Bloom s Classification: - Cognitive: - acquisition and application of knowledge and comprehension (understanding) - Affective: - attitudes, feelings and values - Psychomotor: - manipulative or physical skills
Cognitive Domain Classified by Bloom in a hierarchical order into: - Knowledge: recall of information - Comprehension: interpret and make sense or meaning of information - Application: apply or link facts, principles and theory to practice - Analysis: analyse or interpret facts, principles and theories - Synthesis: make, sequence or create new information or products from available information/ materials - Evaluation: make critical judgement
Modern Classification Lower Order Cognitive: Knowledge Comprehension Higher Order Cognitive: Application Analysis Synthesis Evaluation Affective Psychomotor Interpersonal - interpersonal and group interactive and life skills
SOLO Taxonomy The five-stage approach of the SOLO taxonomy may be used to inform the design of courses/activities: Pre-structural level Uni-structural level Multi-structural level Relational level Extended abstract level Source: Structure of the Observed Learning Outcomes [SOLO Taxonomy] (Adapted after Biggs and Collis1982 - quoted in Biggs 1999)
Progression to Employment or Further Studies Transferable/ Core skills Cognitive Skills Personal Development Competencies/ Capabilities Values and Ethics Attributes and attitudes Juwah, C. 2004
Writing Learning Outcomes -What is the curriculum/learning activity supposed to deliver? -Functional Analysis: break down the curriculum/course/module into specific parts
Writing Learning Outcomes Hint Use the SCQF Level Learning Outcomes (LLOs) and information on Slide 8 to guide you in writing the module learning outcomes. Ensure that your outcomes are aligned to the intended aims of the programme/module.
Writing Learning Outcomes Refer to the SCQF Guidelines for: Levels – Undergraduate (SCQF Levels 7 – 10) or Masters (SCQF Level 11) Specific Domains: Knowledge and Understanding, Intellectual Skills, Practical Skills, Employability, etc.) -Write effective learning outcomes for the specific parts using the SMART approach. The outcomes may be written in the terms shown on the next slide
Characteristics of Good Learning Outcome(s) An active verb (i.e. involves action or doing) Specific – states what the learner will be able to do at the end of the learning activity Clear and unambiguous Measurable – qualitatively or quantitatively (Link this to appropriate assessment methods) Achievable and Realistic Transparent (and/or Time bound) May specify conditions or constraints under which performance is carried out
Hint You should start your outcome statement as follows: At the end of the course, the student is expected to be able …..
Exemplar LOs SCQF 10 (Honours Year) - Select and use appropriate teaching methods to meet students different learning styles. SCQF 11 (Postgraduate Level) - Use relevant reflective frameworks to critically analyse and reflect on the impact of your teaching approaches to students learning.
Hint Check to ensure that the learning outcomes are aligned to the SCQF Level Learning Outcomes
Hint A maximum of FIVE learning outcomes per module All outcomes must be assessed or else they become redundant. (Do not write outcomes that cannot or won t be assessed) Do not use know and understand in writing outcomes