Learning Outcomes
Learning Outcome
Aim
Objective
QA at Programme Level 1
Goals, Aims and Objectives?
• Typically teacher-centric
“The aim of the programme is to provide a broad
training on the different aspects of setting-up a
family-owned business in Cambodia”.
• May have aims and objectives that are not
referring to students
“The degree programme is designed to be the
benchmark programme in the country, at par
with the best programmes in the World”
QA at Programme Level 2
Goals, Aims and Objectives?
• May refer to non-observable, non-measurable
effects on students
“The objective of the course is to instill pride and
love for country among students”
• May refer to skills and traits that are difficult to
assess
“The module is designed to prepare students for
the 21st century world”.
QA at Programme Level 3
The shift to (Expected) Learning
Outcomes …..
meant to ensure that aims, goals, and
objectives are translated into
observable and measurable results that
can be demonstrated and assessed.
QA at Programme Level 4
Learning Outcome, Objective and Aim
“To introduce outcome-based education to
participants”
“Participants would understand the impact of
outcome-based education on curriculum design and
revision”
“At the end of the workshop, the participants will be
able to explain the critical role of OBE in the AUNQA
framework for programme assessment”.
QA at Programme Level 5
Learning Outcome, Objective and Aim
Aim is a broad general statement of the teaching
Intention. It is written from the teacher’s point of view
to indicate the general content and direction of
learning.
QA at Programme Level 6
Learning Outcome, Objective and Aim
Objective (or goal) is a specific statement of
teaching intention. It indicates one of the specific
areas that the teacher intends to cover in a block of
learning.
QA at Programme Level 7
Learning Outcomes : working definition
Learning Outcomes are carefully written
statements of what a learner is expected to be
able to demonstrate after completion of a
learning activity”
… after completion of a session, a course, a module,
or an entire programme of study.
QA at Programme Level 8
Learning Outcomes : structure
Learning Outcomes begin with an active ___,
the ______ of the verb (a noun), followed by a
phrase that gives the __________.
Example : By the end of the course, the student will
be able to
o solve (verb)
o non-linear equations with at least 3 unknowns
(object/noun)
o using real-world engineering problems (context)
QA at Programme Level 9
Learning Outcomes : example
Aim/Goal: to introduce students to modes of satiric writing in
the eighteenth century.
Objectives: to familiarize students with a number of
substantive eighteenth century texts. Students will be trained
in the close reading of language and its relation to literary form.
Learning Outcome: By the end of the course, the student is
able to analyze the relationship between the language of satire
to the literary form by the close examination of a selected
number of eighteenth-century texts in a written essay.
QA at Programme Level 10
Learning Outcomes : example
Aim/Goal: to explain the biochemical basis of drug design
and development.
Objective: to demonstrate to students the application of
molecular graphics to drug design.
Learning Outcome: By the end of the course, the student
is able to apply molecular graphics tools in the design of
drugs to illustrate general and specific cases via computer-
based presentations.
QA at Programme Level 11
The student understands proper
dental hygiene
The student is able to :
1.identify the active ingredient in toothpaste
2.explain why teeth should be cleaned at least
twice per day
3.describe how poor dental hygiene can lead
to poor overall health
QA at Programme Level 12
The student understands why there are seasons.
Student is able to :
explain the relationship between the tilt of the
Earth and its distance to the sun on the changing
of the seasons.
QA at Programme Level 13
Students will be familiar with the major theories of
the discipline
Students will be familiar with withdrawal, smoothing,
forcing, compromising, and problem solving in
conflict-resolution
QA at Programme Level 14
Students will be familiar with withdrawal, smoothing, forcing,
compromising, and problem solving in conflict-resolution
Students would be able to :
1.summarize the five major approaches to conflict resolution:
withdrawal, smoothing, forcing, compromising, and problem
solving
2.defend a chosen conflict-resolution approach appropriate for
a given situation
QA at Programme Level 15
Tips on writing learning outcomes (form)
•Begin each learning outcome with an action verb,
followed by the object of the verb, followed by a phrase
that gives the context.
