Tempus Project N° 145165-TEMPUS 2008-SE-SMHES (2008-4763)
Designing and implementing of the
National Qualifications Framework
Elizabeta Bahtovska
Practical advices for writing
Learning outcomes
- Manual -
Bitola, 2011
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Project:
N° 145165-TEMPUS-2008-SE-SMHES (2008-4763)
Project Contractor:
Prof. Janerik Lundquist
Linkoping University - Sweden
Project Coordinator:
Prof. Elizabeta Bahtovska
University “St. Kliment Ohridski” – Macedonia
CIP – Cataloguing in publication
National and University Library “St Kliment Ohridski” Skopje
378.091.212.6(035)
PRACTICAL advices for writing learning outcomes:
Manual. – Bitola: University “St Kliment Ohridski”, 2012. - 65 p.:
tables: 21 sm
The publication is in the frame of Tempus project Designing and
implementation of National qualifications framework
No 145165-TEMPUS-2008-SE-SMHES(2008-4763). – References to
heads
ISBN 978-9989-870-66-8
a) Student Success – Admission Results – Bologna system manuals
COBISS.MK-ID 90406410
Publisher: University “St. Kliment Ohridski” - Bitola
Lector: Marija Jovanovska
Designer: Elizabeta Bahtovska, Aleksandar Bahtovski
Printing: a.c. “Kiro Dandaro”– Bitola
Circulation of 100 copies
2
Practical advices for writing learning outcomes - Manual Foreword
This Manual has been prepared in the frame of Tempus
project
Designing and Implementing of the National Qualifications
Framework
to help the teaching staff of the Universities in R.Macedonia, to
write learning outcomes for the programmes and courses they
teach. It also includes sample learning outcomes for five study
programmes from different areas – I am deeply greatfull to Ljupco
Trpezanovski, Gordana Janevska, Kaliopa Krivasija-Stilinovic
(UKLO-Bitola), Mome Spasovski, Kole Vasilevski, Kristina
Mladenovska, Sonja Alabakovska (UKIM-Skopje), Zamir Dika,
Vladimir Radevski, Besnik Xheladini (SEEU-Tetovo), Liljana
Koleva Gudeva (GDU-Stip), Qufli Osmani, Valon Abdiu (SUTTetovo), Borcho Aleksov, Snezana Bilic-Sotiroska, Marija
Krakutovska
(MES-Skopje),
Mirjanka
Aleksevska,
Maja
Paopatolevska for their very valuable contributions to the project
and especially to the examples in attachment.
Special thanks go to Janerik Lundquist, Luc Francois and
Volker Gehmlich, for their valuable input, unselfish help and useful
advices, remarks and recommendations.
Last but not least, I wish to thank the European Commission
for providing the necessary financial support to carry out this
project.
October, 2011
Prof. d-r Elizabeta Bahtovska
3
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 4
Practical advices for writing learning outcomes - Manual Contents
1. Introduction ..................................................................... 7
2. What are Learning Outcomes ......................................... 7
3. The Difference Between Aims and
Learning Outcomes .......................................................... 10
4. Practical Advices for Writing Learning Outcomes ......... 11
4.1. Cognitive Domain ......................................................................... 11
4.2. Affective Domain........................................................................... 13
4.3. Psychomotor Domain ................................................................... 13
5. Writing Programme Learning Outcomes ....................... 14
6. Writing Course/Module Learning Outcomes ................. 16
7. Positive and Negative Aspect of Learning Outcomes ... 18
8. Learning Outcomes and Educational Reform –
Pedagogy, Assessment and Quality Assurance ............... 21
9. Learning Outcomes – Future Prospects and
Challenges ........................................................................ 22
10. Literature..................................................................... 24
11. Appendix ..................................................................... 26
12. Contact ....................................................................... 65
5
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 6
Practical advices for writing learning outcomes - Manual 1. INTRODUCTION
The aim of the Bologna Agreement (1999) and the ongoing
subsequent work of the Bologna process is to improve the
effectiveness and efficiency of higher education in Europe in the
context of a common European Higher Education Area. As a part
of this process, all HE institutions throughout the EU are being
asked to write their programmes and modules in terms of learning
outcomes in preparation for a changeover from a teacher centered
approach to a student-centered approach of the educational
process. The principal question asked of the student or the
graduate will therefore no longer be “what did you do to obtain
your degree?” but rather “what can you do now that you have
obtained your degree?” This approach is of relevance to the labour
market and is certainly more flexible when taking into account
issues of lifelong learning, non-traditional learning, and other forms
of non-formal educational experiences.
2. WHAT ARE LEARNING OUTCOMES?
Given that one of the main features of the Bologna process is
the need to improve the traditional ways of describing
qualifications and qualification structures, all modules and
programmes in HE institutions throughout the European Higher
Education Area should be rewritten in terms of learning outcomes.
Learning outcomes are statements of what a student is expected
to know, understand and be able to do after successful completion
of a process of learning.
(ECTS Users’ Guide, 2009)
7
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ The process of learning could be, for example, a lecture, a
course/module or an entire programme.
Learning outcomes form a crucial part of the Bologna
education reform. They represent one of the essential building
blocks for transparent higher education systems and qualifications.
At an international level they contribute to the mobility of students
by facilitating the recognition and improving the transparency of
qualifications, thereby simplifying credit transfer. At a local level
they lead to improved curriculum design by strengthening the
relationship between teaching, learning and assessment.
Learning outcomes cannot be divorced from teaching, learning
and assessment. This is the most significant set of relationships for
curriculum designers. Once the learning outcomes have been
decided it is obviously good practice to decide suitable methods of
assessing them and the production of relevant assessment criteria.
The final stage in this process is to design the appropriate delivery
mechanism - the teaching and learning methods to be used.
The adoption of a learning outcomes approach represents
more than simply expressing learning in terms of outcomes. It
entails much more, due to their significant implications for all
aspects of curriculum design, delivery, expression, assessment
and standards.
Outcomes-based education is thought to provide greater:
 consistency - in course offerings across the educational
system,
 alignement (between learning outocmes, methods of
teaching and assessment) - expectations for learning are
clearly stated, and frequent assessment processes help
both teacher and student identify progress toward meeting
the outcomes,
8
Practical advices for writing learning outcomes - Manual  recognition - clearly defined outcomes enable learners to
demonstrate achievement of those outcomes through prior
learning assessment processes.
According to the Decree for the National Framework for HE
qualifications, adopted by the Government of the Republic of
Macedonia, on its session held on 17.11.2010:
The description of learning outcomes for a given level of
qualification is expressed with the following descriptors of
qualifications, (Article 6):





knowledge and understanding,
applying knowledge and understanding,
making judgment,
communications skills, and
learning skills
Schematic diagram of the descriptor types is given in Fig.1.
