Tuning: The Ontario
Experience Identifying
and Measuring Sector‐
Based Learning
Outcomes
Mary Catharine Lennon
Senior Research Analyst
Higher Education Quality Council of Ontario
Tuning Workshop – A tool for developing competence based degree programs
National Institute for Educational Research, Japan
December 9, 2013

Informing the Future of Higher Education

Background and Rationale• Parallel college and university sectors• Parallel Quality Assurance Processes in Ontario
are divergent• Recognition and mobility a significant challenge• Increased diversity of providers and program
location

2
Informing the Future of Higher Education

3
Informing the Future of Higher Education

Goals of Tuning Project• Support institutions in demonstratingcompliance with recognised frameworks• Develop common language and understanding
between college and university sectors• Support the assessment and measurement oflearning outcomes• Provide transparent information on PSE options
to students, the public and employers
4Informing the Future of Higher Education

Structure and Activities• Sector‐based learning outcomes– Social Sciences, Physical Sciences, Life and Health Sciences• Across 2/3 year certificates, 4 year undergraduate
degrees and research masters degrees• Up to 12 individuals on each sector panel– Mix of faculty, students, and administrators fromuniversities and colleges.

• Monthly face‐to‐face meetings of each panel• Groups given full autonomy, with some guidance andrough deadlines• Small advisory group provides guidance to entire project5
Informing the Future of Higher Education

6

7

8

Informing the Future of Higher Education

Integrating Learning outcomes:
From program to course toassignment

9Informing the Future of Higher Education

Year1
1.1
1.2
1.3
1.4
2
2.1
2.2
2.3
2.4
2.5
2.6

T=Taught, U=Utilized, A=assessed
Credits
Knowledge

Theory and concepts
Numeracy
Limits of Knowledge &Qualification
Multidisciplinary
Critical and creative thinking
Critical thinking
Creativity
Identify and define problem
Compare solutions and selectapproach
Risk mitigation
Evaluation

CHEM1000 PHYS1010 PHYS1011 EATS1010 MATH1013
3.0
3.0
3.0
3.0
3.0
T,AU

T,AT,AT,AT,AT,AU

PhysicalScience Project
CourseCalculus I

Earth & SpaceScience

Physics II

Curriculum Map for Tuning SLOs inSample program

Physics I

Chemistry I

FIRST YEAR

SC10006.0T,AUT,AT,AT,AT,AT,AT,AT,AU
T,AT,AU
T,AT,AU
T,AT,AU
T,AT,AU
T,AT,AT,AT,AT,AUUUUUT,AT,AT,A

10

Engineering Practice 2012-2013
Course learning outcomes (CLO): Students will be able to:
1. Apply a prescribed process for solving complex problems (Tuning SLO 2.3, 2.4, 2.6 - Problem solving)
2. Select and apply appropriate quantitative model and analysis to solve problems. (Tuning SLO 6.6 Models)
3. Effectively communicate in written document following a prescribed format (Tuning SLO 3.2)
4. Apply occupational health and safety principles, economics, law, and equity. (Tuning SLO 4.3, 4.4, 4.5)
5. Apply critical and creative thinking principles to solve problems. (Tuning SLO 2.1, 2.2)
6. Apply numerical modeling tool to create model used for solving complex problems. (Tuning SLO 6.6 )7. Critically evaluate information on prescribed criteria. (Tuning SLO 6.6)
Learning activity (studentWeek
Instructional approach
Evaluationactivity)
1:Sep 10In-lecture: 1. Opening problem, 2.
Critical thinking pre-test
Lecture: motivation, courseGroup activity to consider model for(CLO5)
overview, models, self-regulation.
MEA1

In-lecture: Group activity to develop
Lecture: complex problem solving
Occupational Health andprocess for resolving elevator
2:Sep 17 and critical thinking overview,
Safety online test (CLO4)
failure problem
asking good questions
Lecture: concept maps,
establishing objectives and3:Sep 24
constraints, safety and hazard
analysis. Concision.
4:Oct 1In-lecture: Group activity to develop
process for resolving complex
Studio: MATLAB quiz #2problems

In-lecture: analyze pastLecture: effective argumentation,
assignments for effective argument, Studio: MATLAB quiz #3
brainstorming.
group activity for MEA
Cable ferry failure 11
assignment

Considering use of assessment tools
Mapping of assessment tools used in a hypothetical first year of a physical science program.
collaborativ
directexaminatio open book
Case study
e groupessaysobservation ns (unseen) exam
projects
Chemistry IX

Physics IX

Physics IIX

X

oral
multiplequestioning performanceetc.
choice tests after
projects
observation

XXXXY

Earth & SpaceScienceX

Calculus IXCalculus IIX

Linear Algebra

X

X

Discrete
Mathematics

X

X

Physical Science
Project Course

X

X

X

X

X
X

X

X

X

X
X

X

X

12

Demonstrating student achievement• Creates record of student achievement and canproviding student learning artifacts• Linked to learning outcomes• Useful to students and employers• Options include:– Diploma supplement– Competency transcript– Badges and e‐portfolios
13
Informing the Future of Higher Education

Emerging Observations• Consensus of what generic skills are, and theexpectations achievement across credentials• Importance of linking outcomes to assessment
methods• Expectation that this will support the entire
system –student success, teaching and learning,and mobility,

14

Thank you!
Mary Catharine Lennon
mlennon@heqco.ca

15
Informing the Future of Higher Education