Using learning outcomes

Using learning outcomes The Centre for Outcomes-Based Education COBE

Practical pedagogy from COBE This booklet is part of the Practical Pedagogy series from the Centre for Outcomes-Based Education. The series aims to promote good practice and offer practical advice in learning, teaching and curriculum development. COBE works with course teams, programme committees, faculties and regions to support innovative curriculum design and academic staff development. Can we help? Please get in touch by emailing cobe@open.ac.uk or visit our website at www.open.ac.uk/cobe to find out what we can offer. Other booklets in the COBE Practical Pedagogy series include: Action Research A Guide for Associate Lecturers Enhancing Employability Undergraduate Levels Framework Work-based Learning: Models and Approaches Integrating Information Literacy into the Curriculum Using learning outcomes

Who is this booklet for? This booklet is intended to help you use learning outcomes in the design and presentation of courses and awards. Each section contains practical information on writing, teaching and assessing learning outcomes for programme committees, course teams, regional staff and associate lecturers. The following table outlines the purpose of each section and its relevance to each group. SECTION Introduction to learning outcomes What are learning outcomes, what are they for, and issues of assessment. Implications of outcomes-based learning, teaching and assessment Implications of an outcomes-based approach for both staff and students. Building learning outcomes into course and award design Guidance on when to start thinking about learning outcomes. Writing course and award learning outcomes Practical guidance on the style and language of learning outcomes. Assessing course learning outcomes Practical guidance on how to assess against learning outcomes. WHO IS IT FOR? Programme committees Regional staff Associate lecturers Programme committees Regional staff Associate lecturers Programme committees Programme committees PAGE 2 3 4 6 8 Course checklist: Using learning outcomes at course level Checklist to help course teams use learning outcomes effectively. Implications of a programme-based approach Implications for course teams and guidance for programme committees. Award checklist: Using learning outcomes at award level Checklist to ensure that awards satisfy Open University and QAA requirements. Associate lecturers Programme committees Regional staff Associate lecturers Programme committees 9 10 11 Curriculum maps Guidance on the purpose, development and use of a curriculum map at award and course level. Programme committees 12 Undergraduate levels framework Guidance on appropriate course level and how to focus on progression. Programme committees 14 Resources Further sources of information on embedding learning outcomes into courses and awards. Programme committees Regional staff Associate lecturers 16 For more information and support about outcomes-based teaching and learning, please visit COBE s website at www.open.ac.uk/cobe or email cobe@open.ac.uk 1

Introduction to learning outcomes What are learning outcomes? The Open University has adopted the following definition: A learning outcome is a statement of what a student is expected to know, understand and be able to do at the end of a course or award. This definition suggests that: Learning is not just about knowing subject-specific details but also about the development of cognitive and key skills (for example: being questioning and analytical; being able to communicate effectively and appropriately) necessary to use the subject knowledge. Learning is about developing and demonstrating skills and knowledge. That is, assessment activities should be designed to give students an opportunity to show how they are working towards the learning outcomes, and an opportunity for feedback to help them improve. Outcomes refer to the end of a course or award. Working towards the outcomes during a module or a course is a developmental process in which assessment is part of, and guides, learning. What are learning outcomes for? An outcomes-based approach shifts the emphasis from the tutor to the student, from teaching to learning. The goal is to enhance learning by helping students know what they should expect from their course, and what they are expected to be able to do if they are to be successful. The approach aims to: Make the curriculum, and the demands and achievements of study clear to students, teachers and others (such as employers or professional bodies). Help students develop as independent and lifelong learners, able to adapt and learn for themselves in a rapidly changing social and economic environment. Learning outcomes and assessment An assessment strategy should be concerned with giving students a range of opportunities to demonstrate their development of the intended learning outcomes, such as: Explicitly linking learning outcomes to assessment. Providing opportunities for continuous assessment as well as end-of-course assessment. Providing opportunities for formative as well as summative assessment. Using assessment criteria that are shared with, and are understood by, the students. Giving opportunities for students to gain experience of a range of appropriate assessment methods. For example, traditional examinations may not be an appropriate way to assess skills such as information management, team working, or oral communication. Giving associate lecturers guidance on how their feedback can support students achievement of relevant learning outcomes and also feed forward to future assignments to guide students further development, particularly of more generic skills outcomes. Development of the learning outcomes and the assessment strategy of an award, course or module should take place alongside content planning. Outcomes and assessment should not be bolted on to content at the end. Being explicit about the learning outcomes, and using an assessment strategy that helps students work towards them, helps to build their confidence and support students in becoming effective learners. Learning outcomes should be referenced to study at a particular level so that appropriate and realistic judgments about performance and development can be made. Learning outcomes also: Enable course teams to clearly link the learning, teaching and assessment materials at the earliest stages of course production. Provide a framework for quality assurance. 2