Descriptor Types
Applying Knowledge
and Understanding
Knowledge and
Understanding
Learning Skills
Knowledge
Skills
Abilities
Making
Judgment
Communication
Skills
145165 – TEMPUS – 2008 – SE – SMHES (2008-4763)
Fig.1 Schematic diagram of the descriptor types
9
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 3. THE DIFFERENCE BETWEEN AIMS AND
LEARNING OUTCOMES
The aim of a module or programme is a broad general
statement of teaching intention, i.e. it indicates what the teacher
intends to cover in a block of learning. Aims are usually written
from the teacher’s point of view to indicate the general content and
direction of the module.
One of the great advantages of learning outcomes is that they
are clear statements of what the learner is expected to achieve
and how he or she is expected to demonstrate that achievement.
Thus, learning outcomes are more precise and far clearer than
objectives. They are specific measurable achievements and are
stated as achievements of the student. Learning outcomes should
specify the minimum acceptable standard for a student to be able
to pass a module or course (threshold level). They focus on what
the learner has achieved and can demonstrate at the end of a
learning activity, rather than the intentions of the teacher.
Clearly stated learning outcomes can ‐ help students
understand what is expected of them ‐ help staff focus on precisely
what they want students to achieve.
From one perspective, learning outcomes can be considered
as a sort of “common currency” that assists modules and
programmes to be more transparent at local, national and at an
international level.
10
Practical advices for writing learning outcomes - Manual 4. PRACTICAL
ADVISES FOR WRITING LEARNING
OUTCOMES
Learning outcomes can specify behavior in one of three
domains: cognitive, affective or psychomotor:
 Cognitive:
involves
thoughtful
understanding, analyzing, evaluating
processes,
e.g.
 Affective: involves attitudes, feelings and values, e.g.
appreciating, accepting
 Psychomotor: involves physical skills, e.g. performing,
assembling, dismantling
4.1. Cognitive Domain
In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a classification of levels of
intellectual behavior important in learning. During the 1990's a new
group of cognitive psychologist, lead by Lorin Anderson (a former
student of Bloom's), updated the taxonomy reflecting relevance to
21st century work.
Bloom’s taxonomy was not simply a classification – it was an
effort by him to arrange the various thinking processes in a
hierarchy. In this hierarchy, each level depends on the student’s
ability to perform at the level or levels that are below it. The action
verbs used to assess learning in the cognitive domain are
presented in the right column, Fig 2.
11
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Bloom's Taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Remembering: can the
define, duplicate, list, memorize, recall,
student recall or remember
repeat, reproduce state
the information?
Understanding: can the
student explain ideas or
concepts?
classify, describe, discuss, explain, identify,
locate, recognize, report, select, translate,
paraphrase
Applying: can the student
use the information in a
new way?
choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, schedule,
sketch, solve, use, write.
Analyzing: can the student
distinguish between the
different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test.
Evaluating: can the student appraise, argue, defend, judge, select,
justify a stand or decision? support, value, evaluate
Creating: can the student
assemble, construct, create, design,
create new product or point
develop, formulate, write.
of view?
Fig 2. Bloom’s Taxonomy
12
Practical advices for writing learning outcomes - Manual 4.2. Affective Domain
Sometimes we are concerned with how students feel, rather than
how they’re thinking. Educational researchers refer to this as the
affective domain. If you have outcomes for this domain, you may
find the following list of verbs helpful in describing the outcomes in
measurable terms.
Action verbs used to assess learning in the affective domain are:
agree, act, assume, attempt, attend to, avoid, challenge,
cooperate, defend, disagree, engage in, help, join,
offer,
participate, praise, resist, share, volunteer
4.3. Psychomotor Domain
The psychomotor domain mainly emphasizes physical skills
involving coordination of the brain and muscular activity. It is
commonly used in areas like laboratory science subjects, health
sciences, art, music, engineering, drama, physical education and
sport sciences
Action verbs used to assess learning in the psychomotor domain
are:
adapt, arrange, balance, build, calibrate, choreograph, construct,
copy, design, dismantle, display, drive, examine, manipulate,
measure, operate, perform, sketch, react, test use
13
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 5. WRITING PROGRAM LEARNING OUTCOMES
There have been developed two approaches in writing PLO
 Top-down approach
 Start with phrases related to expectations from
institution, accrediting body, etc.
 Construct meaningful program learning outcomes that
depict your expectations related to these ideas
 Bottom-up Approach
 Start with module/course learning outcomes
 Group related course learning outcomes together
 For each group of course learning outcomes, construct
one or more program learning outcomes that depict your
expectations related to this group of course learning
outcomes
The following is a list of guidelines to assist you in writing learning
outcomes for programmes. Treat the list as just that – a set of
guidelines rather than a set of hard and fast rules. For example,
while the second guideline says to try to use one verb only, you
may sometimes find it more logical to run two closely related
actions into one learning outcome, such as “Compare and
contrast…” or “Construct and test…”.




14
Begin each learning outcome with an action verb, followed
by the object of the verb followed by a phrase that gives the
context;
Try to use just one verb per learning outcome type
Ensure that each learning outcome is acquirable and
measurable;
Avoid complicated sentences. If necessary use more than
one sentence for clarity. Bear in mind that a learning
Practical advices for writing learning outcomes - Manual 




outcome does not need to be as specific as an assessment
question;
Avoid vague terms like know, understand, learn, be familiar
with, be exposed to, be acquainted with, and be aware of.
These terms are associated with teaching objectives rather
than learning outcomes;
Ensure that the level of the learning outcomes of the
programme relate to the overall outcomes of the level in the
NQF;
Ensure that the learning outcomes are capable of being
assessed;
Before finalizing the learning outcomes, ask your
colleagues and possibly former students if the learning
outcomes make sense to them;
Aim for not more than 15 - 20 per study program and be
free to divide them among the types depending on the
discipline.
In the process of writing learning outcomes at the program
level it is worth bearing in mind that third level education
endeavors to prepare students for jobs that do not yet exist using
technology not yet invented and for solving problems that we yet
don’t know are problems. Graduates of the future need broad
knowledge of the disciplines with profound knowledge at the
frontiers of a discipline.
The Program learning outcomes are the first step in the
SMART program development cycle, Fig.3.
15
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Program Development Cycle
(S) Learning outcomes: When students graduate from our program, what will they know? What will they be able to do with what they know? (T) Action Plan: What will we keep doing? What will we change? What will we add? (M) Curriculum map: Where do we introduce, reinforce, and assess these things?
(A) Measures: (R) Findings: Now that we have the data, how will we analyze and organize it? What does it mean? What information are we collecting, and analyzing to answer the question “Can they do these things that we said we care about?”
Fig.3. SMART program development cycle
6.
WRITING COURSE/MODULE LEARNING
OUTCOMES
The following is a list of guidelines to assist you in writing
learning outcomes for your courses/modules. Treat the list as just
that – a set of guidelines rather than a set of hard and fast rules.
For example, while the second guideline says to try to use one
verb only, you may sometimes find it more logical to run two
closely related actions into one learning outcome, such as
“Compare and contrast…” or “Construct and test…”.

