Competence-based approach and intended learning outcomes

The starting point for competency-based education is the identification of competencies that are central to the student. After completing a degree the graduates have acquired both generic skills and in-depth knowledge of their field of study. ILO’s are often expressed as knowledge (knowing), skills (acting) or attitudes (being). 

Intended learning outcomes both at the programme- and course -level 

Programme-level intended learning outcomes (ILO's) describe what a student is expected to know, understand, or be able to do after completing a degree programme. Intended learning outcomes should support the clearly defined programme purpose and aims. 

Course-level intended learning outcomes (ILO's) describe what a student is expected to know, understand, or be able to do after completing a course. ILO's are the foundation in building an aligned course. Constructive alignment means that the components in the teaching system, especially the teaching methods used and the assessment tasks, are aligned with the learning activities assumed in the intended learning outcomes. 

The benefits of competence-based approach 

Competence-based teaching strengthens the agency of the student and active role in the learning process. It balances the workload of the students and therefore improves the study well-being. In addition, competence-based and aligned teaching promotes the deep approach to learning and helps students to identify their competences.

From the programme's perspective competence-based approach provides an opportunity to discuss and build shared understanding about competences: What is competence in different disciplines and fields of study? What the student should be able to do after graduation?

Intended learning outcomes are a central tool in building an aligned curriculum: with ILO's it is possible to create a coherent whole, where students can achieve the intended learning outcomes gradually, build on the existing knowledge.

How to design intended learning outcomes? 

Intended learning outcomes should: 

• express what students are expected to be able to do when they graduate,​

• describe the level of the knowledge or skill and activities that they will acquire, ​

• enable the teacher to evaluate the intended learning.

The intended learning outcomes of the university degrees are guided by the Finnish National Qualifications Framework (6, 7 and 8),that is based on the European Qualifications Framework (EQF).

When writing the intended learning outcomes you can use this formula: 

For example: 

"Our graduate is able to identify the societal context relevant to the water and environment and comprehend the different scales and key drivers applicable to water and environmental engineering."

"After completing the course the student is able recognize and argue for the position of design in different types of branding processes."

Steps in designing intended learning outcomes for your programme:

1. Begin with reflecting on the purpose and aims of the programme: why does the programme exist, why is the programme important and what is relevant competence for this degree? 
2. Next, based on the programme purpose and aims, identify the relevant knowing (knowledge), acting (skills) and being (professional identity, attitudes) in the degree. What are the academic and general competences specific to this discipline and what are the shared, generic competences for all? How does the programme support the individual growth of the student? 
3. Now take a look at the competencies identified in the second phase. What do the identified competencies mean as student's learning? What is the student expected to be able to do after graduation? What is the level of of performance that the student achieves after completing the degree? The level of performance can be defined by using a verb expressing the level, for example: after completing the degree, the student will be able to "list the steps of action X" or "describe and argue action X" or "execute action X" or "create instructions for action X".
4. Begin designing the intended learning outcomes utilising the formula above: after completing the degree the student is able + verb + knowledge, skill or attitude + context. Use verbs that describe the level of the knowledge or skill and activities that is expected of the graduate. 
5. Wisely designed intended learning outcome is concrete enough to describe the student what is expected, but is still open enough to leave room for possible changes and development of the course. 
6. After designing the ILO's you can start assessing and developing the alignment of the curriculum with the curriculum mapping -method.

Steps in designing intended learning outcomes for your course: 

1. First reflect and assess the role of your course in the curriculum: what course is taught before your course and what comes after it? What is the significance of your course in the student's study path? Have a look at the programme--level ILO's: can you use them as a basis for designing the intended learning outcomes of your course? 
2. Begin the design of the ILO's by asking yourself what is it that you expect the students to be able to do after your course? Is it about knowledge, skills or attitudes? 
3. What is the level of of performance that the student achieves after completing the course? The level of performance can be defined by using a verb expressing the level, for example: after completing the learning activity, the student will be able to "list the steps of action X" or "describe and argue action X" or "execute action X" or "create instructions for action X".
4. When designing the ILO's you can use the formula: after completing the course the student is able to + verb + knowledge, skill or being / attitude. Use verbs that describe the level of the knowledge or skill and activities that is expected of the student. 
5. Assess realistically how much time is needed to achieve the intended learning. Deep learning requires time. 
6. Plan the assessment based on the intended learning outcomes. What kind of assessment methods can you use to measure the learning and the achievement of the ILO's? 
7. Finally check the alignment: are the course-level ILO's aligned with the programme-level ILO's? Are the learning and teaching activities, assessment methods and content of the course aligned with the ILO's?

Support and additional information for designing the intended learning outcomes: 

Here you can download the instructions concerning designing programme-level intended learning outcomes and a template to plan and assess the alignment at the course-level. 
 

References and additional information:

• Annala, J., Lindén, J. & Mäkinen, M. 2015. Tutkimuksen ja opetuksen yhteys yliopistossa –opetussuunnitelmatyön näkökulma. https://journal.fi/kasvatusjaaika/article/view/68542/29800
• Barnett, R. & Coate, K. (2005). Engaging the curriculum in higher education.
• Biggs, J. (2014) Constructive alignment in university teaching. HERDSA Review of Higher Education 1: 5-22.
• Biggs, J. & Tang, C. (2011) Teaching for Quality Learning at University, 4th ed. New York, NY: Open University Press. Berkshire: McGraw-Hill Education.
• Hemminki, M; Leppänen, M. & Valovirta, T.(2013) Innostu ja onnistu opetuksessa. https://aaltodoc.aalto.fi/bitstream/handle/123456789/11856/isbn9789526054841.pdf?sequence=1&isAllowed=y
• Hyland, A. & Kennedy, D. (2007) Writing and Using Learning Outcomes: A Practical Guide. https://www.researchgate.net/publication/238495834_Writing_and_Using_Learning_Outcomes_A_Practical_Guide
• Murtonen, M. & Gruber, H. & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review. 
• Murtonen, M., Halttunen, T., Lappalainen, M. & Pyykkö, R. (2017). Osaamistavoitteet ja opetuksen suunnittelu. In: Murtonen, M. (ed.), Opettajana yliopistolla: korkeakoulupedagogiikan perusteet. Vastapaino.