Learning Outcomes

and KPIs

Workshops Learning Outcomes

Attendees will:
[Link] the nature and role of program and
course learning outcomes in instruction,
[Link] an understanding of assessment of learning
outcomes using KPIs and benchmarks,
[Link] out examples of learning outcomes with KPI
assessment tools.

Workshops Learning Outcomes

4. Summarize the role of learning outcomes in
instruction, in order to illustrate an understanding
of assessments importance.
Why we are writing learning outcomes
The role of learning outcomes in assessment
Why it is important to assess student learning
3

Workshops Learning Outcomes

5. Recognize and use the National Qualifications
Framework domains of learning; including the
selection of verbs that map to measurable
instructional objectives and learning outcomes.

Workshops Learning Outcomes

6. Construct learning outcomes from learning
objectives, in order to develop assessable learning
outcomes for proposals.
Learning outcomes formula
Characteristics of good learning outcomes
Example learning outcomes
7. Map learning outcomes
5

First day sessions

First session

Second session

Third Session

General introduction to
Learning Outcomes
The difference between
Learning Outcomes
and Objectives
The importance of
Learning Outcomes

Characteristics of
Learning Outcomes

National Qualifications
Framework (NQF)
Learning Domains and LOs

Introduction
The Design phase of a typical curriculum
development process (Analysis, Design,
Development, Implementation, Evaluation) is
largely concerned with developing clear learning
outcomes and objectives.
It is important to recognize during this phase that
there is a direct relationship between objectives
and students assessments.
7

Introduction
Set teaching content and skill objectives that are
based on student and employer needs and the
institutional mission statement
Set student learning outcomes
Design learning activities teaching methods
Evaluate results assessment
8

Learning Outcome are

Learning outcomes are broad goals that that
describe what the
learners are supposed to know or be able to do
and may be based upon:
the needs of the learner
the needs of society
what the learner should know about a
particular subject
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Learning Outcome are

What a STUDENT should learn as a result of a
period of specified and supported study.
The ACHIEVEMENTS of the learner rather then
the intentions of the teacher.

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Learning Outcome are

Formal statements that articulate:
What students are able to do after instruction
Why students need to do this

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Learning Outcome are

Are concerned with the learning of the student
PERFORMANCE
What the student will be able to do
What the student will know and do
What the student will understand and do
Must be measurable or observable
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Learning Outcomes
Learning Outcomes begin with the end in mind.
A learning outcome, according to Mager, has 3
parts:
1. A measurable verb
2. The important condition (if any) under which the
performance is to occur and
3. The criterion of acceptable performance.
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Objectives vs. Outcomes

The distinction between learning outcomes and
learning objectives is not universally recognized.
Many instructors may find that the term learning
outcomes describes what they have already
understood by the term learning objectives.
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Objectives
and L.O.
Teaching
Objectives
Knowledge
and
Skills
(Content)

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5

Learning
Outcomes
both

Assessment

Objectives vs. Outcomes

Learning objectives, for example, may outline the
material the instructor intends to cover or the
disciplinary questions the class will address.
By contrast, learning outcomes should focus on what
the student should know and realistically be able to
do by the end of an assignment, activity, class, or
course
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Objectives vs. Outcomes

learning outcomes, mean focusing on the
application and integration of the course
content from the perspective of the student.
learning outcomes can more explicitly and
directly address expectations for student
learning.
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Objectives vs.
Outcomes

Which dentist do you want working on your

teeth?
Student A: The student will know how to
successfully drill cavities
Student B: The student earns 100% on the exam for
drilling cavities.

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Student C: The student who successfully drills out

cavities

What are the differences in knowledge

and skill for learning?
What is the same?
What are the different teaching
methods required?
What different assessment methods
are required?

Student A

Student B
Student C

Divide into student groups A, B, and C. Each group will answer

these 3 questions and present their answers.
[Link] kind of knowledge is required?
[Link] teaching methods are required?
[Link] assessment methods are required?
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Objectives are
The primary building blocks of good curriculum
design:
They support the learning outcome in that each is a small step in arriving
at what the learner is supposed to know or be able to do.

