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Wednesday, June 22 • 11:15 - 12:15
CON01.04a - Assessing Programme-Level Learning Outcomes: (F)Utility for Whom?

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We know we can assess course or module-level learning outcomes – we do so explicitly or implicitly with a variety of assessment tools. There is some evidence that publishing and assessing learning outcomes empowers students (Hussey & Smith, 2008), but they might also hinder genuine learning (Torrance, 2007). We also know that course or module-level learning outcomes should be clearly linked to programme-level outcomes (Moon, 2002), but are they inherently linked, or are course/module outcomes and assessment largely independent of the programme-level outcomes? With the exception of externally accredited programmes like engineering, or those few with some sort of ‘capstone’ project’, do most academic programmes directly assess programme-level learning outcomes? If so, then for what purpose, and if not, then what value is lost? I conducted face-to-face interviews with colleagues in Ireland and Australia to find answers to these questions and during this research presentation, I will share my methodology, my initial findings, and the possible (f)utility that my tentative conclusions might have for institutions, programmes, and students. I will leave participants with three questions: 1) In the Canadian context, where are programme-level LOs being directly assessed and how? 2) Should we be attempting to directly assess programme-level LOs and why? 3) Where could this research go from here, at what cost, and for what benefit?

Presenters
RD

Russell Day

Teaching Professor, Simon Fraser University
Dr. Russell Day is a Teaching Professor in Psychology, Faculty of Arts and Social Sciences, Simon Fraser University. In addition to teaching large Intro Psyc courses, he is involved in a variety of educational development activities, primarily with the Instructional Skills Workshop... Read More →


Wednesday June 22, 2016 11:15 - 12:15
UCC 56

Attendees (22)




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