Jean Hughes Office of the Vice President for Learning Innovation, DCU. Overview. DCU Approach Framework Implementation Network Learning Outcomes General – Assessment of Learning Outcomes Common Questions. DCU. Already Modularised and Semesterised (1997)
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Office of the Vice President for Learning Innovation,
Clearly identify what a learner can demonstrate as a result of successfully completing a part of a learning programme
They describe student attainment which is demonstrable and assessable.
Guide students in their learning - what is expected of them - in turn helping them to succeed in their studies.
Help lecturers to focus on exactly what they want students to achieve in terms of both knowledge and skills.
Provide a useful guide to inform employers about the general knowledge and understanding that a graduate will possess.
PO – Programme Outcome
Mod - Module
is the underpinning concept behind the current requirements for programme specification, declarations of intended learning outcomes and assessment criteria, and the use of criterion based assessment.
Students will understand how to plan a multi-disciplinary project
Students will demonstrate ability to plan a multi-disciplinary project
Students will complete an in-class test on Project Management
Students will devise an appropriate project plan from a scenario/business case study
Students will create a Project Plan using MS Project during labs
Students will create a Project Plan in MS Project from the plan in Assignment 1. They will be demonstrate appropriate use of Base Lines, Serial and Parallel Tasks, Variances, Resource Allocation and Critical Path, through an in-lab demonstration.
1 Question on final exam
Case Study exam question requiring analysis of a Business Problem, design of appropriate project plan and discussion of variety of project planning issues.Example – Project Management
Objectives Learning Outcomes Teaching Activities Assessment
Assessment Learning Activities Outcomes
If curriculum is reflected in the assessment, the teaching activities and the learner activities are directed towards the same goal – in preparing for the assessment students will be learning the curriculum
“There is probably more bad practice and ignorance of significant issues in the area of assessment than in any other aspect of higher education”.
“The effects of bad practice are far more potent than they are for any aspect of teaching. Students can, with difficulty, escape from the effects of poor teaching, they cannot (by definition if they want to graduate) escape the effects of poor assessment”.
What does assignment 3 assess?
How is Learning Outcome 2 assessed?
Are Learning Outcomes 1 and 4 over-assessed?
Perhaps design a new assessment 3 to re-balance?
First, rewrite the outcome:
“By the end of this module students will understand the importance of post-renaissance European art in the context of art history”
By the end of this module students will be able to:
Evaluate and criticise post-renaissance European art within its historical context
Date and identify key works of this specific period
Demonstrate an understanding of the particular art-historical debates that have taken place about this period
Show ability to argue why this particular place and time raise interesting issues about the discipline as a whole
University of Sussex
Expert Advanced Intermediate Novice
6-5 4-3 2-1 0
This assignment asked students to take a position on a debateable issue regarding interpretation of literature they had studied. The lecturer has identified 3 major criteria – Position, Support and Acknowledgement of Alternative Points of View and has weighted them different levels of attainment of each criterion. Opposite is the detailed rubric for the Position criterion.