Objectives
1. Define specific outcomes or competencies to be achieved in
terms of skills, content mastery, attitudes, or values

2. Form the basis upon which to select or design instruction materials,

content, or techniques

3. Provide the basis for determining or assessing when the instruction

purpose has been accomplished

4. Provide a framework within which a learner can organize his

efforts to complete the learning tasks

The importance of LOs

It builds evidence for accountability,
accreditation and improvement.
Show evidence of how well our students learn.
Use evidence for continuous improvement.

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1

The importance of LOs

Know what you are doing
Know why you are doing it
Know what students are learning as a result
Changing because of that information
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2

The importance of LOs

Shifting from:
Teaching to learning
Teaching effectiveness to learning results
Private affair to community property
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3

Start

2
4

Some benefits of learning

outcomes
1. Select learning content objectives and skills

2. Development of instructional strategies that align

with specific learning outcomes
3. Develop and select instructional materials that align
with specific learning outcomes
4. Construct evaluation instruments for assessing
student performance based on the learning outcomes.
5. Improve overall program and as a faculty.
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5

Benefits of L.O.
Student
Needs
Employment
Needs

Teacher
Objectives

Student
Learning
Outcomes
Course
Outcomes

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6

Institutional
Mission

Program
Outcomes

NCAAA
Characteristics of Learning Outcomes
Session 2

2
7

CHEA says.
Learning Outcome knowledge,
skills, and abilities that the
STUDENT attains as a result of a
learning experience, activity, or
teaching.
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Characteristics of Good
Learning Outcomes

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9

1. Measurable/Assessable
2. Clear to the student & instructor
3. Integrated, developmental, transferable
4. Use discipline-specific competencies or
standards as a basis, not an end
5. Similar scope and scale
6. In order to gets to the uniqueness and
real world application of the learning
7. Use a variety of learning domains

OBE Outcome-Based Education

Outcome-based education is a method of

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teaching that focuses on what students can

actually do after they are taught.
All curriculum and teaching decisions are made
based on how best to facilitate the desired
outcome.
This leads to a planning process in reverse of
traditional educational planning.
The desired outcome is selected first and the
curriculum is created to support the intended
outcome.

Learning Outcome Alignment

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1

University
College
Programs
DEPARTMENTS

CLASS
COURSES
STUDENTS

ASSESSME

Learning
Outcomes

Alignment
At ALL Levels
Mission &
Student Needs
Flow to Highly
Specified
Knowledge &
Skills

Learning Outcome Process

Elements of the Program
Specification

Process informed by:

Start

Whats the
purpose of the
program?

Aims of the Program

NCAAA NQF (domains of learning)

Level Descriptors
Learning Outcomes
of the Program

Subject Benchmarks
Professional Body Requirements

including:
Knowledge & understanding
Cognitive Skills
Interpersonal Skills and
Responsibility
Communication, IT & Numerical
Skills
Psychomotor Skills

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Program learning outcomes broken

down by level to ensure incremental
attainment over duration of course

What should
students know
and be able to
do on
completion?

Outcomes for level

attained through:

Attainment
verified by:

Grades awarded
according to:

Course learning
outcomes

Course
assessment

Assessment
criteria

Characteristics of a Graduate Are:

Holders of a bachelor degree should have demonstrated:
Knowledge of a comprehensive, coherent and systematic body of
knowledge in a field of enquiry;
The ability to investigate complex problems and develop creative
solutions with limited guidance;
The ability to use appropriate statistical techniques in the analysis
and resolution of complex issues, and select and use the most
appropriate mechanisms for communicating the results to a
variety of audiences;
Capacity to provide leadership and willingness to cooperate fully
with others in joint projects and initiatives;

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In the case of a professional program the full range of knowledge and

skill required for effective practice in the profession concerned.

