FAQ

  1. What is the purpose of the OBTL course outline?
    The course outline document, also known as the course syllabus, is essentially a contract between you and your students. It provides students with a clear roadmap for their own learning by focusing on specific learning outcomes they should achieve by the end of the course.

  2. How many learning outcomes should I have?
    Most courses have between 4 to 7 learning outcomes at the course level. The quality of the learning outcomes should be more important than the quantity. Course level learning outcomes should focus on the big picture takeaways upon completing the course. These learning outcomes may be further expanded into lesson level learning outcomes, but these do not have to be displayed in the course outline.

  3. At what cognitive level should I pitch my learning outcomes?
    Biggs suggests using higher level cognitive processes to incorporate the lower level ones. When you set higher level ILOs, it will allow you to set questions that test learners at a range of levels. This should also help you better distinguish those who can fully achieve the ILOs and those who can only achieve the very basics.

  4. How can I help my students understand the learning outcomes?
    The first day of class is important in setting expectations, and helping students understand the learning outcomes. Students have been known to refer to learning outcomes (that they can understand) throughout the course as a way to check on their own progress.

  5. How can I encourage my students to pay attention to my learning outcomes?
    In addition to sharing your course learning outcomes with your students on the first day of class, it would help if you regularly refer to the course learning outcomes during the semester. For example, when you are starting a new topic, or sharing information about an assessment.

  6. How detailed should I go with my alignment?
    Ideally, all learning outcomes should be pitched at the highest possible level, to give you the flexibility to design assessments that target different levels of performance. Lower level assessment items may be used as part of a group of assessment which also target higher levels of the learning outcome. For example, MCQs can be used as the foundation to higher level “evaluation” or “application” type assessment.


  7. Which universities practice OBTL?