Implications of outcomes-based learning, teaching and assessment For central academic staff The learning outcomes of a course should be used to form the basis of teaching and assessment materials and be explicitly linked to assessment. Guidance to associate lecturers and the feedback they provide to students should relate to these outcomes. The position of each course within an award must be considered, including issues of progression and level and the implications of changes to teaching and assessment at course level on award learning outcomes. Award learning outcomes must be clearly linked to courses and be supported by a variety of assessment methods in those courses. Award specifications need to be regularly reviewed and updated, particularly when changes have been made to courses contributing to the award. For regional staff Increased emphasis on learning outcomes, especially on the development and assessment of skills, has implications for tutor briefing, academic staff development, and monitoring. Regional provision of learning support will need to recognise the significance of learning outcomes at both course and award level and respond to potential changes in assessment methods. The move towards programmes of study has implications for those providing advice to students. For associate lecturers Associate lecturers will need to be aware of and reinforce the learning outcomes of a course, particularly those that are assessed in each assignment. There is an increased emphasis on supporting students skills development, as well as on acquisition and use of subject-specific content. Feedback to students should focus on developing course learning outcomes, and guidance provided to associate lecturers should support this. For students Learning outcomes provide a focus for appropriate formative, as well as summative, assessment activities. Learning outcomes provide a framework against which specific feedback can be given on a student s progress towards the outcomes. Students should be better able to assess their own progress, and identify where they need help. Students are provided with a language that helps them to recognise and articulate their own achievements. For external stakeholders Learning outcomes form part of the quality assurance processes of the University and support our claims to the QAA (Quality Assurance Agency) about what a student is capable of doing at the end of an award. Learning outcomes are examined by external assessors as part of the approval process for new courses and awards. Learning outcomes frame the award process for programme committees and external examiners. 3

Building learning outcomes into course and award design Learning outcomes should be established at the very earliest stages of course or award design. The following guidance is intended to help course teams and programme committees identify and establish learning outcomes as the course and awards progress through the various stage gate processes. Courses Stage gate processes What happens at this stage? Opportunity review You may find it useful to identify and capture three or four main course learning outcomes as part of the brief course description included in the opportunity review document. The opportunity review is also a point at which to review the learning outcomes of the award(s) to which the proposed course contributes. Business appraisal The business appraisal form has a section on Learning Aims and Outcomes. This section does not a require a full listing of course outcomes but rather an assessment of what the proposed course contributes to the award(s) learning outcomes. Specification Post-launch review Lifecycle review The REP03 and REP11 forms require a detailed listing of the course aims and course learning outcomes. This stage also requires detailed information about how the learning outcomes relate to the assessment strategy of the course. Learning outcomes may be changed during this phase of course production but these changes need to be recorded on the REP03 and REP11 forms and the relevant programme committees informed. The details on PLANET are used throughout the University and need to be checked regularly. Learning outcomes need to be reviewed as part of the post-launch review. This stage of the course review process requires a brief report on the extent to which learning outcomes have been successfully addressed by the course content or assessment during the initial presentation of the course. Any possible changes to learning outcomes or aspects of the course content to align it more with award outcomes should be considered at this stage. 4

Awards Stage gate processes What happens at this stage? Opportunity review Learning outcomes are not specifically required at this stage. However, you should be considering how the OU award fits with those of other HEIs, and the key way of making a comparison is to compare learning outcomes. You will also be likely to have a clear idea of most of the compulsory and core optional courses that will provide pathways to the award. Another important part of this consideration is employability. Business appraisal The business appraisal again does not specifically mention learning outcomes though you will need to have a clear idea by now of what they are. You will have to make a case for this curriculum development, which means you will need to know if this award is part of a pathway to other awards and whether it depends on the continuation of any courses already in presentation. Specification This is the point at which you finalise the learning outcomes for the award, and complete the curriculum map. You will also be required to include separate statements about employability. Annual review Every year, programme committees review their awards, and the courses within their programme. contribute to this, and changes may need to be made to the learning outcomes of the award and to individual courses. Compulsory course - A course which must be studied in order for the award to be obtained. Core optional course - Core optional courses are courses chosen from a restricted set of options. The set of compulsory and core optional courses taken by a student must together address all the learning outcomes of the award. Optional course - An optional course is one of a group of courses from which a specified number of points must be studied for the award to be obtained. Free Choice - Free choice denotes a choice from an unrestricted list of all the courses the University offers. 5