16
Begin each learning outcome with an action verb, followed
by the object of the verb, followed by a phrase that gives
the context;
Practical advices for writing learning outcomes - Manual 








Try to use just one verb per learning outcome;
Ensure that each learning outcome is acquirable and
measurable;
Avoid complicated sentences. If necessary use more than
one sentence for clarity. Bear in mind that a learning
outcome does not need to be as specific as an assessment
question;
Avoid vague terms like know, understand, learn, be familiar
with, be exposed to, be acquainted with, and be aware of.
These terms are associated with teaching objectives rather
than learning outcomes;
Ensure that the learning outcomes of the module/ course
relate to the overall outcomes of the programme;
Ensure that the learning outcomes are capable of being
assessed;
When writing learning outcomes, bear in mind the
timescale within which the outcomes are to be achieved.
There is always the danger that one can be over-ambitious
when writing learning outcomes. Ask yourself if it is realistic
to achieve the learning outcomes within the time and
resources available;
When writing learning outcomes, for students at levels
beyond first year, try to avoid overloading the list with
learning outcomes which are drawn from the bottom of
Bloom’s taxonomy ( e.g. Remembering and Understanding
in the cognitive domain). Try to challenge the students to
use what they have learned by including some learning
outcomes drawn from the higher categories (e.g. Applying,
Analyzing, Evaluating, Creating);
Aim for about six learning outcomes per module/course.
17
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 7.
POSITIVE AND NEGATIVE ASPECTS OF
LEARNING OUTCOMES
The introduction of learning outcomes is, and has always
been, subject to much disagreement and has raised much passion
in educationalists. It is clear that they can have both positive and
negative consequences and the problems associated with their
introduction should not be underestimated. The following is a brief
review of the main issues that are normally raised, associated with
the advantages and disadvantages of their introduction.
Those who have reservations about the adoption of learning
outcomes approaches have expressed two main concerns:
(i) basic conceptual/philosophical objections and
(ii) practical/technical objections.
In terms of philosophy, the objections follow the view that
higher education learning cannot be constricted and/or reduced to
a series of learning outcomes that inhibit and prescribe the
learning process. Academic study is by definition open-ended and
the detailed specification of outcomes is antithetical to the
traditional university function. Proponents of this view often
emphasise the distinction between higher education and
vocational education and training, the latter being more suited to a
learning outcomes approach due to the skills and competencebased nature of such courses. Academic study, it is suggested, is
different in nature and cannot be limited to a skill/competencebased approach that creates a target- led culture focused on
ticking boxes. Learning outcomes are viewed as an attack on the
liberal conception of education, which diminishes the teacher to
facilitator and stifles the diversity of education by reducing it to a
crass instrumentalist approach.
18
Practical advices for writing learning outcomes - Manual The practical/technical objections to learning outcomes are
associated with their formulation and implementation. The
implementation of learning outcomes is a formidable task that
involves a huge staff-development process as well as cost
implications in terms of time and money. It is a massive
undertaking to transform all curricula to be expressed in terms of
outcomes and this often takes years to accomplish. In addition,
there can be a high degree of staff resentment and disagreement
concerning the detailed process of identifying, writing and
implementing learning outcomes - and the consequential changes
to teaching, learning and assessment. Furthermore, various
technical problems arise concerning the nature and detail of the
approach to outcomes adopted. It is argued that learning
outcomes written as threshold statements can limit learning and
stifle creativity. Learning outcomes can be too specific or too
general. Their development requires the existence of some sort of
framework of qualifications descriptors, levels and level descriptors
within a qualifications framework.
The advantages of adopting learning outcomes exist at
several levels in terms of benefits for the: (i) course/module
designer; (ii) quality assurance and standards; (iii) learners; and
(iv) national and international educational transparency.
In terms of course and module design the use of explicit
learning outcome statements can help ensure consistency of
delivery across courses/modules or programmes. They are also
said to aid curriculum design by clarifying areas of overlap
between module/programme/qualifications. Learning outcomes
help course designers to determine precisely the key purposes of
a course, how components of the syllabus fit and how learning
progression is incorporated. Learning outcomes promote reflection
on assessment, and the development of assessment criteria and
more effective and varied assessment.
19
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ The benefits to quality assurance relate to how learning
outcomes increase transparency and the comparability of
standards between and within qualifications. Outcomes‐based
qualifications posses greater credibility and effectiveness than
traditional qualifications. They play a key role (nationally and
potentially internationally) by acting as points of reference for
establishing and assessing standards.
Learners benefit from a comprehensive set of statements of
learning outcomes recognizing exactly what they will be able to
achieve after successful study. They provide learners with clear
information that can help them with their choice of
module/unit/programme/qualification to study and can lead to more
effective learning. They are also benefit for the employers, higher
education institutions and civil society in general by clearly
articulating the achievement and attributes associated with
particular qualifications.
Internationally, learning outcomes contribute to the mobility of
students by facilitating the recognition of their qualifications and
improving the transparency of qualifications and thus simplifying
credit transfer. They also provide a common format for different
forms of delivery (e.g. distance, work‐based, non‐formal and
experiential learning) and have significant capacity to link
vocational educational and training and higher education. This is
important when there are now an increasing number of national
and international initiatives to promote lifelong learning. Learning
outcomes can assist in creating multiple progression routes
through and between different educational systems.
20
Practical advices for writing learning outcomes - Manual 8.
LEARNING OUTCOMES AND EDUCATIONAL
REFORM - PEDAGOGY, ASSESSMENT AND
QUALITY ASSURANCE
Learning outcomes focus attention on explicit and detailed
statements of what students learn - the skills, understanding and
abilities we seek to develop and then test. It is important to stress
that learning outcomes form an integral part of an educational
reform agenda that can be summarised in the phrase 'studentcentred learning'. This approach in its extreme manifestation has
been represented as a paradigm shift from traditional ways to
measure and express learning characterised as 'input' approaches
(that emphasises teaching hours and resource counting) to
'output'-focused techniques (using learning outcomes and
competences). The emphasis moves from the content (what staff
teach) to the outcome (what a student will be able to do). However,
the move towards student-centred learning is not new and many
educators have instinctively adhered to such an approach. The
extreme choice between input, and output-focused approaches to
teaching and learning misrepresents the situation where a middle
way is often possible and constructive.
The adoption of a learning outcomes approach focuses activity on
the learner and away from the teacher. It promotes the idea of the
teacher as a facilitator or manager of the learning process and
recognises that much learning takes place outside the classroom
without a teacher present. It further involves the idea that students
should be actively involved in the planning and management of
their own learning and take more responsibility for this as the
student progressively develops as an independent learner. It is
important to note that student-centred learning necessitates the
use of learning outcomes as the only logical approach. There is a
cascade effect that links the learning outcomes, the selection of
appropriate teaching strategies and the development of suitable
assessment techniques. This is done within the context of external
21
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ reference points (qualification descriptors, level descriptors,
benchmark statements). Courses/programmes are not developed
in a vacuum but within a dynamic and interactive set of factors that
directly link the internal, institutional world, with the external
national qualifications framework and quality assurance system.
9.
