English guide to text block Learning Outcome 2008 2009

Guide to text block ”Learning Outcome” – course catalogue 2008-2009

The text blocks “Competences” and “Course objectives” will be omitted in the course catalogue for 2008-2009 and replaced by one text block: Learning Outcome

The current text in the text blocks “Competences” and “Course objectives” is still visible in the course catalogue but they will be deleted when the course descriptions 2008-2009 are published.

The text block “Learning outcome” should be drawn up as follows:

• Begin by writing approximately 8 sentences about the overall learning outcome of the course, for example about how it fits into the curriculum of one or several study programmes. You may find it useful to copy text from the text blocks “Competences” and “Course objectives”.
• Write below 4-10 central learning outcome objectives in short sentences. Use the words you find appropriate. Learning outcome statements must be divided into the following categories: Knowledge, Skills and Competences. These categories replace the previously used categories: basic science, applied science and ethics&values. There is a certain degree of overlap between the new and the old categories. See the definitions of the new categories (knowledge, skills and competences)at the end of this description of how to fill in the text block “Learning Outcome”

• Write after the introduction:

After completing the course the student should be able to:

Example:

Knowledge:

-Sum up x and x theory

-Reflect about x and x method in relation to x and x theories within x subject area

Skills:

-Apply x principles to carry out analyses of x and x

-Structure reports and handle the literature in a correct manner

Competences:

-Work independently

-Work effectively in a group with a common project

-Transfer x and x method to other subjects at a higher academic level or to different work situations

• It is very important that learning outcomes are formulated in a way enabling their use in connection with new 7-point grading scale. Always formulate objectives that will lead to the awarding of the grade 12 if objectives are fulfilled in the most satisfactory way;”The grade 12 shall be awarded for an excellent performance/presentation that demonstrates a high level of command of all aspects of the relevant material”
• Write as short as possible
• Always use active verb forms, for example diagnose, analyse or explain. In principle, all learning outcomes should be able to be tested at an exam or in a course with continuous assessment.
• Those responsible for compulsory courses may relate to the formulations in the new competence profiles, which have been drawn up for the 2008-2009 curricula. The new curricula apply the same categories and type of formulations which should be used in the “Learning outcome” text block. Please contact the relevant director of studies for more information.
• The learning outcomes should be formulated in a way that reflects the academic level of the course. You may read the extended guide to the text block “Learning Outcome” (In Danish only) if you want help to define the academic level of specific learning outcome: LINK

Below an example of a complete Learning Outcome description

Below general definitions of the categories knowledge, skills and competences and suggestions for verbs that may be applied when formulating learning outcomes

Verbs that may be applied in learning outcome form (other verbs may of course be used and verbs can be used within several categories)	General definitions of the categories knowledge, skills and competences
Knowledge Describe, refer to, summarise, list, identify, express, classify, mention, define, quote, reformulate, show overview of, sum up, reflect about	Knowledge: The field of knowledge: The basic field of knowledge representing the level of education in question; is the main focus knowledge about practise, theory or method or the application of theory and method?; what is the academic level which the research based knowledge focuses on? The level of comprehension and reflection: The kind of comprehension and reflection that students are expected to display within a specific subject area at a certain level in relation to concepts, theories methods, practice or scientific problems
Skills Analyse, compare, integrate, apply (qualitative/quantitative) methods, explain (for example cause-effect), put forward a theory, demonstrate, choose, select, asses, mediate/communicate to fellow students, colleagues or non-specialists, arrive at a diagnosis, handle instruments, reason about, make oral presentations, communicate in writing	Skills Types of skills The degree of mastery of different types of skills and the character of these skills, for example subject specific or more general scientific skills Assessment and decision making Ability to assess and make decisions, select and apply methods and theories. Differentiation between different levels and contexts: assessment of practise related or theoretical problems.The degree of complexity and independent decision making and selection based on the concrete assessment Communication/mediation/presentation Graduation of the student’s ability to mediate (communicate) to or discuss concrete problems and solutions with different target groups
Competences Construct/put forward a theory at a certain level of complexity in different contexts, generalise, cooperate (interdisciplinary/within the subject area), take responsibility for, apply (theory and methods on distant, complex, unpredictable problems), predict, prognosticate, discuss, evaluate, work independently, make ethic considerations, administer, manage, put into perspective,	Competences Scope of action: The scope of the concrete work/study related contexts where skills should be displayed in more or less unpredictable and complex contexts Cooperation and responsibility Emphasis on the ability to enter into cooperation and take a more or less independent or direct role in relation to different subject specific or inter-disciplinary collaboration at different levels and with different degrees of responsibility Learning: Emphasis on the students ability to adapt new knowledge and skills in more or less structured and familiar contexts and the students ability to do this more or less independently