Hong Kong Baptist University

Centre for Holistic Teaching & Learning (CHTL)

Outcome Based Teaching and Learning @HKBU

August 2010

Intended Outcomes

Background

• With the UGC push for Outcome Based Education at Hong Kong Universities, most local universities  are now implementing Outcome Based Teaching and Learning (OBTL) in their programme offerings.

How’s the OBTL implementation at HKBU?

OBTL implementation

Micro‐framework of OBTL

What is a succinct and suitable ILO?

Activity: Our first try at an ILO

Your answers

What are the differences between 

Objectives and Outcomes

Objectives vs. OutcomesObjectives vs. Outcomes

Specific intentions that indicate the steps to be taken to achieve our aims or goals as teachers. They indicate the teachingintentions.

Ob

jectives

What the learners will be able to do when they have completed their course or programme. 

Ou

tcom

es

What are Intended Learning Outcomes?What are Intended Learning Outcomes?

• Statements of what students are expected to be able to do as a result of engaging in the learning process (studying a lecture/course/programme). 

They are:• Expressed from the students' perspective. • Expressed in the form of action verbs leading to observable and 

assessable behavior. • Related to criteria for assessing student performance.

[Ideally no more than THREE/FIVE outcomes per session/course ] 

Outcomes should be achievable and assessable

1. Select the content to be taught.

2. Decide the levels of understanding the students are expected to achieve for the different content topics.

3. Have a workable number of ILOs.

4. Decide if all the ILOs are of equal importance.

5. Ensure a clear understanding and agreement of the ILOs within the teaching team and other relevant parties.

6. Communicate the ILOs to the students.

Designing ILOsDesigning ILOs

Which of the following verb(s) best describe your understanding of OBTL?

UseUse

ConstructConstruct

ApplyApplyOutlineOutline

ExplainExplain

DescribeDescribeExamineExamine

AnalyseAnalyse

CompareCompare EvaluateEvaluate AppraiseAppraise

CritiqueCritiqueListList

IdentifyIdentify

StateState

FormulateFormulateDesignDesign

CreateCreate

At the beginning of the second semester, Dr. Chan, the teacher who taught the same course of introductory level in semester A, is annoyed. He notices some of his students become less interested in the subject and his teaching.

I have memorised all the notes and readings. I think I understand well the subject. Why I got only a C grade?

I did a good job in applying the I did a good job in applying the concepts and theories. To my concepts and theories. To my surprise, I only got grade surprise, I only got grade BB. I . I am really upset about this.am really upset about this.

I have made very thorough evaluation based on the criteria and standards with a very careful analysis on the data. Why I only got an A-?

Amanda

Ben

Calvin

Some vague ILO verbs

AppreciateBecome aware ofFamiliarise with

KnowLearn aboutUnderstand

How do these verbs manifest themselves in terms of change of behaviour / performance?

Some vague ILO verbsSome vague ILO verbs

AppreciateAppreciateBecome aware ofBecome aware ofFamiliarise withFamiliarise with

KnowKnowLearn aboutLearn aboutUnderstandUnderstand

How do these verbs manifest themselves in terms of change of behaviour / performance?

Our differences in understanding “understand”

Sources: http://itc.utk.edu/~bobannon/classifications.htmlAnderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. Wong H. & Wong, R. ( 1998). How to be an effective Teacher: The First Days of School. Harry K. Wong Publications, Inc.

ListIdentifyState

ExplainDescribeOutline

ApplyUseConstruct

AnalyseExamineCompare

CreateFormulateDesignEvaluate

AppraiseCritique

REMEMBERINGREMEMBERING

UNDERSTANDINGUNDERSTANDING

APPLYINGAPPLYING

ANALYSINGANALYSING

EVALUATINGEVALUATING

CREATINGCREATING

Levels of understandingLevels of understanding

Bloom’sTaxonomy:

Action verbs

Some additional verbs for writing outcomes (ILOs)

BloomBloom’’ssTaxonomy:Taxonomy:

Action verbsAction verbs

Some additional Some additional verbs for writing verbs for writing 

outcomes (ILOs)outcomes (ILOs)

The SOLO Taxonomy: Action verbs

FailIncompetentMisses points

• Do simple procedures

• Define• Identify• Name• Recite

• Classify• Combine• Describe• Do algorithms• List

• Analyze• Apply• Argue• Compare /

Contrast• Criticize• Explain causes• Relate• Justify

• Create• Formulate• Generate• Hypothesize• Reflect• Theorize

SOLO: Structure of Observed Learning Outcomes

An example from Killan 2004:78:“Explain why cheetahs have spots.”