Writing course and award learning outcomes When should this happen? Learning outcomes should be established during the course specification period leading up to the production phase of a course and in the early stages of award design. Course teams are advised to include their editorial media developer in this process. Learning outcomes should be used as the basis for writing the teaching, learning and assessment materials of courses. There should not be learning outcomes for chapters or blocks in addition to course learning outcomes. This adds an additional layer of complexity and makes it difficult to ensure that the course learning outcomes, or indeed award learning outcomes, are taught, developed and assessed through the course materials. How should this be done? Categories Learning outcomes should be described under the following four categories: knowledge and understanding, cognitive skills, key skills, and professional and practical skills. Knowledge and understanding outcomes describe broadly the subject matter of the course. Cognitive skills, such as analysis, synthesis and critical reasoning, describe the abilities required to process the subject matter. Key skills relate to more specific skills such as being able to communicate effectively; handle numerical and graphical work, and IT tools; and use online sources to find and retrieve information. Learning how to learn is a key developmental skill for most courses. Practical and professional skills are those skills specific to a particular subject area, such as lab or field work, or the requirements of a specific professional or regulatory body. Deciding on what knowledge or skills should be in which category is difficult, and within and between some disciplines there will be debates and differences about what constitutes knowledge and how the processing of that knowledge can be described. The reason for trying to separate the categories is to ensure that outcomes are not just described in terms of a body of knowledge but the way in which the student processes that knowledge is explored and explained. Many course learning outcomes relate to employability skills. should be explicit to students about which learning outcomes contribute to these skills, and guidance should be given to associate lecturers on providing useful feedback to students. More information on employability can be found in the Enhancing Employability... booklet, available from COBE, and on the employability website, www.open.ac.uk/cobe/employability Number In general, the fewer learning outcomes specified for an award or course the better. This is because a smaller number makes auditing of learning outcomes at both course and award level easier, and provides greater flexibility in linking courses to awards. It is recommended that courses and awards have between 12 and 16 learning outcomes in order to make the auditing of teaching and assessment material simpler. This does not mean that there should automatically be three or four learning outcomes in each category: the number will vary depending on the particular focus of the course or award. Language Learning outcomes should be written in a language that will be readily understood by students and prospective students, and their purpose should be clearly explained. They should also be addressed to the student and written in the second person. An example, from the Faculty of Technology, of how learning outcomes might be prefaced is: Learning outcomes are what you should know, understand and be able to do at the end of the course. They are divided into four categories: knowledge and understanding, cognitive skills, key skills and professional/practical skills. Knowledge and understanding relate to the content and subject matter of the course; cognitive or thinking skills are associated with analysis and synthesis of the course content; key skills are more general and concern your ability to communicate, use relevant ICT and information literacy skills, or work with others. Professional/practical skills are particular skills that relate to the subject area. A set of appropriate verbs to help you write learning outcomes is in the box below. Knowledge and Understanding Describe, identify, label, show, demonstrate, organise, know, understand, be aware of, recognise, define, classify, paraphrase, give examples of, summarise, discuss, explain, clarify. Cognitive skills Use, select, apply, present, compare, construct, illustrate, engage with, consider, assess, evaluate, synthesise, analyse, interpret, distinguish between, differentiate, contrast, question, challenge, critique, argue, account for, justify, judge, appraise, review, defend. Key skills and professional/practical skills Find, identify, develop, recognise, use, manage, engage with, communicate, present, record, evaluate, compare, assess, select, choose, plan, monitor. 6

