OUTCOME BASED TEACHING AND LEARNING April 2024
TABLES OF CONTENTS 02 Section 1 P. 08 1.1 1.2 1.3 Outcome-based Teaching and Learning Constructive Alignment Why Use Outcome-based Teaching and Learning? Useful Resources Quiz 2.1 2.2 2.3 2.4 2.5 Outcome-based Approach in Programme Development of VTC Programme Objectives and Intended Learning Outcomes at Different Levels Writing Intended Learning Outcomes Hong Kong Qualifications Framework and Generic Level Descriptors Determination of Qualifications Framework Levels with Generic Level Descriptors Useful Resources Quiz Section 3 3.1 3.2 3.3 Relationship Between Intended Learning Outcomes and Teaching and Learning Activities Characteristics of Good Teaching and Learning Activities Additional Examples of Teaching and Learning Activities Useful Resources Quiz Foreword Acronyms List of Figures List of Tables P. 42 P. 20 Learning Overview of Outcome-based Teaching and Section 2 Outcome-based Teaching and Learning in Programme Design Teaching and Learning Activities
Section 4 P. 64 4.1 4.2 4.3 4.4 Aligning Assessment Tasks with Intended Learning Outcomes Principles of Assessment Assessment for Learning vs. Assessment of Learning Assessment Tasks and Rubrics Examples Useful Resources Quiz Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 100 Most Commonly Used Action Verbs for VTC Learning Programmes Matching Your Teaching and Learning Activities (TLAs) to the Intended Learning Outcomes (ILOs) Examples of Teaching and Learning Activities (TLAs) for Different Cognitive Levels Good Teaching and Learning Activities (TLAs) Checklist Rubrics Checklist P. 80 Assessment Tasks References P. 83 Appendices 03
04 Education is one of the fundamental pillars of society. As educators practicing outcome-based teaching and learning (OBTL), our foremost responsibility is to design learning experiences that equip our students with a holistic education going beyond imparting subject knowledge and focusing on the development of essential skills and competencies that are relevant to the needs of a future-ready generation. Solid curriculum designs are the cornerstone of good education. The outcome-based approach places a strong emphasis on defining desired learning outcomes and aligning all aspects of the curriculum with those outcomes. The success of OBTL depends on a well-designed curriculum and teaching practices that support student learning and development. The Centre for Learning and Teaching (CLT) is dedicated to supporting the teaching and instructing staff of the VTC in their pursuit of excellence and innovation in vocational and professional education and training. Recognising the significance of OBTL, the CLT has created an OBTL Guidebook that addresses critical aspects of this approach. This guidebook starts with key concepts and principles in OBTL, followed by its application in learning programme development, the design of teaching and learning activities, and assessment tasks. Each section is designed to equip readers with essential knowledge of the topic while offering practical examples and insights that can be applied in various educational settings. Constructive alignment lies at the heart of OBTL and is a key focus of the guidebook. It emphasises the importance of aligning all elements of the curriculum, including intended learning outcomes, teaching and learning activities, and assessment tasks, to ensure that they are coherent and contribute to the achievement of desired learning goals. This approach not only improves the overall learning experience of students but also ensures that they are equipped with the knowledge and skills necessary to thrive in the real world. As you embark on the journey of OBTL, we hope this guidebook will serve as a valuable resource and reference, empowering you to create engaging, relevant, and effective curricula and teaching that cater for the educational needs of your students. FOREWORD
ASK Attitude, skills and knowledge AT Assessment task CA Constructive alignment CLT Centre for Learning and Teaching DFS Diploma of Foundation Studies DVE Diploma of Vocational Education GLD Generic level descriptors HD Higher Diploma HKCAAVQ Hong Kong Council for Accreditation of Academic and Vocational Qualifications HKQF Hong Kong Qualifications Framework ILO Intended learning outcome MILO Module intended learning outcome OBA Outcome-based assessment OBE Outcome-based education OBTL Outcome-based teaching and learning PILO Programme intended learning outcome PO Programme objective QF Qualifications Framework QFS Qualifications Framework Secretariat QR Qualifications Register TLA Teaching and learning activity UGC University Grants Committee VPET Vocational and professional education and training VTC Vocational Training Council ACRONYMS 05
Figure 1.1 Background of OBTL in Hong Kong P.11 Figure 1.2 Model of Constructive Alignment Figure 1.3 Benefits of OBTL Figure 2.1 Structure of Outcome-based Programme Development Figure 2.2 Desired Graduate Attributes of Business Discipline Figure 2.3 Examples on Alignment among ILOs at Three Levels Figure 2.4 ILO Structure in PILO Figure 2.5 ILO Structure in MILO Figure 2.6 Action Verbs in Bloom's Revised Taxonomy Figure 2.7 QF Levels and Award Titles Figure 2.8 Determining QF Levels Figure 3.1 TLAs and ATs Aligned with the ILO Figure 3.2 TLAs Misaligned with the ATs and ILO Figure 3.3 Examples of TLAs at QF Level 4 Figure 4.5 Example of an Analytic Rubric Figure 4.6 Example of a Holistic Rubric 06 LIST OF FIGURES P.21 P.15 P.13 P.23 P.28 P.29 P.33 P.36 P.44 P.44 P.47 Figure 4.2 Ways of Assessment to Support Student Learning P.67 Figure 4.3 Seven Principles of Assessment P.68 Figure 4.1 Teacher and Students' Perspectives on Assessment P.66 P.74 P.74 P.28 P.26
Table 1.1 Traditional Approach vs. Outcome-based Approach P.10 Table 3.1 Possible TLAs for Typical Action Verbs in ILOs Table 3.2 Matching TLAs with Characteristics of Good TLAs Table 4.1 Assessment for Learning vs. Assessment of Learning Table 4.2 ATs in Bloom's Revised Taxonomy LIST OF TABLES P.70 P.51 P.45 P.72 07