Uni‐structural

Multi‐structural

Relational

Extended abstract

Using SOLO

Back to your answers

Activity: Writing your first ILO with Bloom/SOLO

Teaching & Learning Activities

Examples of TLAsExamples of TLAs

• 1- or 3-minute paper• Assignment• Case-study• Concept Map• Create ‘product’• Experiment• Field trips• Group discussion• Group project• Individual project• Lecture

• PRS• Question & Answer• Reflective diary• Role Play• Set reading• Simulation• Site visits• Think-Pair-Share• Tutorial• Video• Written essay

TLAs

Activity: Pedagogy for achieving your ILO

Appropriate motivational context

Well‐structured knowledge base

Relevant learner activity

Formative feedback

Reflective practice and self‐monitoring

Learning Experience

Intended Learning Outcomes

How to achieve the intended outcomes?

AssessmentTeaching and learning

activities(Pedagogies)

Evidence of having achieved theintended outcomes?

An OBE model

Adopt from Prof. Edmond Ko’s workshop on “Motivating Student Learning with Engaging Pedagogies”

Activity

Assessment Methods?Assessment Methods?

Before designing any Assessment Methods, an important first stepis to decide what performances would represent evidence that a particular learning outcome has been achieved.

A second step is to ensure that there is an alignment between the learning outcome and the evidence.

[The key to achieving alignment mainly rests with the action verbsthat we choose which identify what it is a learner can do after successfully completing the Teaching and Learning Activity]

TLAs vs. AMsTLAs vs. AMs

• 1- or 3-minute paper• Assignment• Case-study• Concept Map• Create ‘product’• Experiment• Field trips• Group discussion• Group project• Individual project• Lecture

• PRS• Question & Answer• Reflective diary• Role Play• Set reading• Simulation• Site visits• Think-Pair-Share• Tutorial• Video• Written essay

Formative and Formative and 

Summative AssessmentSummative Assessment

Formative Summative

Time During a learning activity/unit

At the conclusion of a learning activity/unit

Goal To improve learning To make a decision

Feedback Return to material/ learning issues

Final judgement

Frame of reference

Always criterion (evaluating all students according to the same criteria)

Sometimes normative (comparing each student against the others)

Sometimes criterion (evaluating each student according to the same criteria)

Student performance in

assessment tasks should be

judgedjudged against a set of clear clear

grading criteriagrading criteria defining the

quality of performancequality of performance

expected of each of the

grades.

Grading CriteriaGrading Criteria

Criterion vs. Norm Referenced

Criterion Norm

Time During a learning activity/unitat the conclusion of a learning activity/unit

At the conclusion of a learning activity/unit

Goal To find out if a student has reached a certain criteria on a skill, ability and behaviourTo find out the characteristic of the individual

To compare the students in relation to their peersTo find out a student’s ability in relation to others

Constructive Alignment Definition

Constructive Alignment Constructive Alignment

DefinitionDefinition

Constructive

Constructivist theory – learners use their own activity to construct their knowledge or other outcome.

Alignment

Reflects the fact that the learning activity in the intended learning outcomes needs to be activated in the teaching if the outcome is to be achieved and in the assessment method to verify that the outcome has in fact been achieved.

Constructive AlignmentConstructive Alignment

An alignment of:

• Intended Learning Outcomes

– Where you are going?

• Teaching and Learning Activities

– How are you going to get there?

• Assessment Methods (both as a motivation for learning and a measure of learning effectiveness)

– How do you know you are there?

ILO’s

TLA’s AM’s

ILO’s

TLA’s AM’s

ILO’s

TLA’s AT’s

Some Common Mis-AlignmentsSome Common MisSome Common Mis--AlignmentsAlignments

An OBTL Course Syllabus Template

Course Intended Learning Outcomes (CILOs)

CILO By the end of the course, you should be able to: 

CILO1 Perform/apply/…

CILO2 Critically evaluate …

CILO3 Demonstrate knowledge and understanding of …. 

