Learning Outcomes

and
Learning Domains
Mohamed Nadzri Mohd Yusoff (Hj.)
Presentation Outcomes
At the end of the presentation, the participants will be able to:
Explain what is the Malaysian Qualification Framework (MQF)
State MOHEs 9 Learning Outcomes (LO) or graduate attributes
Differentiate between learning outcomes and learning domains
Explain what is learning outcomes in OBE
Explain different levels of outcomes in MOHE/ MQA
Explain learning domains as describe by Blooms Taxonomy of Learning
Domains
Describe the link between learning outcomes and learning domains
LEARNING OUTCOMES AND
LEARNING DOMAINS
What is the MQF?
MQF
*
Para 1

MQF is an instrument that develops and classifies
qualifications based on a set of criteria that is
approved nationally and at par with international
practices, and which clarifies the earned academic
levels, learning outcomes of study areas and credit
system based on student academic load.

* The Malaysian Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala
Lumpur.
MQF.Roz.Roadshow
7 Principles of the MQF
1. Recognition for
qualifications (certificates to
doctoral);

2. Recognition of awarding
sectors;

3. Levels of Qualifications;

4. Learning Outcomes;
MQF.Roz.Roadshow
5. Credit and Academic Load;

6. Flexibility of movement;

7. Educational Pathways for
Individual Development
(Lifelong Learning)
General Principles 3 & 5: Levels of
Qualifications & Minimum Graduating Credits
MQF.Roz.Roadshow
Level MGC* Sectors
Skills

Vocational &
Technical
Academic
8 - Doctoral
7
40
30
20
Masters
Postgraduate Dip
Postgraduate Cert
6
120
60
30
Bachelor
Graduate Dip
Graduate Cert
5 40 Advanced Diploma Advanced Diploma Advanced Diploma
4 90 Diploma Diploma Diploma
3 60 Certificate 3
Certificate
Certificate
2 - Certificate 2
1 - Certificate 1
Note:
* MGC = Minimum Graduating Credits
Accredited Prior Experiential Learning
A
c
c
r
e
d
i
t
e
d

P
r
i
o
r

E
x
p
e
r
i
e
n
t
i
a
l

L
e
a
r
n
i
n
g

General Principle 4: Learning Outcomes
(MQF Para 15) LO Domains
MQF.Roz.Roadshow
Knowledge Social skills and responsibilities
Communication, leadership and
team skills
Information
management and
lifelong learning skills
Managerial and
entrepreneurial skills
Problem solving and
scientific skills
Values, attitudes and
professionalism
Practical Skills
7
8
6
5
4
3 2 1
LEARNING OUTCOMES
What are Learning Outcomes?
i. Learning outcomes are statements of what students
know and can do as a result of their respective courses
of study
Councils for Higher Education Accredition Board of Directors, USA 2002

ii.A learning outcome is a statement of what a learner is
expected to know, understand or be able to do as a result
of a learning process.
Centre for the Advancement of Teaching and Learning, The
Universty of Western Australia, 2004.

Learning outcomes are statements that explain what
students should know, understand and can do upon the
completion of a period of study.
Learning outcomes are references for standard and
quality as well as for the development of curriculum in
terms of teaching and learning, the determination of
credits and the assessment of students.
In MQF, learning outcomes are asserted in three
categories:
(i) levels of qualification;
(ii) fields of study; and
(iii) programme.
(MQF,2011)
What are Learning Outcomes?
Why are learning outcomes important?
They are essential because they:

define the type and depth of learning, students are expected to
achieve
provide an objective benchmark for formative, summative, and prior
learning assessment
clearly communicate expectations to learners
clearly communicate graduates skills to the stakeholders
define coherent units of learning that can be further subdivided or
modularized for classroom or for other delivery modes.
guide and organize the instructor and the learner.

1. Knowledge
2. Practical Skills
3. Thinking and scientific skills
4. Communication skills
5. Social skills, teamwork and responsibility
6. Values, ethics, moral and professionalism
7. Information management and lifelong learning
skills
8. Managerial and entrepreneurial skills
9. Leadership skills

Different Levels of Learning Outcomes
Programme Educational Objectives
(PEO)
Programme Outcomes (PO)
Course Outcomes (CO)
Weekly/Topic Outcomes
Upon graduation
Upon course completion
Upon weekly/topic completion
Few years after
Graduation 4 to 5 years
Shahrin Mohamed, 2007
Programme Objectives (PEO)
Attributes of graduates 3 to 5 years after graduation

I) Example of PEO for Diploma in Textile
I) A textile technologist with good understanding of
fundamental scientific and technological
knowledge required for applications in textile
related industries, the society and environment.
II) A textile technologist with (positive) attitudes and
ethics necessary in fulfilling his/her responsibilities
towards the Creator, client and the society.
III) A textile technologist who is able to adapt
him/herself to the working environment.
(how will the PO & curriculum ensure this?)
Programme Outcome (PO)
What students will be able to do upon graduation

Example of Programme Outcomes (PO) for Diploma in Textile
1.
Able to (apply and) acquire knowledge of textile technology (and applied
sciences) fundamentals
2. Able to plan (scientific) experiments and interpret experimental data.
3.
Able to use the techniques, skills and textile equipments necessary for
textile technology.
4.
Able to recognize and apply ethical standards of values, ethics and
professionalism in their (job and career).
5. Able to orally express and discuss scientific ideas effectively.
Course Outcome (CO)
What students will be able to do upon the
completion of a course

Example of CO for the course: Introduction to Computers
At the end of the course, the students will be able to:-
Acquire comprehensive knowledge and skills about
computer hardware and software.