08 A sound education approach is important to curriculum design because it ensures that the curriculum is designed to achieve specific learning outcomes, practical, relevant and engaging to students, and meets the demands of the industries. The traditional approach to education has faced criticism for its heavy focus on content and knowledge transmission. The emergence of outcome-based teaching and learning (OBTL) seeks to address this issue by prioritising the application and use of knowledge in real-world situations. Section 1 will explore the key concepts and principles of OBTL, and its benefits for teachers and students. We will also examine the notion of constructive alignment (CA), which is a key component of learning programme design with OBTL. By the end of this section, you will have a better understanding of how OBTL can be used to enhance the overall quality of learning and teaching. So, let’s explore these concepts in more detail. SECTION 1 Content List 1.1 1.2 1.3 Outcome-based Teaching and Learning Constructive Alignment Why Use Outcome-based Teaching and Learning? OVERVIEW OF OUTCOME-BASED TEACHING AND LEARNING
OBE stands for outcome-based education. It is an approach to education that focuses on clearly defining and organising all aspects of the education process around what is necessary for students to successfully demonstrate and achieve the learning goals or outcomes at the end of their learning experiences. A learning outcome is a representation of culminating proof of acquiring essential skills and knowledge and what students are able to do, after engaging in various learning and teaching activities. (Spady, 1994). The angle taken here is that OBE is a broader educational philosophy that emphasises student-centred learning and applied at the institutional level, while outcome-based teaching and learning (OBTL) is a specific implementation of OBE, addressing effective teaching and learning. OBTL anchored on Constructive Alignment (CA), the alignment of teaching and learning activities (TLAs) and assessment tasks (ATs) with the intended learning outcomes (ILOs) (Biggs & Tang, 2007). OBTL is a student-centred approach, which focuses on what the students are able to do after the teaching and learning activities (Biggs & Tang, 2011). It focuses on the future abilities of students and emphasises the importance of clearly defining learning outcomes and aligning teaching and assessment with those outcomes. A comparison of the traditional and outcome-based approach is summarised in Table 1.1. 1.1 Outcome-based Teaching and Learning 09
10 The point of emphasising learning outcomes at a systemic level was first explicitly stated in the Dearing Report (1997) in the United Kingdom. Since then, OBTL has been increasingly adopted by educational institutions around the world, particularly in higher education. In 2005, in order to enhance student learning and teaching quality, Hong Kong’s University Grants Committee (UGC) adopted an outcome-based approach to teaching and learning (Kennedy, 2011). In 2008, the Hong Kong Education Bureau launched the Qualifications Framework (QF), a seven-level hierarchy of qualifications, to encourage and facilitate lifelong learning and enhance the capability and competitiveness of the local workforce. The QF level of a qualification is determined in accordance with set of generic level descriptors (GLD) that are outcome-based. Background of OBTL in Hong Kong Traditional Approach Teacher-centred Student-centred Exam-driven Assessed on an ongoing basis Content-driven Outcome-driven concerning what content to be covered concerning what outcomes to be achieved Rote learning is encouraged Critical thinking, reasoning, reflection and action are encouraged Passive learners Active learners Teachers are responsible for learners’ motivation Learners take responsibility for their own learning Outcome-based Approach Table 1.1: Traditional Approach vs. Outcome-based Approach (Adapted from Nakkeeran, Babu, Manimaran & Gnanasivam, 2018)
Figure 1.1: Background of OBTL in Hong Kong Following the introduction of outcome-based QF, the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) conducted a thorough review of its qualifications assessment policy. With reference to good international practices in credential evaluation and recognition, and in consultation with relevant overseas quality assurance bodies, the HKCAAVQ implemented the outcome-based qualifications assessment policy in 2008 (HKCAAVQ, 2009a). In addition, the accreditation exercises also placed emphasis on how the course providers implemented an outcome-based approach to teaching and learning (HKCAAVQ, 2009b). Since then, OBTL has been widely adopted by higher education institutions in Hong Kong. Figure 1.1 depicts the background of OBTL in Hong Kong. 11 started advocating outcome-based approach in 2005. University Grants Committee (UGC) with outcome-based level descriptors was launched in 2008. Qualifications Framework (QF) have taken measures to implement OBTL. Local universities adopts an outcome-based approach in its accreditation process. Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ)
12 Constructive refers to the idea that students construct meaning through relevant learning activities. Alignment refers to the situation when TLAs, and ATs, are aligned to the ILOs. Constructive Alignment (CA) is an intrinsic base of OBTL and learning programme design. It aims at creating a learning environment that facilitates learning experiences necessary for students to acquire the essential skills and knowledge in the learning unit and emphasising the alignment between the ILOs, TLAs and ATs. Learning is a result of students’ activities and experiences rather than those of the teachers. 1.2 Constructive Alignment The Vocational Training Council (VTC), which is the largest provider of vocational and professional education and training (VPET) in Hong Kong, has developed a comprehensive and systematic framework for implementing OBTL in its learning programmes. Learning programmes in the VTC are developed based on the outcome-based approach. The programme intended learning outcomes (PILOs) are supported by the module intended learning outcomes (MILOs), and which guide the design of teaching and learning activities (TLAs) and assessment tasks (ATs). The QF level, along with PILOs and MILOs, determines the competencies and levels that students should acquire upon completing the module and the learning programme. The assessments tasks are constructively aligned and serve as evidence of achieving the ILOs and QF levels. Please refer to Section 2 - OBTL in Programme Design for more information. Use of OBTL in VTC