LEARNING OUTCOMES – FUTURE PROSPECTS
AND CHALLENGES
The traditional input-related curriculum has proved to be too
focused on the teacher instead of the learner. Consequently there
is what has been described as a paradigm shift underway, moving
the emphasis from teaching to learning and to embrace studentcentered learning. This change has been associated with a need
for more precision in curriculum design, and an acknowledgement
that more effective and varied learning styles do benefit the
learner. This has strengthened the need to express, through the
medium of learning outcomes, the knowledge, understanding,
competences and other attributes within qualifications and their
components.
This pedagogical trend has also coincided with the multifaceted Bologna agenda that emphasizes the need for dramatic
reform to modernize Europe’s antiquated education systems,
structures and processes. Learning outcomes contribute to every
aspect of the Bologna agenda (every action line) as they play an
underpinning role (a common methodological approach) in the
clear expression of the teaching-learning-assessment relationship,
as well as the transparent expression of qualifications, qualification
frameworks, quality, and their associated tools - cycle descriptors,
levels, level descriptors, qualification descriptors, subject
descriptors, etc.
22
Practical advices for writing learning outcomes - Manual Learning outcomes are not the universal panacea for all
educational problems facing higher education and they certainly
create distinct challenges that should not be underestimated.
However, it is arguable that it might not be possible to have a
meaningful European Higher Education Area without their
widespread and consistent use.
The Government of the Republic of Macedonia, on its session
held on 17.11.2010, adopted a Decree for the National Framework
for HE qualifications. According to the Decree, all HE Institutions in
R. Macedonia are obliged to prepare specific descriptors of the
qualifications which determine learning outcomes for the individual
study program from the corresponding cycle of studies and to
submit them to the Ministry of Higher Education by June, 2011.
According to the Decree the key point for preparation of the
LO oriented study programmes is to design curricula and to foster
teaching methods that promote the learning, competencies and
skills that are needed in tomorrow’s economy.
Moreover, the further promotion of the new cycle structure
among employers, especially among small and medium sized
enterprises, is an urgent short term task. The public sectors in
Republic of Macedonia too, need to set the standards by adjusting
their career structures to the new Bologna degree structure.
Raising awareness of the value of the Bachelor degree is not only
important for the employers but also for students, parents,
academics/professors
and
higher
education
institutions
themselves.
23
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 10. LITERATURE
[1] Alan Jenkins (Oxford Brookes University) & Dave Unwin
(Birkbeck College London), How to Write Learning Outcomes,
1996
[2] Sandi Osters, F. Simone Tiu, Writing Measurable Learning
Outcomes, 3rd Annual Texas A&M Assessment Conference, 2003
[3] Stephen Adam, A Consideration of the Nature, Role,
Application and Implications for European Education of
Employing .Learning Outcomes. At the Local, National and
International Levels, University of Westminster, June 2004.
[4] Declan Kennedy, Áine Hyland, Norma Ryan, Writing and
Using Learning Outcomes: A Practical Guide, University
College Cork, Ireland, 2006
http://www.bologna.msmt.cz/files/learningoutcomes.pdfhttp://www.bologna.msmt.cz/files/learningoutcomes.pdf
[5] Kennedy, Declan, Writing and Using Learning Outcomes. A
Practical Guide. Cork (University College Cork) 2007.
[6] John O’Brien, Writing Learning Outcomes, a Guide for
Academics, University of Limerick, 2007
[7] Nancy Simpson, Writing Learning Outcomes for Effective
Assessment, Mississippi University for Women, 2008
[8] Gonzalez, Julia and Robert Wagenaar, eds., Tuning
Educational Structures in Europe. Universities’ Contribution
to the Bologna Process. An Introduction. Bilbao and
Groningen, 2nd. ed. 2008.
24
Practical advices for writing learning outcomes - Manual [9]
A
Tuning-ahelo
Conceptual
Framework
of
Expected/Desired Learning Outcomes in Engineering, Tuning
Аssociation on Бehalf of a Group of Experts, June, 2009
[10] Baum, David, Writing and Using Good Learning Outcomes.
Leeds (Leeds Metropolitan University) 2009.
[11] ECTS Users’ Guide 2009, Brussels: Directorate-General for
Education and Culture,
http://ec.europa.eu/education/lifelonglearningpolicy/doc/ects/guide_en.pdfhttp://ec.europa.eu/education/lifelonglearning-policy/doc/ects/guide_en.pdf
[12] A Guide to Formulating Degree Program Profiles
Including Programme Competences and Programme Learning
Outcomes, Tuning Educational Structures in Europe, 2010
[13] Nora Pileičikien, Developing Courses Based on Learning
Outcomes, Vytautas Magnus University, Centre for Quality of
Studies, February 2011
[14] Universities’ Contribution to the Bologna Process Tuning
Еducational Сtructures in Europe, 2011
http://ebookbrowse.com/guide-for-busy-academics-using-learningoutcomes-to-design-a-course-and-assess-learning-vu11-pdfd36011934
http://www.k-state.edu/assessment/slo/how.htm
http://research.crc.losrios.edu/Instructions%20for%20Writing%20S
tudent%20Learning%20Outcomes.htm
25
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 11. APPENDIX
Appendix 1 - LO for Academic Studies in Power Systems
(first and second cycle)
Appendix 2 - LO for Academic Studies in Business
Informatics (first and second cycle)
Appendix 3 - LO for Professional Studies for Medical Nurse
/Technician (first cycle)
Appendix 4 - LO for Academic Integrated Studies in
Pharmacy (first and second cycle)
Appendix 5 - LO for Academic Studies in Agriculture (first
cycle) and Phytopathology (second cycle)
Appendix 6 – LO for Academic Studies in Psychology (first
and second cycle)
26
Practical advices for writing learning outcomes - Manual Appendix 1 - LO for Academic Studies in Power Systems
(first and second cycle)
University “St. Kliment Ohridski” - Bitola
PROGRAMME LEARNING OUTCOMES FOR ACADEMIC
STUDIES IN POWER SYSTEMS
Title of
diploma
Duration of
study(years)
Number of
credits
First Cycle
Second cycle
University Bachelor
degree in electrical
engineering
Master of science in
electrical engineering
4
1
240
60
27
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Qualific.
cycle
Qualification descriptors
Recognizes and remembers the well
established principles within the fundamental
fields
of
physics,
mathematics
and
engineering sciences related to electrical
engineering;
Describes and discusses key aspects and
concepts particularly in the principal focus
areas of the Power systems: power
production, transmission and distribution;
Keeps abreast with the current research and
development work as well as the wider
multidisciplinary
context
of
electrical
engineering.
Second cycle
Knowledge and understanding
First cycle
Type of
descriptor
Identifies appropriate methodologies and
techniques for acquiring knowledge and
understanding in one of the areas of Power
systems in which the student has chosen to
develop special expertise:
electric
machines,
electric
transmission
and
distribution systems, computer application in
power
systems,
power
electronics,
renewable energy sources, energy efficiency
and environment protection;
Systematically and creatively explains and
discusses
the current
and emerging
research, concepts, principles and theories
relevant to the chosen area of specialization
in Power systems;
Keeps abreast of the most advanced
disciplines in the field of Power systems,
providing a basis for originality in
developing and applying autonomous ideas
in a research context.