•Use only one verb per learning outcome.
•Avoid vague terms like know, understand, learn, be
familiar with, be exposed to, be acquainted with, and be
aware of.
•Avoid complicated sentences. If necessary use more
than one sentence to ensure clarity.
QA at Programme Level 16
Tips on writing learning outcomes (substance)
•Ensure that the learning outcomes of the module relate
to the overall outcomes of the programme.
•The learning outcomes must be observable and
measurable.
•Ensure that the learning outcomes can be assessed.
•When writing learning outcomes, bear in mind the
timescale within which the outcomes are to be achieved.
QA at Programme Level 17
Levels of Learning Outcomes
•Programme-level learning outcomes that relate to
the entire programme – and are therefore phrased
in more general terms
•Course-level or module-level learning outcomes
are specific to a given course/subject or module
and can be more detailed.
QA at Programme Level 18
Levels of Learning Outcomes
not all programme-level outcomes need to be
reflected in the learning outcomes of each course.
But,
set of all course level and co-curricular outcomes
should cover all programme-level learning
outcomes
QA at Programme Level 19
Categories of Learning Outcomes
•Subject specific outcomes relate to the subject
discipline and the knowledge/skills particular to it
•Generic outcomes (sometimes called transferable
skills) relate to any or all disciplines
QA at Programme Level 20
Generic Learning Outcomes
communication skills, problem-solving skills, IT skills,
lifelong learning skills, team-work skills, leadership,
entrepreneurial skills …
not always “delivered” in the
classrooms and laboratories …
QA at Programme Level 21
Learning Outcomes
Bloom’s Taxonomy of Educational
Objectives - 3 Domains of Learning
• Cognitive
• Affective
• Psycho-motor
Benjamin Bloom (1913 – 1999)
University of Chicago
QA at Programme Level 22
Learning Outcomes
QA at Programme Level 23
Bloom’s Taxonomy (Original vs Revised)
QA at Programme Level 24
Revised Bloom’s Taxonomy
o Terminology Changes
o Structural Changes
o Changes in Emphasis
QA at Programme Level 25
“Learning is not attained by chance.”
Learning Outcomes
Instructional Activities
Assessments
and Materials
QA at Programme Level 26
Goldilocks and the Three Bears
REMEMBER : Describe where Goldilocks lived.
Summarize what the Goldilocks story
UNDERSTAND :
was about..
APPLY : Construct a theory as to why Goldilocks
went into the house.
Differentiate between how Goldilocks reacted
ANALYZE :
and how you would react in each story
EVALUATE : Assess whether or not you think this really
happened to Goldilocks.
CREATE : Compose a song, skit, poem, or rap to
convey the Goldilocks story in a new form
QA at Programme Level 27
Community Engagement
Draw the informal organizational structure
REMEMBER :
of the local community
Describe how decisions in the community
UNDERSTAND :
are arrived at, and by whom.
APPLY : Simulate a major community undertaking
Considering the past mistakes, analyze why
ANALYZE :
a given project succeeded
EVALUATE : Determine the level of satisfaction of
stakeholders.