Figure 1.2: Model of Constructive Alignment As shown in Figure 1.2, the model of constructive alignment is compared to a triangle. The ILOs are the apex on the top. The base of the triangle represents the TLAs and ATs that are aligned with the ILOs. For the triangle to be stable, the base and the sides need to be balanced and aligned with the apex. Similarly, for constructive alignment to be effective, the TLAs and ATs need to be aligned with the ILOs and support each other sideway. This ensures that students have a clear understanding of what they are expected to learn, how they will learn it, and how they will be assessed on their learning. 13 Intended Learning Outcomes (ILOs) What do we want our students to learn and be able to do? Teaching & Learning Activities (TLAs) How do I provide learning activities that will help students achieve those outcomes? Assessment Tasks (ATs) How do I assess students to see how well they have achieved the outcomes? (Biggs & Tang, 2011)
ILOs : Design and create a functional e-commerce website using HTML, CSS and JavaScript. TLAs : Lecture – Teacher will explain the e-commerce website design principles and common features of commercial websites. Practical sessions – Students are provided with an example of an e-commerce website created with HTML, CSS, and JavaScript as well as the notes for designing and building the website. In these practical sessions, students are expected to complete the steps outlined in the notes. ATs : Individual project – Students are requested to design and develop a functional e-commerce website using HTML, CSS and JavaScript. The website should include features such as product listings and shopping cart. The project will be assessed based on the functionality, usability and design of the website. Here is an example using e-commerce as a topic of teaching. 14
Figure 1.3: Benefits of OBTL OBTL has shifted the focus from what teachers teach to what students can actually do. This shift to focusing on learning outcomes ensures that learning is relevant and applicable to students’ future careers and lives, as the learning outcomes are developed based on competencies and skills students need to thrive after graduation. According to Biggs and Tang (2011) and Tam (2014), OBTL brings benefits as shown in Figure 1.3. 1.3 Why Use Outcome-based Teaching and Learning? 15 Quality Flexibility Clarity Comparison Portability
Quality : By employing constructive alignment, OBTL ensures that the learning experiences focus on the desired learning outcomes and that students are provided with the necessary support to achieve these outcomes. It provides a clear framework for evaluating the effectiveness of teaching and learning by assessing student performance against the ILOs. Research has shown that constructive alignment can lead to improved learning outcomes and higher quality of education. Furthermore, OBTL can enhance the quality of education by identifying strengths and weaknesses in the curriculum and teaching methods through continuous monitoring and assessment of student learning outcomes and collect feedback from students for continuous improvement (Biggs & Tang, 2011). Clarity : Teachers will focus on the design of ATs and TLAs in order to facilitate students to achieve the stated ILOs and evaluate to what level they have attained the ILOs. Students are also well-informed of the learning expectations. Even if a learning programme is delivered by different teaching staff, by different departments or at different campuses, the same sort of requirements and standards of the learning programme will be adopted (Tam, 2014). Comparison : It is more likely to facilitate the establishment of comparable standards across learning programmes and even across institutions for accreditation, benchmarking, and accountability purposes. By comparing the learning programme contents and student assessment results against recognised standards, students from different institutions can be mapped (Tam, 2014). Flexibility : Despite the ILOs are clearly defined, different TLAs, ATs and teaching styles can be used to accommodate various situations for the same or similar knowledge and skills (Tam, 2014). Portability : Students can transfer credits obtained from a learning programme to another, provided that the learning contents and outcomes from different programmes can be articulated using established clear criteria and standards (Tam, 2014). This is subject to the credit transfer and course exemption policies of individual institutions. 16
USEFUL RESOURCES Biggs, J & Tang, C. (2007, April). Outcomes-based teaching and learning (OBTL) What is it, Why is it, How do we make it work?. Centre for the Enhancement of Teaching and Learning. ttps://www.cetl.hku.hk/wp-content/uploads/2016/08/OBTL_what_why_ how1.pdf PDF BLADE. (2021, April 13). What is constructive alignment? [Video]. YouTube. ttps://www.youtube.com/watch?v=w06PAQKdC1I Video Jangir, S. K. (2021, December 9). Outcome-based education. Medium. ttps://medium.com/@sunil.jangir07/outcome-based-education-bcccb878e2e6 Website 17 Office of Education Development and Gateway Education. (n.d.). OBTL and constructive alignment. City University of Hong Kong. ttp://www.cityu.edu.hk/obtl/teacher_guides/constructive_alignment.htm h h h h
QUIZ Question 1: OBTL differs from traditional education approach in that OBTL: a. Focuses on achieving desired learning outcomes b. Follows a standardised curriculum c. Emphasises on learning the contents and pass exams d. Encourages a content-based approach to education Question 4: Which of the following is NOT a benefit of OBTL? a. Quality improvement through constructive alignment and continuous monitoring b. Clarity in learning expectations and standardised requirements c. Standardised teaching methods for the same knowledge and skills d. Enhanced portability of credits between different learning programmes Question 2: In OBTL, even if the learning programme is delivered by different teaching staff, students will still be aware of the expectation on their performance. a. True b. False Question 3: In the concept of “Constructive Alignment”, “Constructive” refers to the idea that students construct meaning through relevant learning activities. a. True b. False 18