28
Practical advices for writing learning outcomes - Manual Type of
descriptor
Qualific.
cycle
Qualification descriptors
First cycle
Locates,
formulates
and
solves
fundamental problems in a real power
system related to designing, exploitation,
maintenance and technical control, using
established methods;
Selects and uses appropriate equipment,
tools and analytical methods relevant for
power systems analysis;
Applies regulations and techniques for
environmental protection.
Examines, analyzes, develops, optimizes
and manages Power systems;
Second cycle
Applying knowledge and understanding
Determines and analyses the processes,
methods and results in the area of power
production, transmission and distribution;
Independently and creatively advices on
problems that arise in the process of
designing and construction of power
systems, technical control and expertise;
Applies innovative methods in solving
multidisciplinary,
unfamiliar
and
incompletely defined problems, using
advanced mathematical, scientific, IT and
engineering knowledge;
Applies regulations and techniques and
take
measures
for
environmental
protection.
29
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Qualific.
cycle
First cycle
Type of
descriptor
Gathers, analyzes and presents information
from relevant data within the field of Power
systems, usually from the perspective of:
power
production,
transmission
and
distribution;
Exercises
appropriate
judgment
in
implementing and evaluating knowledge
crucial for regular operation of the power
systems. taking into account relevant
personal, social, scientific or ethical aspects;
Combines theory and practice to solve power
systems’ problems, to explain the reasons
and to choose adequate solution.
Second cycle
Making judgment
30
Qualification descriptors
Synthesizes and integrates knowledge
across several areas in the field of power
systems, related to the area in which the
student has chosen to develop special
expertise;
Critically evaluates data, makes sound
judgments and draws conclusions even on
the basis of incomplete or restricted
information, using current information and
communication technology necessary for
regular operation of the power systems in
practice; Investigates the application of new
and emerging technologies, innovations and
best practices in the everyday real Power
systems practice, researchs and analyses
national development situation.
Practical advices for writing learning outcomes - Manual Qualific.
cycle
Qualification descriptors
Communicates effectively in written reports
and oral presentations using appropriate
terminology and technical language,
common for Power systems;
Shares and debates concepts and ideas in
the field of Power systems with the
engineering community and with society in
large;
Is capable of teamwork and cooperate
actively within the group by sharing in the
tasks and responsibilities.
Second cycle
Communication skills
First cycle
Type of
descriptor
Clearly and unambiguously communicates
conclusions, results and study outcomes to
specialist audiences, along with the ability
to appropriate the style and form of
expression to non-specialist audience;
Participates effectively in multidisciplinary
designed teams where Power systems
competences are necessary, either as a
team leader or in a specialist role;
Accepts significant responsibility and
accountability for the quality of individual
and collective results, leads and initiates
activity in specialized areas of Power
systems within electrical engineering.
31
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 32
First cycle
Qualific.
cycle
Second cycle
Learning skills
Type of
descriptor
Qualification descriptors
Takes initiative to identify and address
learning needs for further professional
education in the field of power systems,
with a high degree of autonomy;
Keeps track of scientific issues in the field
of Power systems such as scientific
papers, journals, seminars, conferences
etc.
Identifies personal need for further
knowledge and operates independently to
acquire new knowledge and skills
autonomously within the societal context;
Ability to take responsibility for ongoing
self-directed individual learning in the area
of Power systems in which the student has
chosen to develop special expertise.
Practical advices for writing learning outcomes - Manual Appendix 2-LO for Academic Studies in Business Informatics
(first and second cycle)
South East European University - Tetovo
PROGRAMME LEARNING OUTCOMES FOR ACADEMIC
STUDIES IN BUSINESS INFORMATICS
Title of diploma
Duration of
study(years)
Number of
credits
First Cycle
Second cycle
Bachelor of Business
Informatics
Master of Business
Informatics
3
2
180
120
33
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Qualific.
cycle
Qualification descriptors
Demonstrate
knowledge
and
understanding of the fundamental fields of
study in both Business and Informatics.
The
knowledge
corpus
integrates
specialized business, management and
informatics courses and creates competent
business information managers ready to
apply technical solutions and develop
information system architectures to solve
business problems of organizations within
the networked economy;
First cycle
Knowledge and understanding
Type of
descriptor
Ability to use adequately appropriate
methodologies
and
techniques
for
acquiring knowledge and understanding in
the interdisciplinary field of Business and
Informatics. This includes elements of
collecting acquiring, analyzing, processing
data with emphasis on economics and
business – related data in the framework of
adequate
information
systems
and
applications settings.
Capability to list and discuss current
research issues and new sources of
knowledge in the field of business
informatics, enabled by the set of skills
(language, IT, research, and career) and
practice in organizations.
34
Second cycle
Knowledge and understanding
Practical advices for writing learning outcomes - Manual Express knowledge and understanding of
business and informatics fields (economy,
management, marketing, finances and,
respectively, programming, databases,
computer
and
information
systems,
networking and data engineering) at a level
that extends the basic acquaintance with
fundamental
knowledge
through
elementary research oriented knowledge
and ability to demonstrate expertise in the
treatment of real-world problems in the
area;
Ability to develop and apply original and
creative ideas within the environment
which
requires
knowledge
in
the
interdisciplinary, overlapping and crosslinked areas of business and informatics
and express specialized competences in
the same way;
Ability to apply interdisciplinary knowledge
and demonstrate specialistic competences
in Business and Informatics.
35
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 36
First cycle
Qualific.
cycle
Second cycle
Applying knowledge and understanding
Type of
descriptor
Qualification descriptors
Ability to apply, at a professional level, the
interdisciplinary knowledge of Business
and Informatics in real-world settings and
with real world data. This is manifested
mainly by ability of deploying informatics
solutions
in
the
business
and
organizational context;
Ability to identify and analyze parameters
and scenarios mainly in real world,
business settings and to provide argument
devising and supporting, and a solution in
the main fields of business with computing
support in terms of programming,
databases,
web
programming,
and
networking. Express competence in
applying technical computing tools for the
managerial and business problems in
general.
Ability to originally, critically, independently
and creatively solve problems in new,
unobserved or unfamiliar environments
within the multidisciplinary context of real
business or organizational settings;
Ability to plan, perform and evaluate
independent research and query in
business
domains
implementing
correspondent
computing
tools,
environments and technologies.
Practical advices for writing learning outcomes - Manual Qualific.
cycle
First cycle
Making judgment
Type of
descriptor
Qualification descriptors
Ability to appropriately gather, analyze using
common computing tools and environments,
and evaluate and present information in
appropriate manner using contemporary
tools and computing environments for a
given field of business and/or organizational
setting. Usually from the perspective of
management,
marketing,
accounting,
finances or related field and using computing
tools as spreadsheet manipulation software,
databases or simple programs and web
scripts;
Ability to argument ideas, concepts and
qualitative and quantitative data from the
business and organizational environment
with the assistance of, in terms of, and within
common computing environment including
corporate databases, information systems,
data engineering and business decision
support tools;
Ability to exercise appropriate judgment for
real world business situations and data
taking into account personal, social,
scientific, ethical aspects set up in
appropriate computing setting.
