Learning outcomes “Learning with an intention”

The clearer it is for the learners what is expected of them, and the

better they understand their role and the criteria to be used to

determine whether they were successful or not, the more efficient

their learning will be.

(Diamond, 1998)

Learning outcomes

Statements of what a learner will know, understand, and/or

will be able to demonstrate at the end of a learning

experience, as well as the description of specific

intellectual and practical skills acquired or demonstrated by

successfully completing a learning unit or a qualification.

Learning outcomes, along with the assessment criteria,

determine the minimum requirements to obtain credits.

Characteristics of the Learning Outcome approach

Learning outcomes are an explicit identification of

integrated knowledge, skills and competences;

They do not describe the learning process;

They do not refer to intentions, goals and tasks of

instructors (teachers, trainers etc.),

They are not a short overview of the education/training

programme contents;

Learning outcomes describe the results of the learning

process!

Learning results

Applies appropriate ICT skills in order to predict

demographic trends;

Develops the understanding of cultural diversity in

the workplace;

Understands nine reasons to run a needs analysis;

Is presented in written form to diverse professional

academic public.

Why are learning outcomes important?

They define the type and scope of learning the learner is

expected to achieve;

They provide an objective assessment criterion/measure;

They clearly specify what is expected of a learner;

They list the learners’ competences to potential

employers.

Why are learning outcomes important

They help define coherent learning units;

Focus has moved from the process to the results of

learning;

Easier assessment of learners’ achievements;

They facilitate the guidance of learners, and help them

understand the expected results of learning.

Ishodi učenja

__________

• Funkcionalna znanja

• Profesionalne i kognitivne vještine

• Kompetencije (nivo samostalnosti i

odgovornosti)

Ishod

učenja

Ishod

učenja

Ishod

učenja

Learning outcome qualification unit qualification

Units of qualification/learning

MQF

qualification

Formulating/writing learning outcomes

What do we want the learners to achieve?

How will we know that they achieved it?

Learning outcomes

should not describe the

route to achieving the

learning results, but the

results themselves:

Learning outcomes describe what a

candidate should be able to

demonstrate:

• Reflection, knowledge (cognitive

domain),

• Work, skills (psychomotoric domain),

• Feelings, attitudes (affective domain). • Activities can be seen

(observed),

• Activities have to be

measurable,

• Learners have to be able

to perform the activites

stated in the LOs.

Criteria for formulating/writing learning outcomes

Learning outcomes describe outcomes, not the process of

learning,

Each outcome starts with an action verb, reflecting the

level of necessary learning,

Outcomes need to be written in terms of what a learner is

able to demonstrate,

They should reflect knowledge, skills and competences

(independence and responsibility) in an appropriate

scope,

Include outcomes that refer to key competences,

The language used to write LOs should be clear and

understandable. Avoid technical expressions!

Formulating/writing learning outcomes

Action verbs

To write learning outcomes, we need to

choose an action verb denoting an

action that will result in obvious

behaviour

Statements need to be short and focused

Design

Categorize

Use

Prepare

Adapt

Be aware

Be familiar with

Know

Understand

Formulating/writing learning outcomes

Learning elements in terms

of learning outcomes

Allocate active verbs

to learning elements Transfer needs to

learning elements

Attitudes

Needs

Practical skills

Intellectual skills

Psychomotoric

domain

Affective domain

Knowledge and

understanding Cognitive

domain

The System of learning outcomes

What to do?

Learning outcomes

Under what conditions?

How well should it be done?

Behaviour

Conditions

Criteria

Action verbs: Cognitive,

psychomotoric, affective

Example: ‘In the classroom

context, learners will be able,

through the use of appropriate

examples, to demonstrate and

evaluate.’

Condition– In the

classroom context Behaviour –

Demonstration and

evaluation Criteria – Appropriate

examples

Formulating/writing learning outcomes

•Every important area of learning must be included while

writing learning outcomes for a qualification,

•One learning outcome can be a combination of general,

professional and key competencies,

Examples of key competences that should be included

in the learning outcomes

To obtain a qualification, the learner should be able

to demonstrate:

• Research skills, including the ability to define

problems, to find ways of solving them, collect

information and evaluate them;

•Critical thinking and problem-solving skills;

• Inititiative and entrepreneuership;

• Team work and leadership skills etc.

The Law on the Montenegrin Qualification Framework

This Law regulates the National Qualifications Framework, levels

and sub-levels of qualifications, types of qualifications, volume of

qualifications, as well as bodies for proposing, adoption and

classification of qualifications.

Glossary: Learning outcomes are statements confirming what a learner

knows, understands and is able to do at the end of the learning process,

regardless of the way of learning. They are defined through knowledge,

skills and competences.

Principles: One of the founding principles of the Framework is that

learning outcomes are reflected through knowledge, skills and

competences.

Goals: One of the goals of the Framework is to define clear learning

outcomes.

THANK YOU