QUIZ ANSWERS Question 1: The answer is a. Question 2: The answer is a. Question 3: The answer is a. Question 4: The answer is c. (Notes: The answer is c. Despite the ILOs are clearly defined, different TLAs, ATs and teaching styles can be used to accommodate various situations while still achieving the same learning outcomes.) 19
In Section 2, we will begin with an introduction on the application of outcome-based teaching and learning (OBTL) in programme development of the Vocational Training Council (VTC). We will then delve into the explanation of programme objectives (POs) and intended learning outcomes (ILOs) at various levels. Furthermore, we will examine the structure and essential writing skills required for crafting effective ILOs. The Hong Kong Qualifications Framework (HKQF) and the generic level descriptors (GLDs) of different QF levels will be introduced afterwards. Finally, we will illustrate how the GLDs are used to determine QF levels. SECTION 2 OUTCOME-BASED TEACHING AND LEARNING IN PROGRAMME DESIGN Content List 2.1 2.2 2.3 2.4 2.5 Outcome-based Approach in Programme Development of VTC Programme Objectives and Intended Learning Outcomes at Different Levels Writing Intended Learning Outcomes Hong Kong Qualifications Framework and Generic Level Descriptors Determination of Qualifications Framework Levels with Generic Level Descriptors 20
21 At the VTC, we adopt an outcome-based approach to develop our learning programmes, taking into account the requirements of industries and professional bodies, as well as referencing the HKQF. Figure 2.1 illustrates the structure of learning programme design at the VTC. 2.1 Outcome-based Approach in Programme Development of VTC Outcome-based Approach in Programme Development QF Level Requirements (Generic Level Descriptors) Professional Bodies/ Industry Requirements Programme Objectives (POs) + Programme Intended Learning Outcomes (PILOs) Module Intended Learning Outcomes (MILOs) Teaching & Learning Activities (TLAs) Assessment Tasks (ATs) Assessment Criteria Assessment Tools Desired Graduate Attributes Figure 2.1: Structure of Outcome-based Programme Development Alignment The outcome-based approach is adopted in the design and development of the learning programmes of the VTC to support the desired graduate attributes, programme objectives (POs) and programme intended learning outcomes (PILOs).
22 The desired graduate attributes serve as useful guidelines for setting the POs and the PILOs. They are “outcomes of the total university experience. They include such things as creativity, problem solving, professional skills, communication skills, teamwork, and lifelong learning, which should be contextualised in the programmes and courses students undertake” (Biggs and Tang, 2011, p.13). At the VTC, each academic discipline has a set of desired graduate attributes for its various learning programmes. These attributes are commonly represented in terms of competencies using the “ASK” triad, i.e., attitude, skills and knowledge. Figure 2.2 provides an example of the desired graduate attributes of Business Discipline extracted from Section 4.1 of the Definitive Programme Document – Volume A: General Information (Discipline Common) of the validated programmes in Part 4 “Validated Programme and Generic Module Document” of the VTC Academic Handbook.
23 (A1) Career Driven: Demonstrate readiness for work in the related field(s) and plan ahead for career development; (A2) Positive Attitude: Possess positive work attitude and strong sense of responsibility; (A3) Professional Work Ethics: Commit to legal, social, and ethical responsibilities in performing work duties; and Attitude (S1) Effective Communication: Communicate effectively on business activities by being able to comprehend and write effective reports and design documentation, make affective and effective presentation, and give and receive clear instructions; (S2) High Adaptability and Flexibility: Perform duties and respond appropriately to a variety of situations; (S3) Effective Self-efficacy and Team Work: Function effectively as an individual, and as a member or leader in diverse teams; (S4) Lifelong Learning Oriented: Recognise the need for, and have the ability to engage in independent and lifelong learning; (S5) Strong Intellectual Capability: Identify problems, formulate strategies, analyse research findings and reach substantiated conclusions for broadly defined business issues; and Skills (K1) Global Outlook: Demonstrate a proactive view on social, legal and cultural issues in the global business environment; and (K2) Good Business Sense: Possess a business mindset to make the most use of resources in an economical, effective and efficient manner. Knowledge Figure 2.2: Desired Graduate Attributes of Business Discipline
24 The POs in the vocational and professional education and training (VPET) context are often expressed as fulfilling the needs and requirements of the professions or industries and also the level requirements of the HKQF. More information on POs and its relationship with ILOs will be discussed in Section 2.2. Within each learning programme, the PILOs are addressed by modules with measurable module intended learning outcomes (MILOs). Taken into account the QF level of a module, MILOs define the competencies students should be able to attain after completion of the module. For each module, teaching and learning activities (TLAs) and assessment tasks (ATs) along with suitable assessment criteria and tools are designed with reference to the intended skills, knowledge, and level of understanding to facilitate students’ attainment of the MILOs. All these components, including the POs, PILOs, MILOs, TLAs and ATs, are closely linked together, properly mapped and constructively aligned for devising appropriate teaching, learning and assessment strategies. To know more about these respective components of the learning programme you teach, you may access Sections 2 and 3 of the Definitive Programme Document - Volume B: Programme Information & Module Syllabuses of the validated programmes in Part 4 “Validated Programme and Generic Module Document” of the VTC Academic Handbook.