Level The learning outcomes for a course need to be written at an appropriate level, to take into account progression within the awards to which the course contributes. Level 1 learning outcomes should focus on developing understanding and skills, level 2 on using and applying knowledge and skills and level 3 on critical understanding and the application of skills. Award learning outcomes should reflect the highest level of study in that award. So, the learning outcomes for a Certificate involving study at level 1 should be written at level 1, but the learning outcomes for a Diploma or Degree involving study at levels 2 and 3 should be written at level 3. The following table shows some examples of Knowledge and Understanding and Cognitive skills outcomes, based on the levels framework developed by the Faculty of Social Sciences. Examples of Knowledge and Understanding and Cognitive skills outcomes at different levels based on those developed in the Faculty of Social Sciences LEVEL 1 LEVEL 2 LEVEL 3 You should demonstrate that you You should demonstrate that you You should demonstrate that you Knowledge and Understanding are aware of selected key concepts, theories and debates within the social sciences such as to give a broad introduction relevant to all disciplines. are aware of the way in which social science knowledge develops through a process of questions, claims, evidence and evaluation. understand what is meant by the social sciences and the nature of social science knowledge and understanding. have a basic understanding of the processes of social change and the way these can be interpreted. have sound knowledge and understanding of key concepts and theories and debates relevant to one or more disciplines. have some understanding of the methods associated with one or more disciplines. have some understanding of the debates within one or more disciplines about the nature of knowledge and understanding. understand the distinctive nature of the field of study /approach of one or more disciplines, and of the variability within it. are aware of the ways in which the knowledge and tools of social science contribute to an understanding of issues of social and political and ethical concern. have a systematic and critical understanding of key ideas and theoretical debates within a specific area of study or discipline. have a critical understanding of the methods relevant to a specific area of study or discipline. have an understanding of epistemological and methodological bases of debates within a specific area or discipline. are critically aware of current research and scholarship in a specific area of study or discipline. understand the ethical issues involved in enquiry in a specific study or discipline. understand the contested nature of knowledge; and the potential uncertainty, ambiguity and limits of knowledge in a specific discipline or area of study. You should demonstrate that you are able to You should demonstrate that you are able to You should demonstrate that you are able to Cognitive skills define and use key terms and concepts in the social sciences. present an argument in a form appropriate to the subject matter. make simple comparisons and identify the strengths and weaknesses of different theories/arguments. interpret and use, at a basic level, both quantitative and qualitative evidence. construct a social science argument with appropriate use of evidence, concepts and theories. compare and evaluate different social science theories/arguments. review/assess different kinds of evidence in relation to a specific discipline or area of study. recognise and illustrate the use of comparison. consider the strengths and weaknesses of different methods used in one or more disciplines. construct a sophisticated social science argument. critically assess /evaluate different theoretical approaches. synthesise and critically evaluate evidence, information and arguments from a range of sources. pursue a specific question or carry out a piece of personal research utilising appropriate methods and showing awareness of their limitations. critically engage with a specific social issue and exercise informed judgment in relation to it. Other examples of writing learning outcomes at different levels of study can be found on the COBE website: www.open.ac.uk/cobe 7

Assessing course learning outcomes How should learning outcomes be assessed? The Open University s claim about assessment of learning outcomes is that all students will have the opportunity to develop and demonstrate the intended outcomes of a course or award. Assessment should be against course learning outcomes. Chapter or block learning outcomes should be avoided in order to make mapping of assessment against learning outcomes less complicated. Skills development is an important part of HE, and this is recognised in the University s Undergraduate levels framework (p. 15). Cognitive skills such as analysis and synthesis, key skills such as effective communication and information literacy, and practical and professional skills such as lab or field work or the requirements of a specific professional or regulatory body, are all essential skills for learning and the workplace. There is considerable experience in assessing subject knowledge and understanding. However, there must also be opportunities for skills to be assessed against the marking criteria and for developmental feedback to be provided. should consider different approaches to assessment to meet fitness for purpose requirements. They should offer the student the experience of a variety of assessment methods to support learning and skills development, and, for students wishing to develop their careers, meet the requirements of today s workplace. A pathway through a set of compulsory and core optional courses leading to an award should provide students with a coherent learning and assessment experience. There should be regular auditing of assessment to ensure that students have the opportunity to demonstrate all course and award learning outcomes. Do all outcomes have to be summatively assessed? The majority of learning outcomes will be summatively assessed at least once during the course and course teams should ensure that question choice or substitution does not affect a student s opportunity to develop and demonstrate all the course learning outcomes. Some learning outcomes, such as participation in forums and online discussions, should be demonstrated through summative assignments but may not always receive a formal mark. However, care should be taken on compulsory and core optional courses that all learning outcomes which relate to an award are summatively assessed. An exception is learning how to learn, which should be formatively encouraged or developed through activities and tutor guidance but need not be specifically assessed. How do learning outcomes relate to marking criteria? Learning outcomes should form the basis of the marking criteria for assignments, and not be an additional dimension to pre-existing criteria. Marks should be allocated against these criteria in the way usually done in the course. Care should be taken if using competence-based criteria, such as well-achieved, achieved, etc. Statements of competence and decisions about achievement may not be easily compatible with a system in which marks, grades and classifications are retained. What information should be given to associate lecturers? Guidance to associate lecturers should include information on which learning outcomes are being assessed in particular assignments and how the marking criteria should be used. Guidance should also be given on how to provide feedback to students against the learning outcomes and how this feeds forward to future assignments to guide students further development, particularly of skills outcomes. Monitoring should be related to learning outcomes, and this should be made clear to tutors. What information should be given to students? Assignments should clearly state which course learning outcomes are being assessed. Feedback to students should focus on the learning outcomes, with feedforward to help improve their skills development. Up-to-date examples of assessment against learning outcomes can be found on the COBE website: www.open.ac.uk/cobe 8