37
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES Second cycle
____________________________________________________________________________________________________________ 38
Ability to creatively integrate and synthesize
knowledge across several areas related to
business processes and using appropriate
computing tools and techniques;
Ability to deal with complex issues related to
business processes, to address appropriate
specialized instances both in business and
informatics domains, make sound judgments
in situations of lack of complete information
or data, and based on personal, social and
ethical responsibilities linked to the
application
of
their
knowledge
and
understanding.
Practical advices for writing learning outcomes - Manual Qualific.
cycle
First cycle
Type of
descriptor
Qualification descriptors
Ability to show personal responsibility,
initiative
and
decision
making
in
communication and providing arguments
for the ideas, problems and solutions in the
main fields of business administration
supported with computing facilities and
tools
and
by
appropriating
the
communication towards the audience.
Balancing the business and technical
arguments for the solutions with wider,
personalized approach and exercising high
standing for open and guided interaction
with the audience;
Second cycle
Communication skills
Ability to argument and organize a team
work as a result of the experience in
practical projects in a variety of business
and computing fields and showing ability to
support and argument on both business
and informatics aspects of the outcomes.
Ability to clearly and unambiguously
communicate
study
outcomes
and
knowledge to specialist audiences form
both business and informatics fields along
with the ability to appropriate the style and
form of expression to non-specialist
audience;
Demonstrate competency for critically
independent
and
creatively
argued
research, to evaluate methodologies and
develop critiques and, where appropriate to
propose and defend new hypotheses;
Demonstrate ability for initiating, leading
and taking responsibility for a work of
individuals and groups where business and
informatics competences are crucial for the
type of the position.
39
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Qualific.
cycle
40
Second cycle
Learning skills
First cycle
Type of
descriptor
Qualification descriptors
Ability to detect learning component in
organizations based on learned elements
of the knowledge based society and
corporate knowledge management issues;
Ability to take initiative and responsibility to
identify and address learning needs in the
main business and technical (computing)
areas with proposals for extensions in
informatics fields and contemporary
business components.
Ability to identify personal needs and
directions for individual and autonomous
study and to perform it in self-directed and
autonomous manner in the common
business and informatics areas;
Ability to take responsibility for ongoing
individual and group learning in specialized
business and informatics fields within the
networked economy, including defining
learning objectives for medium and longer
terms.
Practical advices for writing learning outcomes - Manual Appendix 3 - LO for Professional Studies for Medical Nurse
/Technician (first cycle)
University “Ss Cyril and Methodius” - Skopje
PROGRAMME LEARNING OUTCOMES FOR PROFESSIONAL
STUDIES FOR GRADUATE MEDICAL NURSE /TECHNICIAN
First cycle
Title of diploma
Duration of
study(years)
Number of
credits
graduated medical nurse/technician
(baccalaureus/baccalaurea)
3
180
41
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 42
Qualific.
cycle
First cycle
Knowledge and understanding
Type of
descriptor
Qualification descriptors
Demonstrate
knowledge
of medical
terminology, physiological and pathological
mechanisms, related to body systems and
diseases,
understanding
of
human
behaviour and value systems, knowledge
necessary for applying nursing care of
patients;
Demonstrate knowledge for very common
medications and their therapeutic use,
organization of the different diagnostic
departments in the hospital, how to
interpret information on diagnostic orders,
and what their role is in processing these
orders;
Demonstrate knowledge how to solve
problems and work with team of
professionals with higher education as well
as how to manage a team of nursing care.
Practical advices for writing learning outcomes - Manual Making judgment
Type of
descriptor
Qualific.
cycle
Qualification descriptors
First cycle
Аpply theoretical principles and practical
skills in all kinds of general patient care,
perform necessary preventive measures to
promote health and prevent diseases;
Qualific.
cycle
Interpret information on different laboratory
and diagnostic orders, record orders and
receive results back;
Apply professional expertise to solve
problems and work with medical doctors in
the process of diagnosis and treatment of
patients, manages a team of nursing care,
determines and organizes daily work
assignments and schedules of work and
successfully run a full documentation.
Qualification descriptors
Demonstrate ability of making the
conclusion or opinion following a process of
observation, reflexion and analysis of
observable available information or data;
First cycle
Applying knowledge and
understanding
Type of
descriptor
Demonstrate ability to identify, associate
and interpret the signs or symptoms of a
given condition, to decide on data to be
collected about a patient, makes an
interpretation of the data, arrives at a
nursing diagnosis and identifies appropriate
nursing actions;
Demonstrate
understanding
the
mechanisms and the significance of the
case, their elements and effects in order to
come up with appropriate solutions.
43
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ First cycle
Qualific.
cycle
Communication skills
Type of
descriptor
Type of
descriptor
Qualific.
cycle
Qualification descriptors
Demonstrate
ability
to
effectively
communicate with co-workers, visitors,
patients, nurses, doctors, and staff from
other departments. Work successfully as a
team
member,
own
confidentiality,
assertive behaviour, critical thinking,
understand and respect cultural diversity;
Demonstrate ability to adapt to persons
with
diverse
backgrounds
and
communication styles, empathy and
respect for others;
Demonstrate understanding of human
behaviour, value systems, the elements
and components of communication,
listening skills, successful telephone
techniques, initiating communication, time
and stress management.
Qualification descriptors
44
First cycle
Learning skills
Demonstrate overwhelmed learning skills concentrating, reading and listening,
remembering, using time;
Demonstrate ability to wisely evaluate
ideas with critical thinking, explore
strategies (and attitudes) for generating
ideas with creative thinking and is able to
effectively use these thinking skills and
strategies for solving everyday problems
and in scientific method;
Demonstrate ability to identify his/her
personal
needs and interests for
postgraduate studies in the different areas
of medical care, and take the initiative to
knowledge acquisition and learning with a
high degree of independence.
Practical advices for writing learning outcomes - Manual Appendix 4 - LO for Academic Integrated Studies in
Pharmacy (first and second cycle)
University “Ss Cyril & Methodius” - Skopje
PROGRAMME LEARNING OUTCOMES FOR PHARMACY
Title of diploma
Duration of
study(years)
Number of
credits
First and second cycle
integrated
Third cycle
Master of Pharmacy
Doctor of
Pharmacy
5
300
3
180
45
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ First and second cycle integrated
Qualific.
cycle
Third cycle
Knowledge and understanding
Type of
descriptor
46
Qualification descriptors
Demonstrate knowledge and understanding
that builds upon general secondary
education and higher education entrance
qualification
in
core
areas
of
pharmaceutical practice and science,
implementing methodologies appropriate
for solving problems, both systematically
and creatively, that provides a basis or
opportunity for originality in developing
and/or applying autonomous ideas in a
practice and research context;
Demonstrate
knowledge
to
practice
pharmacy within the legislation and
according to the professional standards
and ethical principles, to design, formulate,
produce and test medicines, medicinal
products and medical devices as well as to
provide adequate outcome of the
pharmacotherapy;
Demonstrate critical understanding of the
key theories, principles and methods in
pharmaceutical science and practice and
are able to consolidate their knowledge
vertically, horizontally and laterally.
