1. Practical advices for writing learning outcomes - Manual presentation -

2. National legal aspects Low on HE (article 99) “The study programs of the first, second and third cycle studies should be prepared according to the norms, standards and methodologies adopted in the EHEA so as to allow comparability with the programs of higher education institutions in this area “ In 2003, the ECTS was implemented at the HE institutions in RM, as a learner-centred system for credit accumulation and transfer based on the transparency of learning outcomes and learning processes.

3. National legal aspects “Specific descriptors of the qualifications which determine learning outcomes for the individual study program from the corresponding cycle of studies are submitted to the Ministry of Higher Education and are published on the websites of the higher education institutions”

4. What are Learning Outcomes (LA)? Learning outcomes are statements of what a student is expected to know, understand and be able to do after successful completion of a process of learning. (ECTS Users’ Guide, 2009)

5. What are Learning Outcomes (LA)? The description of learning outcomes for a given level of qualification is expressed with the following descriptors of qualifications, (Decree, Article 6): 1. Knowledge and Understanding 2. Applying Knowledge and Understanding 3. Making Judgment 4. Communications Skills 5. Learning Skills

6.  The AIM of a module or program is a broad general statement of teaching intention, i.e. it indicates what the teacher intends to cover in a block of learning. Aims are usually written from the teacher’s point of view to indicate the general content and direction of the module.  The OBJECTIVE of a module or program is usually a specific statement of teaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover in a block of learning. The difference between aims, objectives and learning outcomes

7.  LA are clear statements of what the learner is expected to achieve and how is expected to demonstrate that achievement. Thus, learning outcomes are more precise, easier to compose and far clearer than objectives.  LA should specify the minimum acceptable standard for a student to be able to pass a module or course (threshold level). They focus on what the learner has achieved and can demonstrate at the end of a learning activity, rather than the intentions of the teacher.  LA can be considered as a sort of “common currency” that assists modules and programs to be more transparent at both local level and at an international level. The difference between aims, objectives and learning outcomes

8. Behavior in one of the three domains Learning outcomes can specify behavior in one of three domains: cognitive, affective or psychomotor:  Cognitive: involves thought processes, e.g. understanding, analyzing, evaluating  Affective: involves attitudes, feelings and values, e.g. appreciating, accepting  Psychomotor: involves physical skills, e.g. performing, assembling, dismantling

9. Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. The cognitive domain Bloom's Taxonomy

10. The affective domain Sometimes we are concerned with how students feel, rather than how they’re thinking. Educational researchers refer to this as the affective domain. The following list of verbs could be helpful in describing the outcomes in measurable terms in the affective domain: agree, act, assume, attempt, attend to, avoid, challenge, cooperate, defend, disagree, engage in, help, join, offer, participate, praise, resist, share, volunteer

11. The psychomotor domain The psychomotor domain mainly emphasizes physical skills involving coordination of the brain and muscular activity. It is commonly used in areas like laboratory science subjects, health sciences, art, music, engineering, drama, physical education and sport sciences Action verbs used to assess learning in the psychomotor domain are: adapt, arrange, balance, build, calibrate, choreograph, construct, copy, design, dismantle, display, drive, examine, manipulate, measure, operate, perform, sketch, react, test use

12.  Begin each learning outcome with an action verb, followed by the object of the verb followed by a phrase that gives the context  Try to use just one verb per learning outcome type  Ensure that each learning outcome is acquirable and measurable  Avoid complicated sentences. If necessary use more than one sentence for clarity.  Ensure that the learning outcomes of the programme relate to the overall outcomes of the level in the NQF Writing program Learning Outcomes (PLO)

13. Not recommended terminology Avoid vague terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, and be aware of These terms are associated with teaching objectives rather than learning outcomes

14. (Specific) Learning outcomes: When students graduate from our program, what will they know? What will they be able to do with what they know? (Attainable) Measures: What information are we collecting, and analyzing to answer the question “Can they do these things that we said we care about?” ( Measurable) Curriculum map: Where do we introduce, reinforce, and assess these things? (Relevant) Findings: Now that we have the data, how will we analyze and organize it? What does it mean? (Timely) Action Plan: What will we keep doing? What will we change? What will we add? SMART program development cycle

15. Conclusion  The adoption of a learning outcomes approach focuses activity on the learner and away from the teacher.  It promotes the idea of the teacher as a facilitator or manager of the learning process and recognises that much learning takes place outside the classroom without a teacher present.

16. Conclusion  It further involves the idea that students should be actively involved in the planning and management of their own learning and take more responsibility for this as the student progressively develops as an independent learner.  It is important to note that student-centred learning necessitates the use of learning outcomes as the only logical approach.

17. Thank you for your attention