CILO4

Teaching & Learning Activities (TLAs)

CILO No. TLAs

CILO1 You will:‐ Be given hands‐on instruction on …‐ Be given written tasks to write …

CILO2 ‐ Be working in teams …‐ Be given hands‐on experience …

CILO3

CILO4

Assessment Methods (AMs)

Type of Assessment 

Weighting  CILOs to be 

addressedDescription of Assessment Methods

Quizzes  10% 1‐2 Quizzes will test and reward your facility with concepts and cases from lectures and readings 

Assignments  30% 1‐3 Assignments will test your ability to …

Final Exam  50% 1‐4 The examination will test your ability to: 

In‐class and on‐line participation 

10% 2‐3 Class discussions and on‐line discussions will encourage, reward, and assess your active contributions to analysis and their active engagement with other students 

Constructive AlignmentConstructive Alignment

Three Steps:

1.1. DescribeDescribe intended outcomes in terms of what the students are supposed to be able to perform after learning.

2.2. EngageEngage students in learning activities that bring about the intended outcomes.

3.3. JudgeJudge if and how well students performances meet the criteria.

Activity:Directed Paraphrase

Activity:Activity:Directed ParaphraseDirected Paraphrase

Using non-technical, layman’s terminology,

what does constructive alignment mean?

Please write your answer on the index card.

Constructive Alignment ofConstructive Alignment ofILOs and TLAsILOs and TLAs

Consider if : all ILOs are being addressed?there is a balanced coverage of the ILOs?

TLA1 TLA2 TLA3

CILO1

CILO2

CILO3

CILO4

CILO5

Example: Constructive Alignment ofExample: Constructive Alignment ofILOs and TLAs ILOs and TLAs –– CHTL1001CHTL1001

PRS In-class discussion

Online discussion

Reading Assessed Delivery

Reflective Journal

Describe the context for learning and teaching at Hong Kong Baptist University.

Apply learning theories to the preparation of teaching and learning activities.

Deliver a high quality teaching and learning activity.

Create a personalized and reflective teaching portfolio.

Constructive Alignment ofConstructive Alignment ofILOs and Assessment MethodsILOs and Assessment Methods

Consider if : all ILOs are being addressed?there is a balanced coverage of the ILOs?

AT1 AT2 AT3

CILO1

CILO2

CILO3

CILO4

CILO5

Example: Constructive Alignment ofExample: Constructive Alignment ofILOs and AMs ILOs and AMs –– CHTL1001CHTL1001

In-class participation

Online discussion Assessed Delivery

Reflective Journal

Describe the context for learning and teaching at Hong Kong Baptist University.

Apply learning theories to the preparation of teaching and learning activities.

Deliver a high quality teaching and learning activity.

Create a personalized and reflective teaching portfolio.

Exercise: Assessment MethodsExercise: Assessment Methods

• Take one of your ILOs from your current course, and an associated, aligned TLA;

• Identify a ‘constructively aligned’ Assessment Method which demonstrates achievement of the outcome.

Some possible Ideas!Some possible Ideas!Some possible Ideas!

Students will be able to identify 3 learning theories

Students will be able to construct a table with key features of learning theories

Students will be able to generate examples and implement a teaching session in which ILOs are aligned with TLAs based in specific learning theories

ILO’s

Reading, Lecture

Practice creating tables of differences in theories as a small group activity

Class brainstorming discussion followed by individual choice in type of teaching session to implement, Peer consultation/review

TLA’s

Multiple choice quiz & examination question

Homework assignment or exam questions where key features of LT’s are filled in

Assessed delivery on topic of own choice

AM’s

OBTL implementation

Courses \ PILOs PILO1 PILO2 PILO3 PILO4 …

Course 1 x x

Course 2 x x

Course 3 x x

Course 4 x x

…

OBTL Mapping MatricesPILOs‐Courses Mapping

PILOs \ HKBU GAs GA1

Knowledge

GA2

Thinking

GA3

Learning

GA4

Communication

GA5

Skills

GA6

Citizenship

GA7

Teamwork

PILO 1 x x x x

PILO 2 x x x

PILO 3 x x x

PILO 4 x x x

…

GAs-PILOs Mapping

HKBU GAs (Summary)1. Have up‐to‐date, in‐depth knowledge of an academic specialty, as 

well as a broad range of cultural and general knowledge (Knowledge);

2. Be able to think critically and creatively (Thinking); 

3. Be independent, lifelong learners with an open mind and an inquiring spirit (Learning); 

4. Have trilingual and biliterate competence in English and Chinese, and the ability to articulate ideas clearly and coherently (Communication); 

5. Have the necessary information literacy and IT skills, as well as numerical and problem‐solving skills, to function effectively in work and everyday life (Skills);

6. Be responsible citizens with an international outlook and a sense of ethics and civility (Citizenship); and 

7. Be ready to serve, lead and work in a team, and to pursue a healthy lifestyle (Teamwork).

[Ref.: approved by HKBU Senate in September 2008]

HKBU GAs Tangram

Attributes that HK Employers want froma University Graduate

Q & A

Acknowledgement:Selected materials adopted from course SG8001 offered at CityUHK