Demonstrate high level of generic and
systematic understanding for qualified
research and mastered skills and methods
for research in the area of pharmaceutical,
biomedical and health sciences, and
relevant subdisciplines for performing
independent, autonomous research in
accordance with the highest international
standards.
Practical advices for writing learning outcomes - Manual First and second cycle integrated
Qualific.
cycle
Third cycle
Applying knowledge and understanding
Type of
descriptor
Qualification descriptors
Apply evidence based knowledge and
understanding
in
the
field
of
pharmaceutical
science
and
in
management of pharmacy practice,
formulation, production and ensuring
quality of the medicines, medicinal
products and medical devices, and in
planning, managing, monitoring, advising
and reviewing general pharmaceutical care
programmes for patients;
Develop and advance solutions to
problems and arguments in the concerned
areas applying modern technology and
both multidisciplinary and individual,
creative and original approach in new or
unfamiliar
environments
within
multidisciplinary context.
Demonstrate ability to conceive, design,
implement and adapt a substantial process
of research in the area of pharmaceutical,
biomedical and health sciences, and
relevant subdisciplines;
Demonstrate ability for independent
contribution to research that is capable of
extending the borders of knowledge and
stand up to national or international review
and examination by experts and specialists
in the field.
47
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 48
Qualific.
cycle
First and second cycle integrated
Making judgment
Type of
descriptor
Qualification descriptors
Demonstrate ability to gather, analyze,
evaluate and present information, ideas
and concepts, from complete or limited
relevant data, for the core areas of the
pharmaceutical practice;
Demonstrate ability to assess and make
selection
of
scientific
theories,
methodologies, tools and general skills in
the core areas of the pharmaceutical
science;
Demonstrate ability to use skills in a range
of routine and complex situations requiring
analysis or comparison of a range of
options.
Recognize
priorities
when
problem-solving and identify deviations
from the normal pattern;
Demonstrate ability to follow legal, ethical,
professional
and
organizational
policies/procedures and codes of conduct
and to take action based on own
interpretation
of broad
professional
policies/procedures where necessary.
Practical advices for writing learning outcomes - Manual Third cycle
Demonstrate ability to identify scientific
questions and issues independently;
Demonstrate ability for critical analysis,
development and synthesis of new and
complex
ideas
in
the
area
of
pharmaceutical, biomedical and health
sciences,
having
assessment
competences and respecting ethical
issues;
Demonstrate ability to initiate and
participate in national and international
research
networks
and
events,
independently and with scientific integrity;
Demonstrate ability to initiate research and
development projects that will generate
new knowledge and skills for development
in the field of pharmaceutical, biomedical
and health sciences.
49
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ First and second cycle integrated
Qualific.
cycle
Third cycle
Communication skills
Type of
descriptor
Qualification descriptors
Demonstrate
use
of
appropriate
professional communication to gain the
cooperation of individual patients, small
groups of patients, colleagues, other senior
health professionals and managers within
the organization;
Demonstrate ability to communicate where
the context of discussion and criteria for
decisions and the scope of the task are
both explicitly defined and based on
opinion;
Demonstrate ability for independent
participation into specific, scientific and
interdisciplinary
discussions,
with
a
professional approach. Accept consultation
for specialist advice and also take on
responsibility in a team, lead and initiate
activity.
Demonstrate ability to present and discuss
findings and results from their research
field with their peers, colleagues and can
communicate these to an academic or nonacademic society;
They can establish collaboration network
with the colleagues, domestic and
international academic community and the
society within their area of expertise;
They can lead a research team.
50
Qualific.
cycle
Qualification descriptors
First and second cycle
integrated
Learning skills
Type of
descriptor
They can independently identify their
personal needs and interest for continuing
education and professional development,
design strategy and plans for promotion of
personal intellectual growth, organize
advanced learning activities and critically
evaluate adequacy of the learning
methods, their influence on knowledge,
skills, competency and of practice;
Third cycle
Practical advices for writing learning outcomes - Manual Demonstrate ability to promote themselves
within the academic and professional
context, and technological, social and
cultural development in a knowledge based
society.
They are able to document the learning
activities by creating an individual portfolio.
51
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Appendix 5 - LO for Academic Studies in Agriculture (first
cycle) and Phytopathology (second cycle)
Goce Delchev University - Shtip
PROGRAMME LEARNING OUTCOMES FOR AGRICULTURE
(FIRST CYCLE) AND PHYTOPATHOLOGY (SECOND CYCLE)
Title of
diploma
Duration of
study(years)
Number of
credits
52
First Cycle
Second cycle
Baccalaurea/baccalaureus
of agriculture
Master of
phytopathology
3
2
180
120
Practical advices for writing learning outcomes - Manual Type of
descriptor
Qualific.
cycle
Qualification descriptors
First cycle
Be able to demonstrate understanding of
how to use the knowledge of university
level courses as well as general theoretical
and practical courses in the main field of
study;
Demonstrate ability to expand knowledge
in the areas of plants and livestock
production;
Demonstrates understanding of aspects of
the
production,
management
and
marketing of an agricultural product.
Second cycle
Knowledge and understanding
Express knowledge and understanding in
the field of general agriculture based on
principles of plant, animal and soil science;
Knowledge and understanding of plant
protection against diseases, pests and
weeds;
Ability to suggest and apply original ideas
in general and specialized plant protection
and plant pharmacy;
Select control strategies for plant pests and
diseases and understand the use of
herbicides, pesticides, fertilizers, and
integrated pest management principles.
53
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Type of
descriptor
Qualific.
cycle
Qualification descriptors
First cycle
Demonstrate knowledge of plants, animals,
soils, and climates, with understanding of
principles of soil fertility, plant and animal
protection and adapt it to environmental
settings;
Identify, analyze and solve problems
related to protection, mechanization,
feeding, organization and economics of
agricultural production.
Determine
theoretical
and
practical
problems in plant pathogenic fungi,
bacteria, virus, nematode, mites and
insects;
Second cycle
Applying knowledge and understanding
Apply the acquired knowledge and
understanding in the area of agricultural
production and environmental protection;
Apply experiments related to application
and
detoxification
of
pesticides,
management of pesticide resistance,
biological control and pest management
through environmental protection;
Repeat the research from familiar into
unfamiliar environment, related to study of
plant protection from viruses, bacteria,
weeds and insects;
Recognize, interpret, and recommend
control methods in the management of pest
organisms (insects, diseases and weeds)
which attack plants in agricultural
ecosystems.
54
Practical advices for writing learning outcomes - Manual Type of
descriptor
Qualific.
cycle
Qualification descriptors
First cycle
Evaluate and calculate production and
organizational operations and services in
agricultural processes, taking into account
personal, social, scientific and ethical
aspects;
Demonstrate ability for comparative and
critical analysis of conventional, integral
and organic agricultural production.