Course checklist: Using learning outcomes at course level Action All courses should describe their learning outcomes, usually between 12 and 16 in total, within four categories (knowledge and understanding, cognitive skills, key skills, and practical and professional skills). Learning outcomes should be written at the appropriate level, using the Undergraduate Levels Framework as a guide. Comments For compulsory and core optional courses in an award, course teams must ensure that there is an identifiable link between course and award learning outcomes. Students should be given clear information, in appropriate language, about what learning outcomes are and what they are for. This should appear in the course or study guide. All course teams should ensure that the intended course learning outcomes are taught, developed and assessed through the teaching, learning and assessment material of the course. Activities and formative assignments should explicitly develop course learning outcomes and prepare students for summative assessment. All summative assessment activities, including ECAs and exams, should identify which course learning outcomes are being assessed and this should be communicated to students and tutors. Mapping the assessment of learning outcomes for a course should ensure that any options offered within an assignment address the same stated outcomes. should check the substitution rule for their course to ensure that all students have the opportunity to demonstrate all the learning outcomes. This should take place at the earliest stage of course production and regular auditing used. should be aware of the implications to award outcomes of changes to teaching and assessment at course level. Learning outcomes should be integrated within the course and not just introduced for assessment. With very few exceptions, such as learning how to learn, all learning outcomes should be summatively assessed at least once. This is particularly important in compulsory and core optional courses in an award where the options assess award as well as course outcomes. Programme committees will require this information annually for their review or award learning outcomes. This is particularly important in compulsory and core optional courses in an award. Marking schemes should use criteria relating to course learning outcomes in advising associate lecturers how to mark assignments and decide on grades. Students should know what the criteria are, and how they are linked to the allocation of marks. Feedback from associate lecturers should focus on the demonstration of course learning outcomes and identify where development is needed. Guidance to associate lecturers should indicate how to provide this feedback. Monitoring of marking should be related to learning outcomes, and this should be made clear to associate lecturers. Advice to monitors needs to include reference to assessment and feedback against learning outcomes. 9

Implications of a programmebased approach The move towards a programme-based approach has implications for how learning outcomes are described at both course and award level, and how those outcomes are taught and assessed. Implications for course teams There should be a clearly identified link between the learning outcomes of compulsory and core optional courses and the awards to which they contribute. This relates to the development of similar skills and the similarity in the language used to describe the learning outcomes. The position of each course within an award must be considered, noting that issues of progression, coherence and level need to be addressed and communicated to students. The curriculum map template (p. 12) should be used to indicate how courses fit within particular awards. Award learning outcomes must be clearly linked to courses and be supported by a variety of assessment methods. Changes to the assessment strategy at course level, particularly when it concerns a compulsory or core optional course, may have implications for the assessment of award outcomes. Responsibility of programme committees Programme committees are responsible for ensuring that claims about what a student can do on completion of an award are supported by the teaching and assessment methods used at course level. Here are some questions to help in this process: Are there too many learning outcomes? The programme committee needs to be confident, through course and award documentation, that students have the opportunity to achieve and demonstrate all the listed outcomes, irrespective of the pathway taken to an award. Experience indicates that describing an award with fewer learning outcomes makes mapping, auditing and tracking assessment more straightforward, and a range of between 12 and 16 learning outcomes is recommended. Are the intended award learning outcomes assessed? Each award outcome should be clearly linked to the compulsory or core optional courses which contribute to that award. Curriculum mapping (p. 12) should be used to indicate where each, or part of each, award learning outcome is taught, developed and assessed at an appropriate level in these courses. QAA review and internal quality systems demand that students who follow different pathways in an award can demonstrate they have achieved the intended learning outcomes of the award. Are a range of assessment methods used? Awards should demonstrate that a range of assessment methods is used through the component courses so that the student is neither privileged nor disadvantaged by just one method (e.g. examination, ECA, portfolio). should consider different approaches to assessment to meet fitness for purpose requirements. They should offer the student the experience of a variety of assessment methods to support learning and skills development, and meet the requirements of today s workplace. How is the award specification and curriculum map kept up to date? Quality systems and associated procedures need to be in place to enable the programme committee to monitor the award at regular intervals and consider proposed changes. Programme committees should address questions such as: When courses are added to or withdrawn from the award, are the intended learning outcomes of the award still relevant and achievable? How do course outcomes contribute to the award outcomes? Is the award specification accompanied by other documents and referenced to other initiatives? The award specification is just one of the documents that the programme committee should have available to them. Other documents include a curriculum map (p. 12) and course specifications. The award specification should also include references to personal development planning (PDP) opportunities and information on employability and career links. 10