Learning Outcomes.
be written in the future tense
identify important learning requirements
be achievable and assessable
use clear language easily understandable to students

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When writing outcomes, it may be useful to use the

following expression: At the end of this program or
course the student should be able to.
Then follow with a verb. Useful verbs are:
Analyse; appraise; apply; calculate; choose;
compare; contrast; create; criticise; demonstrate;
derive; describe; design; develop; differentiate;
discuss; explain; evaluate; extrapolate; formulate;
identify; list; measure; name; plan; plot; postulate;
predict; present; propose; recall; recognise; use;
utilise; and WRITE

Well written L.O. are.

Use a verb that indicates what the learner is
expected to be able to do at the end of the
period of learning; measurable or observable.
Word(s) that indicate on what or with what the
learner is acting. If the outcome is about skills
then the word(s) may describe the way the
skill is performed.

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Word(s) that indicate the nature (in context or in

terms of standard) of the performance
required as evidence that the learning was
achieved.

A good L.O. is.

Active it describes what students can do
Attractive students want to achieve it
Comprehensible students know what it
means
Appropriate to the students current
goals and career plans
Attainable most students will mostly
meet it, with due effort
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A Good L.O. is .
Assessable we can verify if it has
been achieved
Visible observable and stated in the
course booklet and on the Webb

Good learning outcomes are

scaffolding on which you
and your students build their
studies and their learning
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Things to avoid
Avoid learning outcomes which are too broad in scope,
scope
such as Recall the fundamental concepts of Structural,
Mechanical and Electrical Engineering.
Avoid learning outcomes which are too narrow in scope,
scope
such as State the six categories in Blooms Taxonomy.

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8

Avoid overloading your modules with too much content;

knowledge and understanding outcomes emphasize what
your students will be able to comprehend and explain, but
this isnt as important as being able to use the information
through application, analysis, synthesis and evaluation.
evaluation

Scaffolding Examples

Course Learning Outcomes

student will write a speech
student will give a speech
student will give a persuasive speech

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Describe the differences compare and contrast.

What teaching methods and assessments?
What KPIs can be written for each of them??

Learning OUTCOMES
.are performance of knowledge,
skills, and attitudes embedded
within them.

Attitudes???
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ATTITUDES
Why do we teach ATTITUDES?
ATTITUDES
What are the ATTITUDES that student
performance outcomes expect?

How do you teach attitudes?

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Bubble Map +
In the center circle write an attitude; a
student need for a teacher course or a
nursing course.
In the connected circles write learning
outcomes you want performed.
On the lines outside each learning
outcome circle write how to teach and
asess this attitude for each learning
outcome
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2

Job Satisfaction
Learning Outcomes
Outcomes that are implied in both
program or course specifications
.are things like employment,
employment career
mobility,
mobility enhanced income, improved
lifestyle, opportunity,
opportunity or fulfilled life.
life
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Venn Diagram Activity

Learning Outcomes
vs
Job Satisfaction
Outcomes
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4

Venn Diagram

How do learning outcomes align

with job satisfaction outcomes?
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5

Reporting Learning Outcomes

Program,
Course, & Field Experience Specifications
5. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

The knowledge or skill the program is intended to develop

and the level of that knowledge and skill. (as a guide see
general descriptions of knowledge and skills in the National
Qualifications Framework for the qualification level of this
program;

The teaching strategies to be used in courses in the

program to develop that knowledge and those skills. (This
should be a general description of the approaches taken
throughout the program but if particular responsibility is to be
assigned to certain courses this should be indicated.);

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The methods of student assessment to be used in

courses in the program to evaluate learning
outcomes in the domain concerned.

Program and Course Specifications:

Five NQF Domains of Learning

1.
2.
3.
4.

