EAP IN THE NORTH Learning Outcomes Kerith George-Briant John Hughes ELT University of St Andrews

Learning Outcomes ‘A learning outcome is the specification of what a student should learn as the result of a period of specified and supported study’ (Harvey, 2018) Specification Learn Specified Period of Study Supported Study

Learning Outcomes (Dowden, 2011)

Learning Outcomes (Euroexam, n.d.)

Learning Outcomes (University of the Highlands and Islands, n.d.)

Learning Outcomes ELT Context: The Stock Take (Retail Express, n.d.)

Learning Outcomes Why do it? Need to BENCHMARK Not all outcomes were MEASURABLE Not all outcomes expressed as ACTION VERBS Why do it?

Learning Outcomes ET1001: 20 Credits SCQF Level 7 ‘This module is designed to improve the communicative English skills of students whose first language is not English. It aims to develop skills such as problem solving and expressing opinions in English. The purpose of the module is to develop students' confidence in the day to day use of English outside the classroom, helping students to communicate more effectively in writing and speaking in a variety of non-academic styles. Lectures on British culture will enhance the students' understanding of life in twenty-first century Britain.’ (University of St Andrews, 2018) ET2002: 20 Credits SCQF level 8 ‘This module provides students with a more advanced understanding of, and practice in, the conventions of Academic English in a British university context. The module will focus particularly on writing skills and seminar skills. There will be an emphasis on improving students' ability to study proactively and productively, developing the ability to handle sources: reading academic texts effectively and developing note taking’ (University of St Andrews, 2018)

Learning Outcomes How we did it The DoT created a stocktake spreadsheet Learning outcomes from materials pasted into the spreadsheet How we did it Time Line – February to August 2018

Learning Outcomes Resources

Learning Outcomes Conclusions The assessments did not always map onto the current outcomes Not clear how the outcomes mapped onto SCQF/CEFR core scales

Learning Outcomes Issues specific ET1001/ET2002 Some outcomes needed to be reworded Outcomes not stated explicitly Some outcomes did not match frameworks ET2002 Outcomes not at the right level Not selling them well!

Learning Outcomes ET1001: Before have a greater understanding of British culture and society in the 21st century • be able to interact with confidence, accuracy and fluency on a variety of every day topics • be able to communicate fluently and accurately in a variety of contexts • have enhanced their vocabulary through participation in the programme • recognize a variety of different registers and genres of language • increase the depth of transferrable skills through participation in group projects  

Learning Outcomes ET1001: After a)demonstrate an understanding of British culture and society from past to present b) use a wide range of texts, and recognise implicit meaning c) use language flexibly and effectively in a variety of routine and non-routine contexts d) select and use standard ICT applications to process and obtain a variety of information and data e) use a range of forms of communication effectively in both familiar and unfamiliar contexts f) recognize a variety of different registers and genres of language g) produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. h) recognise own and others’ roles and responsibilities through participation in group projects

Learning Outcomes ET1001 Old: The Group Project enables students to integrate the skills practised in the other classes in a collaborative and creative way. New : The classes are designed to give students the experience of working in groups in order to develop their transferrable skills. Project One - a, c, d, e, f, g Project Two - c, d, e, f, g a) Recognise and apply genre specific language and conventions within newspapers articles and film reviews b) Recognise implicit meaning in examples of British film and literature c) use language flexibly and effectively in a variety of routine and non-routine contexts d) select and use standard ICT applications to process and obtain a variety of information and data e) use a range of forms of communication effectively in both familiar and unfamiliar contexts f) produce clear, well-structured, detailed texts on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. g) recognise own and others’ roles and responsibilities through participation in group projects

Learning Outcomes ET2002: Before have an overall understanding and command of academic English. have the language and skills necessary to write an essay. have the skills necessary to lead as well as contribute to a seminar discussion in an appropriate academic style. have the skills necessary to extract and use information from written and oral sources of information.

