Focus on learning outcomes
Education in the Netherlands and Flanders has been developing towards a competence-based education system since the beginning of the ‘90s. The focus of education has moved from the teaching process to the learning process. Before this development, education was generally seen as an input-based process expressed in workload and length of studies (hours, semesters and years).
In a learning outcomes-based system, education is seen as an output-based process expressed in the competences achieved by the learner. As a result, the degrees awarded in higher education are no longer seen as proof of participation and successful completion of a programme but as the recognition of having achieved certain predefined learning outcomes.
Learning outcomes are therefore the crux of NVAO's accreditation system. The overarching qualifications framework of the European Higher Education Area has defined the generic learning outcomes of programmes at different levels, the so-called Dublin descriptors. These are essential to identify the level of a programme, e.g. Bachelor or Master's level. Next to these, subject-specific learning outcomes are defined. These are essential to identify the subject of the programme, such as engineering or social work.
Overview
The European Consortium for Accreditation in higher education (ECA) has developed Principles regarding learning outcomes in accreditation procedures. The following profile is the result of these principles.
NVAO assesses learning outcomes at programme level both during ex ante (initial accreditation) and ex post (re-accreditation) assessment procedures.
At institutional level, NVAO doesn't necessarily take learning outcomes into account. They can however be taken into account when the panel looks more closely at some of the aspects of teaching and learing in an institution ("audit trails").
Three levels
In the NVAO's (programme level) accreditation system, learning outcomes are made use of at three levels:
- A programme is expected to explicitly define its intended learning outcomes. These express what a graduate should acquire during his/her studies. An assessment panel first judges whether a programme's intended learning outcomes are in line with the required level and the subject of the programme. The level is evaluated by matching the intended learning outcomes to the corresponding descriptors in the national qualifications framework (which in turn is referenced to the Dublin descriptors). Additionally, the assessment panel assesses whether these intended learning outcomes are in line with what is (inter)nationally expected of a programme in that subject.
- NVAO secondly assesses the teaching and learning environment and its potentiality to contribute to achieving the intended learning outcomes. This refers to what a student can achieve in the programme as it is offered. This is mainly done by corresponding the content of the curriculum with the intended learning outcomes. An example probably clarifies this better. If a programme defines laboratory skills as an intended learning outcome, the curriculum of the programme should explicitly cover this and give students the possibility to do laboratory work. If this isn't the case, there is of course no correspondence between the content of the curriculum and the intended learning outcomes. Certain input elements such as the facilities and the quantity and quality of the staff also contribute to the possible achievement of learning outcomes. These are therefore additionally assessed.
- Thirdly, NVAO assesses the achieved learning outcomes. These are what a graduate has actually acquired during his or her studies. An assessment panel needs to scrutinize students' work (such as essays, end of term papers and theses) to be able to judge the achieved learning outcomes and then match those with the required learning outcomes. NVAO has issued a specific guideline outlining how panels assess final projects.
The required learning outcomes are of course the level-specific and intended subject-specific learning outcomes as defined by the programme and (positively) assessed by the panel.
Additionally, NVAO judges the internal quality assurance system (either at institutional level or at programme level). When a programme is deemed to have the required generic quality, it receives accreditation for several years. A well-functioning internal quality assurance system should then ensure that a programme retains its quality during that period. By combining intended, potential and achieved learning outcomes, NVAO intends to assess whether a programme delivers what it promises to deliver (to students and the rest of the society).
International & national context
When a programme defines its intended learning outcomes, it is expected to refer ("conform") to international and national requirements. This can be made clear by an example. Take a Bachelor of Nursing. This programme has to refer to the relevant requirements for the level, here Bachelor, and for the subject, here nursing.For the level (Bachelor), the intended learning outcomes have to explicitly correspond with the descriptors of the relevant qualifications framework. This can be an international framework: in our example either the European-level Qualifications Framework for the European Higher Education Area (QF-EHEA) or the European Union-level European Qualifications Framework (EQF). If there is a national qualifications framework, which is the case in The Netherlands and Flanders, the intended learning outcomes have to explicitly respond to the level descriptors in this framework.
(You can read more on NVAO's qualifications frameworks webpage)
For the subject (Nursing), the intended learning outcomes have to correspond with the academic and professional developments in the discipline & field of Nursing. In some case however, there can be international and/or national requirements that have to be met. In our example, there is a European Union directive on professional qualifications. This directive outlines the requirements governing programmes leading to the Nursing qualifications. In addition, there might be national professional profiles which have to be taken into account.
NVAO's contributions
NVAO actively engages in furthering learning outcomes approaches in higher education. It therefore takes part in relevant projects and includes learning outcomes in seminars and workshops. The three most relevant contributions are listed below.
European Consortium for Accreditation
NVAO actively participates in ECA's working group 4. This working group has developed Principles regarding learning outcomes in accreditation procedures (2009) and is working on recommendations and examplary practices regarding these principles.
Project: Competences in Recognition and Education 2
This project, coordinated by Nuffic (The Netherlands), was part of the larger TUNING approach and aimed to provide a guide with instructions on how to describe the competences and learning outcomes of the degree profile in a consistent way.
Publication: TUNING Guide to Formulating Degree Programme Profiles, Including
Programme Competences and Programme Learning Outcomes (2010)
Project: Quality Assurance of Student Assessment
This project, an initiative by the Netherlands Inspectorate of Education, explored work in the field of quality assurance of student assessment practices in higher education. Here, it was clear that student assessment must be aimed at showing achievement of specific learning
outcomes.
Publication: Assessment Matters (2008)