Knowledge (Content)
Cognitive Skills
Interpersonal Skill and Responsibility
Communication, Information
Technology and Numerical Skills
5. Psychomotor Skills
(presented in Session 3)
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Allocation of Responsibilities for Learning Outcomes to Courses

Major Responsibility x Minor Responsibility

(Note: Add additional sheets if necessary to provide for all required courses in the program
including any courses offered by other departments)
Courses
Learning Outcomes
Course Code and
Number
Knowledge

Facts
Concepts, theories
Procedures

Cognitive Skills
Apply skills
Creative thinking and
problem solving

Interpersonal Skills and

Responsibility
Responsibility for own
Group participation and
leadership
Act responsiblypersonal and
professional situations
Ethical standards of
behavior

Communication IT and
Numerical Skills

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8

Oral and written

communication
Use of IT
Basic maths and statistics
Psychomotor Skills

learning

Allocation of Responsibilities for Learning Outcomes to Courses

Major Responsibility

Minor Responsibility

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9

L.O. Curriculum Mapping

Cu
l
Ma
g
Le

O
m

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NCAAA
National Qualifications Framework
Learning Domains
And
Student Learning Outcomes

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1

Session 3

NQF
The principal elements in the framework are:
Levels: numbered and linked to qualification titles to
describe the increasing intellectual demand and
complexity of learning expected as students progress
to higher academic awards.
Credits Points: allocated to describe the amount of
work or volume of learning expected for an academic
award or units or other components of a program.
Domains of Learning: The broad categories of
types of learning outcomes that a program is
intended to develop.
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LD and LOs
Learning objectives can be written as teacher or
curriculum centered content or they can be rewritten as student-centered learning outcomes.
The teacher will... OR
The student will.
Both learning objectives and outcomes must be
measurable or observable.
One assessment is for a teachers teaching and
another assessment is for a students learning.
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NQF Domains of Learning Outcomes

Learning Outcomes are aligned with

the five domains of learning
provided in the National Qualification
Framework.
Framework
Domains of learning apply to both
Program and Course learning
outcomes
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4

Keep in mind both Program & Course L.O.s

Five Learning Domains,

NQF

Knowledge
Cognitive skills
interpersonal skills and responsibility
Communication, information technology
and numerical skills
Psychomotor skills

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5

NCAAA Must use with Program, Course,

and Field Experience Specifications
templates

Knowledge
Knowledge: the ability to recall, understand, and
present information, including:
knowledge of specific facts,
knowledge of concepts, principles and theories
Answers may be memorized or closely paraphrased
from assigned material.
Define, list, name, recall
knowledge of procedures.
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6

Cognitive Skills

5
7

Cognitive skills: the ability to:

apply conceptual understanding of concepts, principles, and
theories
apply procedures involved in critical thinking and creative
problem solving, both when asked to do so, and when faced
with unanticipated new situations,
Investigate issues and problems in a field of study using a
range of sources and draw valid conclusions.
Ability to comprehend the meaning of material.
Answers must be in the students own words while still using
terminology appropriate to the course material.
Explain, summarize, distinguish between, restate

Interpersonal Skills and

Responsibility

5
8

Including the ability to:

Take responsibility for their own learning and
continuing personal and professional development,
Work effectively in groups and exercise leadership
when appropriate,
Act responsibly in personal and professional
relationships,
Act ethically and consistently with high moral
standards in personal and public forums.

Communication, Information Technology

and Numerical Skills

5
9

Including the ability to:

Communicate effectively in oral and written
form,
Use information and communications
technology, and
Use basic mathematical and statistical
techniques.

Psychomotor skills
Psychomotor skills involving manual dexterity are a

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fifth domain that applies only in some programs.

They are extremely important in some fields of
study. For example very high levels of psychomotor
skills are required for a surgeon, an artist, or a
musician.
Since these psychomotor skills apply only to certain
fields, and their nature varies widely, learning
outcomes in this domain have not been described in
the learning outcomes for each level in the
Qualifications Framework for Higher Education.