Equip themselves with step-by-step instructions on
installation, maintenance and troubleshooting of computer
system.


OBJECTIVES vs. OUTCOMES
OBJECTIVES OUTCOMES

Objectives describe WHAT A TEACHER
NEEDS TO DO TO TEACH, AND WHAT
NEEDS TO BE PLANNED TO TEACH.

Outcomes describes WHATSTUDENTS
SHOULD KNOW,UNDERSTAND AND CAN
DO UPON THE COMPLETION OF A STUDY
PERIOD.

Objectives require the use of BASIC
THINKING SKILLS SUCH AS KNOWLEDGE,
COMPREHENSION, AND APPLICATION.

Outcomes require the use of HIGHER
THINKING SKILLS SUCH AS ANALYSIS,
SYNTHESIS, AND EVALUATION (as
described in Blooms Taxonomy)
Objectives DO NOT NECESSARILY RESULT
IN A PRODUCT. OFTEN, THEY ARE
SYNTHESIZED OR COMBINED TO
PRODUCE SOMETHINGTHAT
MEASURES AN OUTCOME.

Outcomes result in a
PRODUCT THAT CAN BE MEASURED
AND ASSESSED.
OBJECTIVES vs. OUTCOMES
OBJECTIVES OUTCOMES

e.g.(1.) - Economics students will
understand the nature and
functioning of the market system

Economics students will be able to
identify the role of supply and
demand in a market economy and the
necessary conditions to function well)


e.g.(2.) - Management students will
understand and use a variety of
quantitative analysis techniques
appropriate for business


Management students will
demonstrate a basic knowledge of
calculus, statistics, and other
quantitative tools necessary to solve
real-world problems)

LEARNING DOMAINS
Blooms Taxonomy of
Learning Domains
Psychomotor
Affective
Cognitive
Blooms Taxonomy
Bloom's Taxonomy is a classification of
learning objectives within education.
It refers to a classification of the different
objectives that educators set for students
(learning objectives).
Bloom's Taxonomy divides educational
objectives into three "domains" :
Affective, Psychomotor, and Cognitive.
Blooms Taxonomy
Within the taxonomy learning at the higher
levels is dependent on having attained
prerequisite knowledge and skills at lower
levels (Orlich, et al. 2004).

A goal of Bloom's Taxonomy is to motivate
educators to focus on all three domains,
creating a more holistic form of education.
The 3 Domains of Educational Goals
Psychomotor
Affective
Cognitive
The Heart
The Hand
The Head
3H
Learning Outcomes
Cognitive Affective
Psychomotor / skills
LEARNING
DOMAINS
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Exhibit,display,
demonstrate
organisation
Valuing
Responding
Receiving
Naturalisation
Articulation
Precision
Manipulation
Imitation
Higher order
lower order
25
Higher order
lower order
INVOLVES KNOWLEDGE AND
THE DEVELOPMENT OF
INTELLECTUAL SKILLS
26
Higher order
lower order
PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL
MOVEMENT, COORDINATION & USE OF THE
MOTOR SKILL AREAS
27
Higher order
lower order
AFFECTIVE DOMAIN INCLUDES MANNER WE DEAL
WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT
RESULT FROM INSTRUCTION)
RECAP 1
What is MQF?
Instrument that develops and classifies qualifications
How? Clarifies:
Academic qualifications
Learning outcomes
Credit system based on student academic
workload


RECAP 2
MOHE Learning Outcomes

1. Knowledge
2. Practical Skills
3. Thinking and scientific skills
4. Communication skills
5. Social skills, teamwork and
responsibility
6. Values, ethics, moral and
professionalism
7. Information management and
lifelong learning skills
8. Managerial and entrepreneurial skills
9. Leadership skills
Learning Domains

1. Cognitive head
2. Affective heart
3. Psychomotor hand

Planning (1)
Developing (2)
Implementing (3)
Evaluating (4)
OBE PROCESS
Evaluate / analyse
Closing the Loop (CDL)
CQI Report
Curriculum REVIEW
Course Outcomes (CO)
SLT
Curriculum
Assessments TL Activities
Credit Hour
Blooms
Taxonomy
Blooms
Taxonomy
Summative Assessment
Curriculum
Documenting
Evidences
Lesson Plan
Test Blueprint
Marking Scheme
Student Portfolio
Formative Assessment
Entrance/Exit Surveys
Rubrics
Blooms
Taxonomy
Academic Level
Curriculum
PEO
Program Outcomes (PO)
Program
Standards