CREATE : Formulate a plan for a new community
engagement project
QA at Programme Level 28
Original Taxonomy
1.0 Knowledge
1.10 Knowledge of specifics
1.11 Knowledge of terminology
1.12 Knowledge of specific facts
1.20 Knowledge of ways and means of dealing with specifics
1.21 Knowledge of conventions
1.22 Knowledge of trends and sequences
1.23 Knowledge of classifications and categories
1.24 Knowledge of criteria
1.25 Knowledge of methodology
1.30 Knowledge of universals and abstractions in a field
1.31 Knowledge of principles and generalizations
1.32 Knowledge of theories and structures
2.0 Comprehension 5.0 Synthesis
2.1 Translation 5.1 Production of a unique communication
2.2 Interpretation 5.2 Production of a plan, or proposed set of
2.3 Extrapolation operations
5.3 Derivation of a set of abstract relations
3.0 Application
6.0 Evaluation
4.0 Analysis 6.1 Evaluation in terms of internal evidence
4.1 Analysis of elements 6.2 Judgments in terms of external criteria
4.2 Analysis of relationships
4.3 Analysis of organizational principles
QA at Programme Level 29
Structural Changes
2.0 Comprehension 5.0 Synthesis
2.1 Translation 5.1 Production of a unique communication
2.2 Interpretation 5.2 Production of a plan, or proposed set of
2.3 Extrapolation operations
1.20 Knowledge of ways and means of dealing with specifics
5.3 Derivation of a set of abstract relations
3.0 Application
1.31 Knowledge of principles and generalizations
1.30 Knowledge of universals and abstractions in a field
1.23 Knowledge of classifications and categories
6.0 Evaluation
4.0 Analysis 6.1 Evaluation in terms of internal evidence
4.1 Analysis of elements 6.2 Judgments in terms of external criteria
1.32 Knowledge of theories and structures
1.22 Knowledge of trends and sequences
4.2 Analysis of relationships
4.3 Analysis of organizational
principles
1.25 Knowledge of methodology
1.12 Knowledge of specific facts
1.21 Knowledge of conventions
1.11 Knowledge of terminology
Knowledge Dimension Cognitive Process Dimension
1.24 Knowledge of criteria
1.10 Knowledge of specifics
from a 1D Hierarchy to a 2D Table
1.0 Knowledge
QA at Programme Level 30
Bloom’s Taxonomy (Original)
QA at Programme Level 31
Bloom’s Taxonomy (Revised)
QA at Programme Level 32
Bloom’s Taxonomy (Revised)
QA at Programme Level 33
Bloom’s Taxonomy (Revised)
QA at Programme Level 34
Bloom’s Taxonomy (Revised)
QA at Programme Level 35
Bloom’s Taxonomy (Revised)
QA at Programme Level 36
4 Clusters of Learning Outcomes
Engineering Education CDIO Initiative :
Technical disciplinary knowledge
Personal learning outcomes : individual students’ cognitive and
affective development, which include engineering reasoning and problem
solving, experimentation and knowledge discovery, system thinking, creative
thinking, critical thinking, and professional ethics.
Interpersonal learning outcomes : individual and group
interactions such as teamwork, leadership, and communication.
Product, process, and system building skills : conceiving,
designing, implementing, and operating products, processes, and systems in
enterprise, business, and societal contexts.
QA at Programme Level 37
Aligning Learning Outcomes to Stakeholders’ Needs
LOs University MOE Industry ABET ETC.
1 F F M F ?
2 F M F
3 F F F F
4 F F F F
5 F P F
6 F P
7 F F F
8 F F F F ?
F – Fully fulfilled; M – Moderately fulfilled; P – Partially fulfilled
QA at Programme Level 38
Aligning Programme Learning Outcomes to
Graduate Profile
Graduate Profile/Competences LO1 LO2 LO3 LO4 LO5 LO6 LO7
1. A strong fundamental chemical
engineering knowledge and the ability
to apply and integrate knowledge to X X X
identify, formulate and solve problems
of chemical engineering fields
2. The professional skills necessary to be
effective and succeed in the modern
workforce including work well in multi-
disciplinary teams, the ability to design X X X X X
and solve problems, and the ability to
communicate effectively, and to uphold
standards of ethics and professionalism
3. The ability to engage in life-long
learning by acquiring new skills and to
remain relevant in today’s fast changing
X X
environment
Source: Chemical Engineering, Universitas Indonesia
QA at Programme Level 39
Aligning Course LO to Programme LO
Note: The figures in the ELO column relate to:
1 Not directly related to ELO
2 Quite related to ELO
3 Related to ELO
4 Closely related to ELO
5 Specifically related to ELO
Source: Chemical Engineering, Universitas Indonesia
QA at Programme Level 40
Aligning Lesson LO to Course LO
QA at Programme Level 41