25 The development of a learning programme is founded on POs, which outline the rationale for creating such a learning programme. POs are broad statements that describe the goals and objectives of a learning programme. They give an overall sense of what a learning programme intends to accomplish. At the VTC, they often reflect the latest needs and expectations of both the students and the industries. To support students in meeting the POs, well-defined ILOs at various levels are essential. ILOs are more specific statements to inform students about what they are expected to demonstrate or perform, including skills, knowledge and abilities, at a given level of competency in a certain context after a learning unit or process. While POs are written from the perspectives of teachers, ILOs are written from the perspective of students. The ILOs guide the design of TLAs and ATs. There are three levels of ILOs, including PILOs, MILOs and lesson intended learning outcomes (Lesson ILOs). 2.2 Programme Objectives and Intended Learning Outcomes at Different Levels
26 Figure 2.3: Examples on Alignment among ILOs at Three Levels PILOs define what students are expected to demonstrate after completing a learning programme. They are tied with the graduate attributes and the stated POs. PILO: The graduates are expected to be able to apply principles and practices of marketing to meet clients’ needs in a variety of context. MILOs: On completion of the module, students are expected to be able to analyse market research data to identify target segments and develop effective marketing strategies. Lesson ILOs: On completion of the lesson, students are expected to be able to interpret statistical results from market research data and apply the results to segment identification. PILOs inform us of determination of more specific MILOs; likewise, the MILOs direct the design of the lesson ILOs. Each level’s outcomes should align and articulate clear links to the next level’s. MILOs define what students are expected to demonstrate after completing a specific module within a designated learning programme. They are building blocks that help students to attain the PILOs. Lesson ILOs define what students are expected to demonstrate after completing a lesson of a specific module within a designated learning programme. They signal to students what is important and valued in a lesson and support the realisation of MILOs. Definition Example inform support inform support inform support inform support
27 Well-designed outcome statements should be written in a language that is simple, direct and can be easily understood by students, colleagues, external examiners, and other stakeholders. By reading the outcome statements, students should know clearly what they will be able to do as a result of learning. An outcome statement should be formulated using an observable and measurable action verb and a predicate phrase to gauge what students have achieved. 2.3 Writing Intended Learning Outcomes ILO Components Typically, an ILO statement is composed of (1) an action verb, (2) an object and (3) context; and at times, followed by (4) the standard required (Biggs & Tang, 2011). More specifically: (1) The action verb conveys the level of understanding or performance that students are expected to achieve; (2) The object indicates the content or topic to which the verb applies; (3) The context in which the verb is to be deployed and sometimes also helps indicate the level of required understanding; and (4) The standard expected students to achieve.
28 Examples of ILOs were extracted from a Definitive Programme Document below to illustrate the use of these for ILO components: (Credit to Higher Diploma in Sports Coaching (HT114105)) Figure 2.4: ILO Structure in PILO (Credit to Higher Diploma in Digital Marketing (BA114034)) Figure 2.5: ILO Structure in MILO On completion of the module, students are expected to be able to: (1) evaluate and select (2) appropriate client-side scripting technology (3) to enhance interactivity needed in modern web applications. Figure 2.4: ILO structure in PILO The graduates of HD in Sports Coaching are expected to be able to: (1) apply (2) ethical, legal and professional standards (3) of sports coaching and officiating (4) according to standards as set by National Sports Associations.
29 Learning Taxonomy The use of a learning taxonomy, such as Bloom’s Revised Taxonomy, can be a helpful tool for identifying an appropriate verb that denotes the complexity and level of learning for ILO statements. The Bloom’s Revised Taxonomy categorises the complexity of learning into six levels, from the simplest, “Remembering”, to the most demanding, “Creating”. These suggested action verbs help develop effective and measurable learning outcome statements and also define a range of learning activities according to the intended level of learning complexity. Compose, construct, create, design, develop, generate, hypothesise, invent, make, perform, plan, produce Produce new or original work Appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, monitor, predict, prioritise, prove, rank, rate, select Justify a stand or decision Analyse, characterise, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organize, outline, relate, research, separate, structure Draw connections among ideas Classify, compare, conclude, demonstrate, discuss, exemplify, explain, identify, illustrate, interpret, paraphrase, predict, report Explain ideas or concepts Apply, change, choose, compute, dramatise, implement, interview, prepare, produce, role play, select, show, transfer, use Use information in new situations Define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write Recall facts and basic concepts (Anderson and Krathwohl, 2001, as cited in Biggs and Tang, 2011) Action verbs are not exhaustive Figure 2.6: Action Verbs in Bloom’s Revised Taxonomy Bloom’s Revised Taxonomy Cognitive Domain Create Evaluate Analyse Apply Understand Remember
30 The verb “compare” can be used at the “understand” level to identify similarities and differences between two or more things, and at the evaluating level to make judgement about the relative merits of different options. For example, the ILO “Compare the similarities and differences between different types of leadership styles” is considered to be at the “understand” level as it takes students to examine the characteristics, nature and purpose of leadership styles in order to do the comparison. On the other hand, the ILO “Compare the merits of the two business proposals for selecting a suitable service provider” is settled at the evaluating level as the students need to assess or judge the quality, value, or strengths of the two business proposals. Certain action verbs may have multiple levels of understanding depending on the context in which they are applied. When being used in different contexts and at different level of cognitive processes, the action verb may imply different levels of the Bloom’s Taxonomy. The level of understanding of the action verbs depends on the context in which it is applied and the learning outcome being targeted. It should be carefully chosen for the desired level of learning outcome. For the action verbs that are most commonly used in VTC learning programmes, please refer to Appendix 1.