Program LO for NQF

Domains of Learning

Knowledge for Dentistry,

Clinical techniques and procedures relative to the practice of dentistry
Principles of recording oral conditions and evaluating data
Infection control in the dental clinic
Prevention of oral diseases
Medical & therapeutics
Surgical approaches in the treatment of oral diseases
Restorative care
Patient investigations in dental care
How to take a history
How to use special tests
How to make a diagnosis
How to develop treatment plans
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Cognitive Skills.

Program LO for NQF

Domains of Learning

Cognitive Skills for Business.

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2

Business and management degrees are strongly related to practice. There

should be a strong link between the development of skills and the employability
of graduates at appropriate levels. It is important that there are effective
strategies for the development of work-related skills and that teaching staff are
equipped to deliver them.

Graduates should be able to demonstrate a range of cognitive skills together

with techniques specific to business and management. Graduates should be
able to identify and use appropriate cognitive skills to deal with anticipated
and unanticipated issues and problems in the business environment.
environment

Skills of critical thinking, analysis and synthesis applying the knowledge

and understanding of concepts and theories described in the knowledge
category above to business problems This includes the capability to identify
assumptions, evaluate statements by reference to relevant evidence, to
detect false logic or reasoning, to identify implicit values, to utilize terms
correctly and to generalize appropriately

Program LO for NQF

Domains of Learning

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3

Effective problem solving and decision-making using appropriate quantitative

and qualitative skills and applying the knowledge described above including
identifying, formulating and solving business problems The ability to create,
evaluate and assess a range of options together with the capacity to apply ideas
and knowledge to a range of business situations
ability to apply numeracy and quantitative skills including data analysis,
interpretation and extrapolation to issues and problems in business
use of models to analyze business problems and phenomena
ability to conduct research into business and management issues,
issues either
individually or as part of a team for projects, investigations and presentations.
This requires familiarity with and an evaluative approach to a range of business
data, sources of information and appropriate methodologies, and for this to
inform the overall investigating, reporting and learning process
ability to interpret accounting, business and economic data including
material published in the business and financial press, in periodicals and on
websites
ability to anticipate the impact of information and communication
technologies on business performance, and the ability to recognize and exploit
the potential of new technologies

Program LO for NQF

Domains of Learning

Interpersonal Skills & Responsibility for

Teacher Education

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4

Have high expectations and a commitment that learners can achieve

their full educational potential
Cooperate and contribute as constructive members of teams in
schools, applying these skills to improve the educational outcomes
for all students
Create a learning environment for students that encourages them to be
involved in social and positive interaction, and become active and selfmotivated learners
Possess the leadership and classroom management skills to maintain a
cooperative and constructive learning environment
Have the interpersonal skills required to develop the confidence and
trust of their students when providing advice and support

Program LO for NQF

Domains of Learning

Interpersonal Skills & Responsibility for

Teacher Education

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5

Seek and use evidence based research in order to resolve difficulties

and issues in their work as teachers
Show initiative in identifying issues that may contribute to the further
development of the school and work as an individual or on a team basis to
address them
Understand and appreciate the position of trust they are given by parents
and the community
Work within the legal and ethical framework and regulations expected
of all teachers
Model the positive values attitudes and behavior they expect from
students
Establish fair, respectful, trusting, supportive and constructive relationships
with students and colleagues
Regard all students as capable of learning and demonstrate a
commitment to equity in their teaching practice

Program LO for NQF

Domains of Learning

Communication, Information Technology and

Numerical Skills for Engineering:

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Ability to communicate effectively,

effectively both orally and in written form
using appropriate media, on complex engineering activities with the
engineering community and with society at large.
Ability to understand and prepare effective reports.
Ability to prepare design documentation.
Ability to make effective presentations to different kinds of
audiences.
Ability to give and receive clear instructions.
Ability to make sound judgments about the quality and reliability
of information sources, for example information derived from the
internet or from other reports .