Award checklist: Using learning outcomes at award level Action Programme committees should describe the learning outcomes of the award in language appropriate for prospective and current students. All programme committees (undergraduate or postgraduate) should use a process of curriculum mapping (p.12) to show how the outcomes of compulsory and core optional courses contribute to the teaching, learning and assessment of the outcomes of each award. Comments For many, the natural language for learning outcomes is the language of a seasoned academic. We need to bear in mind that learning outcomes need to be accessible to those considering study as well as to those completing study. A curriculum map template is available with the award specification documentation. Programme committees must ensure that all courses, including new or replacement courses, that contribute to each award support the award outcomes. In constructing new awards, programme committees are responsible for ensuring that the award outcomes can be audit trailed back through courses to the teaching, learning and assessment of listed outcomes. Programme committees and course teams both have responsibility to ensure that award learning outcomes are met through those of compulsory and core optional courses. This includes courses outside programme, subject or faculty boundaries. This involves annual monitoring and requires close collaboration with course teams. Programme committees should ensure that all pathways to an award enable students to develop and demonstrate the intended learning outcomes. For more complex awards, a pathways chart, showing all the routes to the award, can be a valuable tool. Programme committees are responsible for the continued monitoring of awards and for any updating, including when awards cross programme, subject or faculty boundaries. Mechanisms should be set up to ensure communications between relevant programme committees. Programme committees should ensure that there are identified PDP opportunities for students through the award and links to relevant employability skills and career information. See the resources section (p.16) for further information on careers and employability. Programme committees must ensure that awards recognise the requirements of the Framework for Higher Education Qualifications and other relevant QAA requirements and internal quality systems. See the resources section (p.16) for further information. 11

Curriculum maps What is a curriculum map? A curriculum map is a tabular summary that shows, at a glance, where learning outcomes are being taught, developed and assessed. It is a planning, management and audit tool. At award level, a curriculum map is a requirement of award specification. It indicates the contribution of each compulsory or core optional course to the overall intended learning outcomes in an award, and helps to show that all intended learning outcomes are addressed whatever pathway a student follows through the award. It also provides a check for quality assurance purposes and can be used in validation, review, accreditation and external examining processes. A curriculum map can also be useful at course level to indicate where learning outcomes are developed and assessed within a course. It does not, however, form part of the course specification process and so is not a requirement. Developing a curriculum map for an award At award level, a curriculum map shows which award outcomes are addressed by which compulsory or core optional courses. Compulsory courses are those courses which the student is required to take in order to complete the award, while core optional courses allow a limited amount of choice. The following curriculum map should indicate the award learning outcomes under the headings of knowledge and understanding, cognitive skills, key skills and practical/ professional skills and should state the number of points (nnn) required for compulsory and core optional courses within the award. Course codes for the compulsory and core optional courses which contribute to that award all need to be detailed and also the number of points for each course (nn). Curriculum map: Award template Codes: T = Taught D = Developed A = Assessed COMPULSORY COURSES nnn points CORE OPTIONAL COURSES nnn points required nn nn nn nn nn nn nn nn nn nn 1. Knowledge and understanding enter learning outcomes here TDA DA D DA DA and here, and so on TA D D DA DA 2. Cognitive skills 3. Key skills 4. Practical and/or professional skills 12