31 Tips on Writing ILOs DOs Write SMART ILOs Be clear and precise about the ASK students are expected to achieve or develop Use observable and measurable action verbs to describe specific and observable behaviours or action that students are expected to demonstrate 2) Measurable Make sure the ILOs are realistic and can be attained in given situations 3) Achievable Ensure the ILOs are relevant 4) Relevant 5) Time-bound 1) Specific Create ILOs that are time-bound by stating when they should be achieved Example: MILO of an IT programme illustrating SMART features. On completion of the module (T), students will be able to create a basic website that meets specified requirements using HTML, CSS, and JavaScript (S, M, A & R). DON’Ts AVOID ambiguous and vague action verbs. These action verbs are difficult to denote what students have to demonstrate and articulate the level of attainment. They are difficult to be measured objectively. understand appreciate be familiar with grasp have a good grasp of keep abreast of know about learn the basics of acquire knowledge of cultivate equip gain e.g. “Students will be able to understand a variety of strategies for analysing complex business problems.”
32 DON’Ts AVOID combining ILOs in a single statement unless closely related, as this will create ambiguity or confusion to both students and teachers and the learning focus is distracted. Also, challenging to assess. e.g. Students will be able to apply leadership skills, and effective communication skills, evaluate creative problem-solving techniques, and manage their time effectively to gain a holistic understanding of all the key skills needed to succeed in the industry. AVOID using jargon and terminology that is difficult for students to understand or misleading. e.g. Students will be able to apply wireframes and mockups to create user-friendly interfaces that adhere to responsive design principles in the ideation phase of the product development lifecycle. *May accept commonly used jargons that students should be familiarised with, but also assess the students’ proficiency and adjust the use of jarons accordingly. AVOID excessive or insufficient ILO. According to Biggs and Tang (2011, p.117), PILOs typically do not exceed six items, whereas MILOs usually consist of no more than five to six items. For lesson ILOs, the number varies depending on the length of lessons and complexity of learning, but usually ranges from one to three items. If the number is significantly large, students would be overwhelmed or would feel confused about the specific expectations required for successfully completing a learning process. Teachers would also find it hard to facilitate students to attain excessive ILOs. At the same time, it would be complicated for teachers to measure so many ILOs. In contrast, if the number of ILOs is too small, they may not be sufficient to accurately reflect the full scope and depth of learning, which can hinder teachers from creating effective teaching and learning activities and assessment tasks. Moreover, the ILOs may fail to fulfill their purpose of guiding student learning. For reference, for Higher Diploma (HD) programmes at the VTC, the number of PILOs ranges from five to eleven; while for MILOs, it ranges from one to seven. By taking note of the ILO statements of PILOs of HD programmes and MILOs of selected modules at QF levels 3 and 4 from each HD programme across various disciplines at the VTC, there are on average, eight PILOs for a HD programme and four MILOs for a module of a HD programme. AVOID ILOs that are too broad or general as they are unclear to students and hard to be assessed. e.g. “Students will be able to understand a variety of strategies for analysing complex business problems.”
The curriculum structure and content of VTC programmes are developed with reference to the HKQF and its level requirements. It is important to ensure that both the PILOs and MILOs are aligned and match with the outcome standards of the claimed Hong Kong QF levels when developing a learning programme. 2.4Hong Kong Qualifications Framework and Generic Level Descriptors The HKQF is a hierarchical qualifications framework consisting of seven levels that is designed to organise and facilitate qualifications in the academic, vocational and professional, continuing education and training sectors. Qualifications recognised under the HKQF are quality assured and level-rated. Details about each qualification, including granting body, level, credit value, and mode of delivery, are recorded in the Qualifications Register (QR), a centralised database established by the government that is accessible to the public. The majority of learning programmes offered by the VTC have been registered in the QR, including HD programmes (Qualifications at QF Level 4) and Diploma programmes (Qualifications at QF Level 3). Click here for more information on the Hong Kong Qualifications Framework (HKQF). Click here for more information on Qualifications Register (QR). Click here for a short video on the Hong Kong Qualifications Framework (HKQF). 33 (QFS, 2022) Figure 2.7: QF Levels and Award Titles
34 Generic Level Descriptors (GLDs) The HKQF sets forth a set of generic level descriptors (GLDs) in four domains to reflect the relative depth and complexity of learning at each level. The GLDs are designed to provide clear specifications and illustrations of the expected outcome standards for both education and training providers and students. The four domains are: (1) Knowledge and Intellectual Skills; (2) Processes; (3) Autonomy and Accountability; (4) Communication, ICT and Numeracy. Below is the GLDs for qualifications at QF Level 4, organised by the four domains: Demonstrate and/or work with a broad knowledge base with some specialised knowledge of a field of work or study Use a wide range of largely routine and some specialised intellectual skills related to a subject/discipline/sector Present and evaluate information, using it to inform future actions Knowledge and Intellectual Skills Perform skilled tasks requiring some discretion and creativity in a range of contexts Carry out routine lines of enquiry to address professional level issues and problems Exercise appropriate judgement in planning, selecting or presenting information, methods or resources Processes
35 Undertake self-directed and some supervisory activity Operate within broad general guidelines and meet specified quality standards Take responsibility for the nature and quantity of own output Undertake a supervisory role, accepting some responsibility for the quantity and quality of the output of others including compliance with prevailing practice Contribute to group performance Autonomy and Accountability Use a wide range of routine and some advanced skills associated with a subject/ discipline/ sector in both familiar and some new contexts Synthesise, organise and present information coherently to convey complex ideas in well-structured form Use a wide range of standard ICT applications to support and enhance work Use and evaluate numerical and graphical data to measure progress and achieve goals and/or targets Communication, ICT and Numeracy (QFS, 2018a) Click here for more information on generic level descriptors (GLDs).
