Module 2 -

Criterion 1,
Expected Learning
Outcomes

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AUN-QA at Program Level (v4.0)

Stakeholder Needs

Programme Teaching and Student

Structure and Content Learning Approach Assessment
A
c
Expected h
Learning Academic Student Support Facilities and ei
Outcomes Staff Services Infrastructure
v
e
m
e
n
Output and Outcomes t
s

Quality Assurance and Benchmarking

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Crit 1: Expected Learning Outcomes
1 Expected Learning Outcomes
1.1 The programme to show that the expected learning outcomes are
appropriately formulated in accordance with an established learning
taxonomy, are aligned to the vision and mission of the university, and are
known to all stakeholders.
1.2 The programme to show that the expected learning outcomes for all
courses are appropriately formulated and are aligned to the expected
learning outcomes of the programme.
1.3 The programme to show that the expected learning outcomes consist of
both generic outcomes (related to written and oral communication,
problem-solving, information technology, teambuilding skills, etc) and
subject specific outcomes (related to knowledge and skills of the study
discipline).
1.4 The programme to show that the requirements of the stakeholders,
especially the external stakeholders, are gathered, and that these are
reflected in the expected learning outcomes.
1.5 The programme to show that the expected learning outcomes are
achieved by the students by the time they graduate.

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What is a Learning Outcome?

A learning outcome is a clear and specific

statement that identifies what students must
demonstrate at the level and standard
required to successfully pass their program of
study. Learning outcomes consists of three
components: an action verb, a content/topic
phrase, and a condition phrase

(Macquarie University FILT, 2015 & Dick; Carey & Carey, 2005)

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Learning Outcome Examples

Action Content/ Condition

Topic
1) To explain the way the Philippine Stock
Exchange works
2) To produce a self-assessment report an
for
3) AUN-QA program-level assessment
To prepare a set of PowerPoint slides to
explain Newton’s first law of motion
(Macquarie University FILT, 2015 & Dick; Carey & Carey, 2005)

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Levels of Learning Outcome

• Generic knowledge, skills, and abilities

(required by all students)
• Specific knowledge, skills, and abilities of a
particular study program
• Life-long learning skills (e.g., independent
learning, critical thinking)

(Macquarie University FILT, 2015 & Dick; Carey & Carey, 2005)

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Bloom’s Learning Outcome Taxonomy

CREATE Produce new or original work

(design, develop, author, construct,…)

EVALUATE Justify a stand or decision

(appraise, judge, support, value, critique)

Draw connections among ideas

ANALYZE (differentiate, organize, compare, examine)

Benjamin Bloom
Use information in new situations

APPLY
(1913 – 1999)
(implement, solve, demonstrate, operate)

UNDERSTAND Explain ideas or concepts

(classify, describe, discuss, explain)

REMEMBER Recall facts and basic concepts

(define, list, memorize, repeat)

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Bloom’s Learning Outcome Taxonomy

Remember Understand Apply Analyze Evaluate Create

Generic/Intro Courses Advance Courses

Foundation Knowledge Specialize Knowledge

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Bloom’s Learning Outcome Action Verbs

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Bloom’s Learning Outcome Action Verbs

37
Bloom’s Learning Outcome Action Verbs

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Bloom’s Three Domains of Learning Objectives

For a
specific job

- SAT
- ACT

- Soft skills
- Intangible
- Comm skills

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Bloom’s Three Domains of Learning Objectives

Hierarchy for
cognitive domain

Hierarchy for
psychomotor
domain
Hierarchy for
affective domain
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Fink’s Taxonomy of Significant Learning
by Fink (2003)
LEARNING how
to LEARN
CARING Becoming a better
Develop new student;
feelings, self-directed learning
interests,
and values FOUNDATIONAL
HUMAN
DIMENSION KNOWLEDGE
Understanding and
Learning about self
remembering
and others

INTEGRATION APPLICATION
Critical thinking to
Make connections in
knowledge creation
all things

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 Six Facets of Understanding
by Wiggins and McTighe (2005)

Explanation Perspective
Supporting
Analyze multiple
claims and
points in
assertions with
controversial
evidence
events or issues
Interpretation
Construct meaning
Empathy
from events; support Walk in another
conclusions; create person’s shoes
new thought processes

Application Self-knowledge
Apply to new and Monitoring self-
unanticipated awareness and
situations know one’s own
level of knowledge

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The SOLO Taxonomy
by Biggs and Collis (1982)
Structure of Observed
Learning Outcomes

Abstract III 05 Able to transform concepts at an

abstract level to apply to new topics

Relational III 04 Able to see relationships over multiple

concepts

Multi-structural III 03 Able to grasp multiple concepts

Uni-structural I 02 Able to focus only on single concepts

Pre-structural ? 01 Remember and understand only at

the individual lesson level

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Learning Outcome Delivery

Society Lesson Learning

Forward Delivery Design

Needs
Outcomes
Employer C ourse Learning
Learning
Outcomes Outcomes
University
Learning Program