Learning Outcomes ET2002: After a) Demonstrate an overall understanding and application of academic English b) Use Academic English flexibly and effectively c) Recognise and use a range of demanding longer texts associated with the discipline d) Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues associated with the module e) Use a range of skills  to present and evaluate arguments, information and ideas   f) Convey complex ideas in a well-structured and coherent form showing controlled use of organisational patterns, connectors and cohesive devices g) Select and use standard ICT applications to process and obtain a variety of information and data.           h) Exercise autonomy and initiative in carrying out defined activities on the module.    i) Take the lead on planning in a defined context  j) Demonstrate an awareness and understanding of research k) Exercise managerial responsibility for the work of others in seminar skills l) Manage resources within Seminar Skills m) Practice in ways that show awareness of own and others roles, responsibilities and contributions when carry out tasks in Seminar skills

Learning Outcomes ET2002 Old: 2000 word essay have an overall understanding and command of academic English. have the language and skills necessary to write an essay. New: One 2000 word Essay 30% - a,b,c,d,f,g,h,i,j a) Demonstrate an overall understanding and application of academic English b) Use Academic English flexibly and effectively c) Recognise and use a range of demanding longer texts associated with the discipline d) Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues associated with the module e) Use a range of skills  to present and evaluate arguments, information and ideas   f) Convey complex ideas in a well-structured and coherent form showing controlled use of organisational patterns, connectors and cohesive devices g) Select and use standard ICT applications to process and obtain a variety of information and data.           h) Exercise autonomy and initiative in carrying out defined activities on the module.    i) Take the lead on planning in a defined context  j) Demonstrate an awareness and understanding of research k) Exercise managerial responsibility ofor the work of others in seminar skills l) Manage resources within Seminar Skills m) Practice in ways that show awareness of own and others roles, responsibilities and contributions when carry out tasks in Seminar skills"

Learning Outcomes Reflective and documented process

Learning Outcomes Reference list Council of Europe, 2018. COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT COMPANION VOLUME WITH NEW DESCRIPTORS. [pdf] Available at: https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 [Accessed 31/08/18]. Dowden, L., 2011. Learning Outcomes Discussion. [image online] Available at: https://www.slideshare.net/lukedowden/learning-outcomes- discussion [Accessed 31/08/18]. Euroexam, n.d. Euroexam CEFR Equivalence Table. Available at: http://www.euroexam.com/the-euroexam-advantage/cefr-equivalence [Accessed 27/08/18]. Harvey, L., 2018. Analytic Quality Glossary. Available at: http://www.qualityresearchinternational.com/glossary/learningoutcomes.htm [Accessed 27/08/18]. Kennedy, D., 2006. Writing and Learning Outcomes A practical Guide. [pdf] Available at: https://cora.ucc.ie/bitstream/handle/10468/1613/A%20Learning%20Outcomes%20Book%20D%20Kennedy.pdf?sequence=1 [Accessed 31/08/18]. Popenici, S., & Millar, V., 2015. Writing Learning Outcomes A practical guide for academics. [pdf] Available at: https://melbourne- cshe.unimelb.edu.au/__data/assets/pdf_file/0007/2296861/MCSHE-Learning-Outcomes-Guide-web-Nov2015.pdf [Accessed 31 August 2018]. Retail Express. n.d. [Stock Take] Available at: https://retailexpress.com.au/blog/time-take-stock-surely-theres-efficient-way-stocktake/ [Accessed 28/08/18] SCQF, 2015. SCQF LEVEL DESCRIPTORS. [pdf] Available at: https://www.sqa.org.uk/files_ccc/SCQF-LevelDescriptors.pdf [Accessed 31/08/18]. University of St Andrews., 2018. English Language Teaching (ET) modules. [pdf] Available at: https://www.st- andrews.ac.uk/media/publications/coursecatalogue/undergraduate/2018-2019/40UNELT-UG-2018_9-sub-AUG.pdf [Accessed 29/08/18]. University of the Highlands and Islands. n.d. Interactive SQA qualifications framework Available at: https://www.uhi.ac.uk/en/studying-at-uhi/first- steps/ [Accessed 27/08/18].