The curriculum map should indicate for each course whether a particular award learning outcome is taught (T), developed (D) or assessed (A) in that course. Taught (T) - The concepts and skills related to an award learning outcome are first introduced and taught in a course which contributes to that award. Developed (D) - The use of exercises or material which extend the students understanding of concepts and skills introduced and taught elsewhere in the course or in previous courses in the award. Assessed (A) - The assessment of award learning outcomes in a course which contributes to that award. For QAA purposes, the assessment of award learning outcomes at course level should, with the exception of learning how to learn, be summative. It is likely that not all award outcomes will be addressed by each compulsory or core optional course. However, the map should show the contribution that courses make to the award outcomes at different levels. An example template to help you produce a curriculum map for an award is provided on the facing page. Who uses a curriculum map for an award? Programme committees Programme committees need to ensure that the intended learning outcomes, linked to relevant national benchmarks and other standards where appropriate, are developed and assessed by the award. Curriculum maps are part of the specification of an award. Completing a curriculum map involves both programme committees and course teams, and there will be regular monitoring of the curriculum map to ensure that it is up to date. This means that as courses are replaced, the outcomes and the curriculum map are revised and updated as necessary. An award curriculum map enables course teams to review the course learning outcomes against the award outcomes and the undergraduate levels framework (p. 15). The contribution of any new course to relevant award learning outcomes should be clarified during the initial planning stages. on courses in presentation need to maintain consistency from year to year and discuss proposed changes to teaching and assessment with their programme committees. This is particularly important for compulsory and core optional courses. Developing a curriculum map for a course A course curriculum map is particularly useful to chart the development and assessment of skills outcomes and it enables skills development to be monitored during course production. The course curriculum map can be in a similar format to the award curriculum map, and should indicate the course learning outcomes and each chapter or block of the course. should use the codes of T, D and A to indicate where specific course learning outcomes are to be taught, developed and assessed through the course. For programme committees, a curriculum map provides information to see whether: Students are repeatedly exposed, or overexposed, to a particular outcome(s). Students can avoid a key outcome by a particular choice of courses. There is any unnecessary duplication of content and delivery. All students are given sufficient opportunity to demonstrate the outcomes by a range of assessment methods (e.g., are some outcomes assessed only by examination(s) and can they be avoided by a student s choice of questions?). The award is balanced and coherent. 13

Undergraduate levels framework The University s Undergraduate levels framework (see table opposite) describes a set of generic outcomes to support curriculum design and understanding of study at levels 1, 2 and 3. The framework also includes generic statements of the opportunities the University aims to provide to students, and the intended abilities of students who successfully graduate from awards. The framework has been informed by the QAA s Framework for Higher Education Qualifications, with which all HE awards must comply, and is part of the University s quality systems. The University s Undergraduate levels framework is available in booklet form from COBE or via the COBE website, www.open.ac.uk/cobe What is the framework for? Describing the curriculum in terms of learning outcomes raises questions about what OU study at levels 1, 2 and 3 means in terms of how student learning is developed. The levels framework is intended to: Support course design by providing a point of reference and making explicit the differences between study at levels 1, 2 and 3. Help students understand the differences and demands of study at each particular level, and what they can achieve from their studies. Help course teams and programme committees manage their own quality systems and align with the QAA s Framework for Higher Education Qualifications. Scottish levels Any Open University course which is available to students in Scotland also needs to indicate the level of the course in accordance with the Scottish Credit and Qualifications Framework. This has four undergraduate levels: 7, 8, 9 and 10. Particular care needs to be taken with OU level 2 courses to determine whether the course is equivalent to Scottish level 8 or 9. Guidance is available from the COBE website (www.open.ac.uk/cobe) on how to relate OU courses and levels to the Scottish Credit and Qualifications Framework. Who is the framework for? and programme committees The framework is intended to offer guidelines to inform academic debate within course teams and programme committees. It can be useful at the course design stage to check skills development across and between levels. The level indicators highlight broader generic development which academic areas can contextualise for their students. Different academic disciplines will see student progression and development within the context of their own subject area, and may need to add subject-specific indicators to identify specialist skills and knowledge. Associate lecturers Level indicators set individual courses in a wider context. The framework is intended to enable associate lecturers to link the outcomes of a specific course to the broader requirements of study at a particular level. Regional study advisers Regional advisers need to be aware of the implications of the levels framework in giving student guidance about progression and study pathways. The framework indicates the degree of independent learning, cognitive and key skills outcomes associated with each level of study. Students Students study for a wide range of reasons but many wish to use their OU studies to support their employment and career development, and use the achievements as evidence of learning and skills. Being clearer about the outcomes at each level helps students be more confident in personal development planning and in job interviews. They can state more clearly what they can bring to the job, even if they have not completed their studies or gained an award. The levels framework helps students to recognise and articulate for themselves the skills they have achieved, and gives them a language in which to describe their achievements to others. 14

