• This triangulation is just a parameter. There is a need
to educate faculty in the areas of:
• 1. ILOs formulation and mapping with PLOs.
• 2. Innovative Teaching Methods with a focus of ILO of the
course.
• 3. Assessment which is multiple, derived not only from
product but other two elements as well AND must be based
on ILOs already identified.