36 To ensure that the PILOs and MILOs fulfill the outcome standards of the stated QF levels, benchmarking the PILOs and MILOs with GLDs is a good way to check if there is any mismatch. 2.5 Determination of Qualifications Framework Levels with Generic Level Descriptors Therefore, when writing the PILOs and MILOs, it is important to cross-reference them with the GLDs to ensure that they align with the targeted QF level. To determine the QF level of a particular qualifications, there are other steps to follow as suggested by the Qualifications Framework Secretariat (QFS). Click here for more information. Produce creative and original responses to problems and issues in the context of new circumstances Some Key Characteristics of the GLD Critically evaluate new information, concepts and evidence from a range of sources and develop creative responses to routine and abstract professional problems and issues Identify and analyse both routine and abstract technical/ professional problems and issues, and formulate evidence-based responses Carry out routine lines of enquiry to address professional level issues and problems Access , organise and evaluate information independently and draw conclusions Solve problems by using rehearsed stages Apply learnt responses to solve problems (QFS, 2018c) Figure 2.8: Determining QF Levels 1 2 3 4 5 6 7 Example of Qualification: Example of a Learning Outcome: Carry out routine lines of enquiry with some discretion to support the decision making of the leisure managers Professional Diploma in Leisure Management (QF Level 4) QF Level Figure 2.8 describes selected features of the GLDs from different domains at each QF level. At QF level 4, the GLD for the “Processes” domain includes the descriptor “Carry out routine lines of enquiry to address professional level issues and problems”. In the example of qualification, students offer support to leisure managers. It indicates a higher level of scope and complexity of learning, but they address professional-level issues by carrying out routine lines of enquiry, which is still limited to defined and structured contexts (QFS, 2018b). Thus, the PILO example here matches the GLD of QF level 4.
37 Generic Level Descriptors (2018 Revised Edition) ttps://www.hkqf.gov.hk/filemanager/en/content_13/The%20revised%20GL D%20and%20the%20Explanatory%20Notes_Eng_April_2018.pdf Generic Level Descriptors - Practical Guide for Standard Setters and Evaluators ttps://www.hkqf.gov.hk/filemanager/en/content_13/Practical%20Guide%20f or%20Standard%20Setters%20and%20Evaluators_Eng_April_2018.pdf USEFUL RESOURCES A Guide to Hong Kong Qualifications Framework ttps://www.hkqf.gov.hk/filemanager/printedmaterial/en/upload/224/ A%20Guide%20to%20HKQF.pdf PDF Action Words for Bloom’s Taxonomy ttps://www.miamioh.edu/cte/assessment/writing-student-lear ning-outcomes/blooms-action-verbs/index.html Website Components of ILOs by University of Tasmania ttps://www.teaching-learning.utas.edu.au/ilo/components Examples of ILOs from different disciplines by Learning and Teaching Hub of the University of Bath ttps://teachinghub.bath.ac.uk/curriculum-development/writing-intended-l earning-outcomes/#examples-of-ilos Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) ttps://hkcaavq.edu.hk/en/ h h h h h h h
38 SOLO Taxonomy explained using Lego ttps://www.youtube.com/watch?v=uDXXV-mCLPg Video Hong Kong Qualifications Framework ttps://www.hkqf.gov.hk/en/home/index.html 學習旅途好幫手（師長篇）[Chinese version with English subtitles] This video introduces how teachers and students can make use HKQF, QR and Vocational Qualifications Pathway to help students or their children set personal goals and plan their education and development paths. ttps://www.youtube.com/watch?v=H3H4HLZ6PHA Qualifications Register (QR) ttps://www.hkqr.gov.hk/HKQRPRD/web/hkqr-en/ SOLO Taxonomy by John Biggs ttps://www.johnbiggs.com.au/academic/solo-taxonomy/ h h h h h
39 Which of the following is NOT a domain covered by the generic level descriptors of the Hong Kong Qualifications Framework? QUIZ Question 1: Intended learning outcomes (ILOs) should be written from the perspective of teachers. a. True b. False Question 2: a. Communication, ICT and Numeracy b. Knowledge and Intellectual Skills c. Behaviours d. Process Question 3: Please complete the intended learning outcome by choosing the most appropriate action verb below. a. understand b. know about c. explain d. learn On completion of this module, students will be able to __________ the factors influencing industrial toxicity testing.
