practical approaches to the development of programme outcomes dr jacqueline potter, centre for...
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Practical Approaches to the Development of Programme
Outcomes
Dr Jacqueline Potter,
Centre for Academic Practice and Student Learning (CAPSL)
starting points
Practical Approaches to
Programme Outcomes
1. context & purposes
3. writing for an audience
2. choosing/usingreference points
4. aims vs. outcomes
5. anatomy
6. curriculum mapping
7. process
8. questions?
Ireland
Europe
School Strategic Plan
Institutional Level Descriptors
Dublin Descriptors
National Qualifications Framework
Professional Body requirements
research and scholarship of the contributing
teaching staff & other resources
Programme Outcomes
Institutional Plans and Policies
Other national experiences, e.g.
UK subject benchmarks
Module Outcomes
Programme Outcomes
Module Outcomes
research and scholarship of the contributing
teaching staff & other resources
Programme Outcomes
Module Outcomes
Research-led teaching
School Strategic Plan
Professional Body requirements
research and scholarship of the contributing
teaching staff & other resources
School Strategic Plan
Professional Body requirements
Research-led teaching
research and scholarship of the contributing
teaching staff & other resources
School Strategic Plan
Professional Body requirements
Institutional Plans and Policies
Research-led teaching
research and scholarship of the contributing
teaching staff & other resources
School Strategic Plan
Professional Body requirements Other national
experiences, e.g. UK subject benchmarks
Institutional Plans and Policies
Research-led teaching
research and scholarship of the contributing
teaching staff & other resources
School Strategic Plan
Professional Body requirements
Tuning project subject outcomes
Other national experiences, e.g.
UK subject benchmarks
Institutional Plans and Policies
Research-led teaching
research and scholarship of the contributing
teaching staff & other resources
School Strategic Plan
Professional Body requirements
School Strategic Plan
Institutional Level Descriptors
Dublin Descriptors
National Qualifications Framework
Professional Body requirements
research and scholarship of the contributing
teaching staff & other resources
Programme Outcomes
Institutional Plans and Policies
Tuning project subject outcomes
Other national experiences, e.g.
UK subject benchmarks
Module Outcomes
Programme Outcomes
Module Outcomes
research and scholarship of the contributing
teaching staff & other resources
Programme Outcomes
Module Outcomes
Research-led teaching
School Strategic Plan
Institutional Level Descriptors
Dublin Descriptors
National Qualifications Framework
Professional Body requirements
research and scholarship of the contributing
teaching staff & other resources
Programme Outcomes
Institutional Plans and Policies
Tuning project subject outcomes
Other national experiences, e.g.
UK subject benchmarks
Module Outcomes
Programme Outcomes
Module Outcomes
research and scholarship of the contributing
teaching staff & other resources
Programme Outcomes
Module Outcomes
Research-led teaching
Audiences for programme outcomes
• Students
• Course team members
• Other academic colleagues, including external examiners and reviewers
• Professional bodies and other external agencies
Features of Programme Outcomes • Written for a broad audience
• Written in context to reference points
• Describe the likely achievements of a typical student
Provide a generalised overview of the programme curriculum in terms of generic competences within a subject specific context
• Not directly tested or testable BUT can be mapped to the outcomes of modules
Prompt Questions for Programme Aims and Programme Outcomes
starting points
aims vs. outcomes
One possible starting point where aims and the rationale are present for an existing programme of study within existing programme
documentation……..
On completion of this programme it is expected that students will:/…
….be able to: ….demonstrate:
anatomy
…derive and apply solutions from knowledge of sciences,
engineering sciences, technology and mathematics
…be aware of the nature andtreatment of medical emergencies,
and the general hazards and risks of …surgery
Not directly tested or testable BUT can be mapped to the outcomes of modules
…a general knowledge of the history of …in Western Europe
Provide a generalised overview of the programme
curriculum in terms of generic competences
within a subject specific context
Competences
Subject Specific - Generic
•linked through the use of the common learning outcomes language
•drafted using active, non-ambiguous verbs
•verbs refer to the representation of learning, not the process
anatomy
“Through discussion, creation of reciprocal knowledge and mapping the ways the subject area is learned and taught in the
various countries, insight was gained and consensus built on what constitutes the vital core of each subject area.” Tuning Project (2007)
starting points
curriculum mapping
Curriculum Mapping
One possible starting point where outcomes for constituent modules or courses are present for an existing programme of study within
existing programme documentation……..
process
Collaborative
About consensus common denominators not lowest
Emotionally charged there will be differing viewpoints
Iterative it will not be done and finished
And the Process Metaphor?
It’s not a straight-jacket it’s an invitation to a party
BIGWIG(Beyond the Information Given - Within the Information Given)
Developing Degree Level Expectations, Ontario (COUs)
-six guidelines-
Depth and Breadth of Knowledge
Knowledge of Methodologies
Application of Knowledge
Communication Skills
Awareness of Limits of Knowledge
Autonomy and Professional Capacity
If you visit one site outside Europe and Bologna, go to-
http://degree-expectations.apps01.yorku.ca/wordpress/developing-degree-level-expectations-for-your-unit-ocav-guidelines/32/
CAPSL Support
Central workshops during Hilary and Trinity term on: developing programme outcomes;
writing module outcomes; curriculum design and assessment.
Requests for workshops or facilitated discussions on these topics to best support local curriculum
initiatives, are welcome from course directors, discipline heads and Schools.
Please contact us at [email protected] or visit our website for further details.