Second cycle
Making judgment
Select
appropriate
judgments
in
professional conclusions on agricultural
production and processes;
Synthesize and integrate the biotic factors
that cause yield loss in agricultural
products;
Evaluate complex issues and make
scientifically founded judgments in the
diagnostics, protection and treatment of
diseased plants;
Develop critical judgment in solving key
problems of chemical control and biological
control
using
natural
enemies
in
agricultural production.
55
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 56
First cycle
Qualific.
cycle
Qualification descriptors
Capability to communicate, inform and
connect ideas, problems and solutions
from different segments of agricultural
production;
Exchange of information, problems,
solutions and cooperation for farming
functioning and environmental systems.
Ability to communicate attitudes and
argument data to both specialist and nonspecialist audiences;
Accept
personal
accountability
communications in their field.
Second cycle
Communication skills
Type of
descriptor
in
Capability to communicate and give
recommendations to specialist and nonspecialist
audiences
clearly
and
unambiguously;
Recommend the use of resistant varieties,
quarantine
and
integrated
pest
management systems;
Ability to read and evaluate original
scientific
papers
and
choose
methodologies for laboratory work.
Practical advices for writing learning outcomes - Manual First cycle
Qualific.
cycle
Second cycle
Learning skills
Type of
descriptor
Qualification descriptors
Define their role in the field of agriculture
production and processing, based on
knowledge and understanding;
Identify the need for further learning with a
high degree of autonomy;
Have autonomy in the oral and written
professional presentation.
Accept the challenge of research in society
based on knowledge;
Have responsibility for ongoing and
continuous autonomous learning in the
field of specialization;
Creative uses of modern information and
communication technology in the process
of autonomous learning.
57
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Appendix 6 – LO for Academic Studies in Psychology (first
and second cycle
State University of Tetova
PROGRAMME LEARNING OUTCOMES FOR PSYCHOLOGY
Title of
diploma
Duration of
study(years)
Number of
credits
58
First Cycle
Second cycle
Baccalaurea/baccalaureus
of psychology
“Master of
psychology
science –
research
department
4
1
240
60
Practical advices for writing learning outcomes - Manual Type of
descriptor
Qualific.
cycle
Qualification descriptors
Second cycle
Knowledge and understanding
First cycle
Describes and explains theories, directions
and psychological schools;
Determines, classifies and explains
manifestations, developmental aspect and
the
psychopathology
of
psychical
occurrences:
of
psychical
states,
processes and qualities;
Demonstrates
knowledge
and
understanding
of
psychological
methodology and statistical methods of
data processing.
Demonstrates deeper level of knowledge
regarding psychological schools and
directions, and shows high level of
professional
competency
during
conceptualization of the psychological life
depending on conceptual systems;
Demonstrates deeper level of knowledge
and understanding on psychological
characteristics of cognitive, emotional and
motivational processes, as well as their
correct identification and understanding in
daily life;
Demonstrates deeper level of knowledge
and understanding about the methodology
of psychology and advanced statistical
methods, assisting to independent and
creative implementation of research
projects.
59
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Type of
descriptor
Qualific.
cycle
Qualification descriptors
First cycle
Plans and effectuates educational activities
which include training of individuals and
groups (psychic cognition and skills),
improving personal efficacy and efficacy in
working with other people;
Selects the psychological treatment, plans
and effectuates counseling or defending
approach, maintenance and improvement
of mental health of individuals and groups.
Applies theoretical knowledge, appropriate
research design and practical techniques
to research and solve empirical problems;
Second cycle
Applying knowledge and understanding
Uses
adequate
knowledge
and
understanding in the field of applicative
psychology in acting preventively at various
age groups and categories;
Possesses
skills
in
implementing
preliminary research procedures which
include skills for recruitment, instruction
and briefing of examinees;
Effectively tests research hypothesis,
solves and interprets quantitative and
qualitative data (tables, charts, pictures,
etc.) resulting from the use of statistical
techniques and appropriate statistical
software;
Chooses and applies IT skills to conduct
research and presentation, including skills
for effective research of literature, internet
resources, catalogue of bibliography.
60
Practical advices for writing learning outcomes - Manual Qualific.
cycle
Qualification descriptors
Assesses and arguments adequacy and
characteristics of psychometric instruments
and
psychological
techniques
for
professional orientation and selection;
First cycle
Making judgment
Type of
descriptor
Compares, assesses, arguments and
differentiates psychological phenomena,
the level of their development as well as
the level of their stagnation;
Chooses
and
utilizes
appropriate
psychological
instruments
(tests,
questionnaires, scales, etc.) in research,
psycho-diagnostic,
and
capacity
classification processes and psychic and
psycho-motoric components of subjects,
groups and organizations in order to
explain and predict their behavior.
61
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ Second cycle
Assesses,
arguments
and
chooses
correctly the adequate scientific concepts,
principles, theories, empirical research
methods (quantitative or qualitative), as
well as the adequate instruments that will
be implemented in the practical research in
order to respond to the psycho-social
issues;
Develops critical approach towards the
existing and new information obtained from
professional or non-professional sources,
leaving room for productive thinking and
independent work during their synthesis
and integration in the scientific research of
the problem;
Judges the scientific as well as nonscientific results taken from other
researchers critically and backed up by
arguments, with personal, social and
ethical responsibility;
Possesses skills to assess the research
work through respecting ethical principles.
62
Practical advices for writing learning outcomes - Manual First cycle
Qualific.
cycle
Qualification descriptors
Presents, debates and communicates
professional knowledge and approaches
on appropriate psycho-social issues in front
of professional and non-professional
audience.
Communicates, reports and debates within
the frames of interdisciplinary and
counseling teams.
Actively listens and establishes empathic
communication with subjects, users of
psychological services
Second cycle
Communication skills
Type of
descriptor
Clearly and unambiguously communicates
research results,
conclusions and
suggestions
stemming
out
from
researcher’s approach with scientific,
critical and rational arguments, be that with
professional as well as non-professional
individuals,
Possesses skills for professional academic
psychological writing, including use of
academic standards in publishing and
presenting a research project,
63
Tempus Project N° 145165-TEMPUS-2008-SE-SMHES ____________________________________________________________________________________________________________ 64
Qualification descriptors
First cycle
Qualific.
cycle
Follows scientific and pragmatic
achievements in the field of psychological
phenomena and problems;
Second cycle
Learning skills
Type of
descriptor
Possesses abilities to identify personal
need for further knowledge and skills;
Possesses developed skills for metacognition that allows professional
upgrading and expertise.
Possesses learning skills to think for and
evaluate their own work and reflects on
personal performance by integrating
information received from the feedback of
the accomplished research.
Practical advices for writing learning outcomes - Manual Contact:
Prof. Janerik Lundquist
Linkoping University, Sweden
Email: [email protected]
Prof. Elizabeta Bahtovska
University St. Kliment Ohridski, R. Macedonia
Email: [email protected] 65