Backward Delivery Design

Outcomes Learning
Outcomes
Program Learning
Outcomes University
Learning
Course Outcomes
Employer
Learnin Learning
Outcomes
g Society
Outco Needs

mes Vertical
1Lesson 2
alignment
Learnin
g
Outco 44
Outcome-based Learning
by Spady (1988)

An outcome-based education uses backward

delivery, mostly. It is a way of designing,
developing, delivering, and documenting
instructions in terms of the intended goals and
outcomes. Exit outcomes are a critical factor.
The curriculum is developed from [a clear
understanding of] the outcomes that students
need to demonstrate

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Outcome-based Learning
by Spady (1988)
Traditional Approach
- Input focused (resources put in)
- Learn to pass exams
- Content focused
- Piece-meal/segmented lessons
- Emphasize contact time and
student workload
- What teacher hopes to achieve
- Fixed syllabus; rigid curriculum
- Assessment is more norm-based
OBE Approach
- Output focused (what students
gain)
- Learn to apply [in real world]
- Application focused
- Lessons are integrate/connected
- Emphasize student performance
and outcome learning
- What students know after course
- Syllabus is only a guide; encourage
innovation/changes to curriculum
- Assessment is criterion-based
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Key Concepts of OBE

Focus on eventual Backward delivery

learning outcomes design (mostly)

Vertical alignment Create learning

among all levels opportunities

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Outcomes for this Workshop

Define Interpret Apply

the AUN-QA the PDCA
the AUN-QA
assessment approach for an
framework
criteria assessment

Explain Apply Describe

requirements the AUN-QA
techniques for
for writing a assessment
writing a SAR
SAR process

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Writing Learning Outcomes

• Begin with an action verb, followed by the

content/topic, and then the condition
• Use at most two verbs per learning outcome
• Avoid vague terms (e.g., be familiar, be aware of, be
exposed to)
• Do not write complicated learning outcomes
• Ensure that each learning outcome related to the overall
outcome of the course or the program – alignment
• Utilize all levels of the learning taxonomy that you use,
not just the lower levels
• Use the SMART principle

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The SMART Principle

S
What are the learning
SPECIFIC
M MEASURABLE
outcomes to be achieved?
Able to measure achievement
of the learning outcomes?

A ACHIEVABLE
Is achievement of the learning
outcomes reasonable?
Are the learning outcomes to
RELEVANT
R
be achieved relevant?
Time limit to achieve learning
TIME-BOUND outcomes is reasonable?

T
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Content, Measure, and Construct Validity

Content Measure

Deficiency Contamination
Construct
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Crit 1: Expected Learning Outcomes
1 Expected Learning Outcomes
1.1 The programme to show that the expected learning outcomes are
appropriately formulated in accordance with an established learning
taxonomy, are aligned to the vision and mission of the university, and are
known to all stakeholders.

Use a taxonomy Align V&M to Tell all

e.g., univ level stakeholders

Big V&M

52
Crit 1: Expected Learning Outcomes
1 Expected Learning Outcomes
1.2 The programme to show that the expected learning outcomes for all
courses are appropriately formulated and are aligned to the expected
learning outcomes of the programme.

53
Crit 1: Expected Learning Outcomes
1 Expected Learning Outcomes
1.3 The programme to show that the expected learning outcomes consist of
both generic outcomes (related to written and oral communication,
problem-solving, information technology, teambuilding skills, etc) and
subject specific outcomes (related to knowledge and skills of the study
discipline).

54
Crit 1: Expected Learning Outcomes
1 Expected Learning Outcomes
1.4 The programme to show that the requirements of the stakeholders,
especially the external stakeholders, are gathered, and that these are
reflected in the expected learning outcomes.

Graduates of the zoo mgmt

program must be able to:
- Lead a team and apply zoo mgmt
techniques to run a small zoo
- Conduct appropriate and ethical
methods for proper animal care
- Implement preservation of
endangered animal species
- Implement animal bio-
diversity
- Successfully defend a proposal to
seek funds for running a zoo

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Crit 1: Expected Learning Outcomes
1 Expected Learning Outcomes
1.5 The programme to show that the expected learning outcomes are
achieved by the students by the time they graduate.

Achievement of LO

Learning Outcome 25% 50% 75% 100%

LO1 X X
LO2 X
LO3 X X X
Only LO4 X
LO5 X X X

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The range of Learning Outcomes

+ Faculty LOs
1 hr 36 hr 40 cses + Univ LOs
or Graduate Learning
Lesson LO Course LO Prog LO
Attributes & others…

Specific/Precise Wide-ranging
Easier to plan Difficult to plan
generally
Short time frame Long time frame
Easier to measure Difficult to measure
More lower lvl verbs More higher lvl verbs

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Exercises on Writing Program LOs

Do in-class exercise on improving the

1 learning outcomes of the Bachelor of
Sports Science program at AUN Univ

Use: Include:

Or work on the ELOs of your

2
own program

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