2. Writing Programme Objectives and Outcomes TTHI Workshop March 13, 2013 Dr. Dianne Thurab-Nkhosi

3. Ice-Breaker Write on a piece of paper THREE things about yourself. TWO of the things must be true and one thing false. Read out your THREE facts and everyone else must guess which “fact” is false e.g. I lived in Southern Africa, I Rode a Camel, I lived in London (which is false?)

4. Workshop Outcomes …you should be able to: Explain the difference between programme goals and objectives/outcomes Describe how programme outcomes guide programme evaluation and course outcomes guide assessments Write well-structured programme learning outcomes

6. Goals Goals are statements about general aims or purposes of education that are broad, long- range intended outcomes and concepts; e.g., “clear communication”, “problem-solving skills”, etc. e.g. Students will be competent in critical questioning and analysis

7. General Objectives General Objectives: are statements of what you would like to see achieved in the programme. They are characterized by – broad generalized statement of an area of curriculum. – usually not behaviourally stated. – large homogenous units of study. e.g. Students will gain an understanding of the historical origins of art history

8. Learning Objectives/Outcomes An intended outcome of instruction that has been stated in terms of specific and observable student performance. In writing good learning objectives it will be helpful to consider that it is learner centred not teacher centred e.g. Students should be able to : Locate and identify features on topographic maps by latitude and longitude and township and range. Contour a topographic map and construct a topographic profile.

9. How Do Goals, General Objectives and Learning Outcomes Differ? Goals state the broad, overall purpose of a course in general terms. General objectives describe what will be covered in the course or what students will gain Learning outcomes are explicit, observable and measurable behaviors that describe what the student will be able to do.

10. From the School of Film and Television Goal : Students will develop critical discernment and be equipped with the technical, theoretical, and aesthetic means to communicate their insights effectively to an audience. One of the general objectives drawn from this mission: Students will understand the theoretical and practical elements of sound recording, reproduction and design. Some of the outcomes drawn from this general objective: Students will be able to effectively edit and process sound for film and television media. Students will be able to create technically competent and aesthetically pleasing mixes for those media. From the School of Film and Television Goal : Students will develop critical discernment and be equipped with the technical, theoretical, and aesthetic means to communicate their insights effectively to an audience. One of the general objectives drawn from this mission: Students will understand the theoretical and practical elements of sound recording, reproduction and design. Some of the outcomes drawn from this general objective: Students will be able to effectively edit and process sound for film and television media. Students will be able to create technically competent and aesthetically pleasing mixes for those media.

11. ACTIVITY Goals, Objectives or Outcomes? In pairs, review the information in the handout and determine which are goals and which are outcomes Goals, Objectives or Outcomes? In pairs, review the information in the handout and determine which are goals and which are outcomes

12. Learning Objectives/Outcomes A statement which specifies in behavioural terms what a learner will be able to do as a result of instruction An intended outcome of instruction that has been stated in terms of specific and observable students performance

13. Characteristics of Learning Objectives They should be measurable They should be time-bound They should be learner-centered/oriented. Therefore, the objectives should state what the learner will be able to do after instruction They should describe observable behaviour They should be specific They should be well-defined

15. Learning Objectives A.The Audience The Learner B. The Behaviour The task or observable action the learner is expected to perform C. The Condition/s or Environment The specific conditions under which learning will occur D. The Degree or Criterion The minimum acceptable performance standard

16. Activity Using the handout provided, insert A above Audience, B above Behaviour, C above Condition and D above the Degree or Standards or Criteria

17. Bloom’s Taxonomy of Intellectual Behaviour

18. Activity In pairs, review a set of programme objectives/outcomes and critique

19. Activity Write a set of goals and outcomes for your programme

20. Understanding that not every goal or educational objective can always be assessed, identify those that you prize most highly, and that can be meaningfully measured. SELECTING AND IMPLEMENTING ASSESSMENT METHODS

21. Activity Review the assessment table provided and identify how it can be used.

22. THANK YOU! Please complete the evaluation Dianne.thurab-nkhosi@sta.uwi.edu