Program LO for NQF

Domains of Learning

Psychomotor skills for Nursing:

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7

All items may be procedurally altered to take into account patient

variance, age, gender, pregnancy and lactation, and predisposing
conditions.
Assessment and therapeutics
Assessing skin integrity
Visual and manual
Assessing the Head and Neck
Use of an otoscope
Use of an ophthalmoscope
Use of tongue depressor

Program LO for NQF

Domains of Learning

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8

Assessing the Thorax and Lungs

Use of a stethoscope (lung sounds)
Manual palpation, auscultation, percussion
Cardiovascular Assessment
Use of a stethoscope (heart sounds)
Electrocardiogram
Assessing the Abdomen
Use of a stethoscope (bowel sounds)
Manual palpation, auscultation, percussion
Fundal height
Fetal heart sounds
Musculoskeletal and Neurological Assessment
Testing reflexes and muscle strength, range of motion
Testing balance
Manual palpation

Program LO for NQF

Domains of Learning

6
9

Accurately measure, record and collect:

Temperature, pulse, respirations, and blood pressure
Anthropometry (measurement of body parameters)
Specimens from the nose and throat
Sputum specimen by suction- sputum specimen by expectoration
Blood pressure from lower extremity by auscultation
Electronic blood pressure
Venipuncture with Vacuum tube, Venipuncture with Syringe, and Blood
Cultures
Oxygen Saturation with Pulse Oximetry
Urinalysis, (Urine Specimen Collection Midstream)
Blood glucose levels
Faecal analysis (stool specimen)
Obtaining Wound Cultures

Program LO for NQF

Domains of Learning

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Therapeutics
Eye Irrigations
Eye eversion
Ear Irrigations
Inserting an oral pharyngeal airway
Application of a sling, brace, splint, cast application and removal
Insertion of a peripheral intravenous device (intermittent and continuous
infusion)
Regulating intravenous infusion flow rates
Maintenance of intravenous site
Administering intravenous medications
Transfusions of blood products
Suctioning
Endotracheal tube and tracheostomy care
Nasogastric Tube, inserting, irrigating, removing, checking placement.
Cardiopulmonary resuscitation, (Basic Life Support and Advanced Cardiac Life
Support)

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1

First aid procedures

Managing central venous lines
Mechanical ventilation
Applying control and restrain techniques
Infection Control
Hand Hygiene
Using Disposable Clean Gloves
Applying Personal Protective Equipment (masks and gowns)
Preparing a Sterile Field
Sterile Gloving
Activity and Mobility
Assisting with moving and positioning clients in bed
Transfer techniques (manual handling)
Assisting with ambulation
Hygiene
Bathing,
Skin care
Oral Care
Hair Care
Foot and Nail Care

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Nutrition
Feeding Dependent Clients
Aspiration techniques
Nasogastric intubatation
PEG feeding
Intravenous cannulation
Parenteral alimentation (subcutaneous, intramuscular and intravenous)
Monitoring Intake and Output
Elimination
Giving a bedpan and urinal
Catheterization (external)- intermittent, indwelling, supra pubic, male/female.
Catheter hygiene
Administration of an enema
Medication Administration
Oral medications
Oxygen
Medication through a feeding tube
Applying topical medications
Instilling eye and ear medications
Using inhalers
Using nebulizers
Inserting rectal and vaginal medications

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3

Injections
Reconstituting medications from a powder
Mixing medications from a vial
Subcutaneous injections
Intramuscular injections
Intradermal injections
Intravenous injections
Continuous subcutaneous medications
Surgery
Physical skin preparation
Surgical hand antisepsis
Donning sterile gown and closed gloving
Providing surgical wound care
Measuring drainage devices
Removing staples and sutures (including applying Steri-Strips)
Applications and use of specialized medical devices
Applying Wound Dressings- pressure, closed, vacuum
Applying Binders and Bandages
Applications of Warm/ cold compresses- Moist/dry heat
Using a bed- e.g. Air Suspension Bed, Air-Fluidized Bed, Rotokinetic Bed, Bariatric
Bed
Pump, monitors, and computer assisted devices.

Thank you

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