40 QUIZ Which of the following BEST describes key features of effective ILOs? Question 4: a. ILOs indicate the selection of teaching methods to facilitate the acquisition of skills and knowledge by students b. ILOs focus on broad general concepts open to subjective interpretation of whether they were achieved c. ILOs clearly reflect the specific skills and knowledge that teachers expect students to acquire and demonstrate d. ILOs clearly define observable or measurable performances, describing what students will be able to do upon completing the learning process
41 QUIZ ANSWERS Question 1: The answer is b. Question 2: The answer is c. Question 3: The answer is c. Question 4: The answer is d. Notes: Option d covers most of the SMART features of an effective ILO, including specific, measurable and time bound. Notes: ILO statements should be written from students’ perspective because they describe what the students will be able to do and achieve as a result of engaging with the learning experience, rather than what the instructor intends to cover or teach.
42 Effective teaching and learning involve more than simply transmitting information to students. It requires a thoughtful design that ensures alignment between the teaching and learning activities (TLAs) and intended learning outcomes (ILOs). Moreover, TLAs should be designed in such a way that they develop students’ knowledge and skills needed to succeed on assessment tasks (ATs). This section explores the relationship between the ILOs and TLAs, and examines the characteristics of good TLAs. Understanding these concepts will help you create engaging and effective TLAs that facilitate the attainment of the ILOs. The last part of this section provides some practical examples of TLAs. These examples serve as a useful reference for you to start develop customised TLAs to meet the needs of your students. SECTION 3 TEACHING AND LEARNING ACTIVITIES Content List 3.1 3.2 3.3 Relationship Between Intended Learning Outcomes and Teaching and Learning Activities Characteristics of Good Teaching and Learning Activities Additional Examples of Teaching and Learning Activities
43 Under the outcome-based approach, the TLAs are designed to facilitate students to achieve the ILOs. Biggs and Tang (2011) suggested that the best way to align TLAs to ILOs is to activate the action verbs or learning activities in the ILOs. For example, action verbs such as “list”, “evaluate” or “create” require different kinds and levels of cognitive abilities that inform the type of TLAs appropriate for nurturing the abilities to achieve the expected learning outcomes. Simply put, the ILOs specify the activities, and the content to which those activities refer. For students to achieve the ILOs, teachers should set up a learning environment that encourages students to engage in those activities. If the ILO is for students to be able to evaluate the effectiveness of a marketing plan for a product or service, the TLAs should focus on the action verb and the learning activities of evaluating a marketing plan, instead of only giving lectures on the principles of marketing planning. In other words, the TLAs should be designed to actively engage students in the learning process to develop the knowledge and skills to achieve the ILO, rather than just presenting information to them passively. Graphical representations in Figures 3.1 and 3.2 depict the alignment and misalignment of TLAs with ATs and ILOs. 3.1 Relationship Between Intended Learning Outcomes and Teaching and Learning Activities Example
Figure 3.1: TLAs and AT Aligned with the ILO Figure 3.2: TLAs Misaligned with the AT and ILO Intended Learning Outcome (ILO) To evaluate the effectiveness of a marketing plan for a product or service Teaching & Learning Activities (TLAs) Lectures on principles of marketing planning Case studies to evaluate marketing plans Assessment Task (AT) Case study on a marketing plan to evaluate its effectiveness based on the principles of marketing planning Intended Learning Outcome (ILO) To evaluate the effectiveness of a marketing plan for a product or service Teaching & Learning Activities (TLAs) Lectures on principles of marketing planning Assessment Task (AT) Case study on a marketing plan to evaluate its effectiveness based on the principles of marketing planning 44
45 Table 3.1 below illustrates some possible TLAs for fulfilling the action verbs and learning activities in the ILOs. The purpose of the table is to guide your thinking towards selecting appropriate TLAs. You may adapt the table to audit the TLAs you use and the ILOs to be achieved in your module. Appendix 2 provides a template for you to match your TLAs to the ILOs of your module. For more information, a table listing action verbs at various cognitive levels of the Bloom’s Revised Taxonomy along with examples of TLAs is in Appendix 3 for your reference. Matching TLAs to ILOs Action Verbs in ILOs Describe Reading / lecture followed by presentation Explain Tutorial, written essay Integrate Project, assignment Apply Project, case study, work-based learning Solve problem Problem-based learning, case study Design, create Project, creative writing Hypothesise Experiment, project Reflect Reflective diary Examples of Possible TLAs Table 3.1: Possible TLAs for Typical Action Verbs in ILOs (Biggs, 2012)
The learning and teaching approach in the VTC is essentially student-centred and is geared to support the outcome-based curriculum design in which, In VTC’s context, when designing a TLA, teachers also need to take into account the level requirements of the Hong Kong Qualifications Framework (HKQF). (Adapted from VTC, 2023) the ILOs of the programme and modules are communicated to all students Learning and Teaching Approach in the VTC “The programme curriculum, module syllabuses, and learning and teaching strategies are developed with reference to the Generic Level Descriptors (GLDs) of the QF level the programme is geared at.” (VTC, 2023, p.31) For example, the specific intellectual skills at QF level 4 are “present and evaluate information, using it to inform future actions”. Students should be able to “perform skilled tasks requiring some discretion and creativity in a range of contexts”. They should be able to “carry out routine lines of enquiry to address professional level issues and problems” and “undertake self-directed and some supervisory activity”. In completing tasks, the application of judgement at QF level 4 is to “exercise appropriate judgement in planning, selecting or presenting information, methods or resources”. The answer lies in engaging students in TLAs that are designed to develop their knowledge and skills to the specified level. How can I help students achieve the ILOs at the claimed QF level? the TLAs are designed to facilitate students to achieve the ILOs students are actively engaged in the learning process with the TLAs 46
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