The following table is taken from the Undergraduate levels framework (June 2005), available from COBE or the website www.open.ac.uk/cobe Undergraduate levels framework INDICATOR LEVEL 1 LEVEL 2 LEVEL 3 KNOWLEDGE AND UNDERSTANDING knowing about and understanding your subject Show that you know and understand principles, concepts and terms central to your subject. Demonstrate knowledge and critical understanding of the principles, concepts and techniques used in your subject. Demonstrate systematic knowledge and critical understanding of your subject, some of it in specialist areas, and informed by current thinking and developments. COGNITIVE SKILLS description, application, analysis and synthesis of knowledge Use your knowledge and understanding to describe, analyse and interpret defined aspects of your subject. Apply your knowledge and understanding accurately to a range of issues, questions and problems relevant to your subject. Apply established techniques to critically evaluate and interpret your subject in a range of contexts. Select and use accurately established techniques of analysis and enquiry outside the context in which they were first studied, and be aware of their limitations. Synthesise, critically evaluate, and challenge information, arguments and assumptions from different sources, including publications informed by current issues or research developments as appropriate. Recognise the potential uncertainty, ambiguity and limits of knowledge in your subject. KEY SKILLS Addressing issues and problems awareness of context and environment Know about and begin to address issues and problems central to your subject. Compare critically and use different approaches to issues and problems within your subject. Identify and ask questions appropriately to explore relevant issues or problems within your subject. Communication communicating clearly, effectively and appropriately with others (including interpersonal skills, collaborative and group working) Develop your skills in communicating information accurately and appropriately to your subject, purpose and audience. Communicate information, arguments and ideas effectively, using the styles and language appropriate to your subject, purpose and audience. Communicate complex information, arguments and ideas effectively and appropriately to your subject, purpose and audience. Information literacy finding, critically evaluating and using information Develop your skills in finding, selecting and using information or data in defined contexts. Find, critically evaluate and use information or data accurately in a range of contexts. Find, critically evaluate and use information or data accurately in complex contexts. ICT and numerical skills using appropriate ICT and numerical skills Develop your use of ICT tools and your numerical skills as appropriate to support your studies. Use ICT tools and numerical skills, as appropriate, to help you learn effectively. Select and use ICT tools to improve your learning and extend your numerical skills, as appropriate, Learning how to learn managing and improving your own learning Become aware of ways in which you learn, and begin to develop as an independent learner. Plan, monitor and review your progress as an independent learner. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. PRACTICAL AND PROFESSIONAL SKILLS developing practical skills and professional awareness Develop, as appropriate, practical and professional skills and awareness of relevant ethical issues. Engage, as appropriate, with practical and professional skills and demonstrate an awareness of relevant ethical issues. Engage, as appropriate, with practical and professional skills and relevant ethical issues. PERSONAL AND CAREER DEVELOPMENT using personal and career planning and development resources Plan your study pathway to link your learning with your personal and/or career goals. Recognise and record your skills and knowledge to support your personal and/or career goals. Recognise, record and communicate your skills and knowledge to achieve your personal and/or career goals. 15

Resources Enhancing Employability (www.open.ac.uk/cobe/employability) The Enhancing Employability... booklet available from COBE, provides guidance for course teams and programme committees on enhancing employability skills within the curriculum. The Enhancing Employability website offers a range of resources for staff to raise awareness of employability centrally and regionally. Integrating Information Literacy into the Curriculum This booklet, produced by the OU Library in collaboration with COBE, shows how information literacy can be built into courses and programmes of study. For more advice on integrating information literacy into the curriculum please contact the OU Library at lib-help@open.ac.uk OU Careers Advisory Service (www.open.ac.uk/careers) The OU Careers Advisory Service offers resources for OU staff to support course and programme development. Quality Assurance Agency for Higher Education (QAA) (www.qaa.ac.uk) The QAA website contains information and policy documents relating to the use of programme specifications. The document, entitled Guidelines for producing programme specifications, is available from the QAA website at http://www.qaa.ac.uk/academicinfrastructure/programspec/default.asp The QAA also produces guidance on academic qualifications and levels. The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) is available from the QAA website at http://www.qaa.ac.uk/academicinfrastructure/fheq/ewni/default.asp The Scottish Credit and Qualifications Framework (SCQF) (www.scqf.org.uk) The SCQF provides information on levels indicators for Schools, Colleges and Universities offering courses in Scotland. Guidelines on levels are available from the SCQF website at http://www.scqf.org.uk/downloads/handbook%202004.pdf 16