Outcomes-Based Education

Ontario College credentials are framed by an outcomes-based approach. Each program has a set of program learning outcomes that describe the knowledge, skills, and attitudes that graduates are expected to achieve and be able to demonstrate by the end of their program. The depth and breadth of program learning outcomes are aligned to the level of the credential according to the standards and requirements of the Ontario Qualification Framework (OQF).

 The responsibility for guiding learners toward the program learning outcomes is shared across the various courses, co-operative education, field placements, and other learning experiences in the program of study.

Backwards Design

Starting with the end goals in mind, all decisions for the program courses, course learning requirements, learning activities, and assessments are made to support the learner toward the achievement of the program learning outcomes. Focusing on the desired outcome first and building “backwards” to the learning activities, is known as “backward design”. This model differs from building a program based on the content to be covered. Attributed to Wiggins and McTighe (1990, 2005), backward design for curriculum helps guide the development of a program of study that focuses on developing enduring understanding of essential, transferrable knowledge and skills. Backward design is a learner-focused curriculum model that asks three guiding questions:

1. What does the learner need to know or be able to do?
2. How will the learner demonstrate they have achieved the goal?
3. What activities and resources will help guide the learner toward the goal?

Backwards design is typically used at Algonquin College to support the creation of student-focused curriculum.

Types of Learning Outcomes

There are different types of program-level outcomes based on the type of credential. All programs are designed around program outcomes, these are referred to as Vocational Learning Outcomes (VLOs) for non-degree credentials and as Program Learning Outcomes (PLOs) for degree programs. Ontario College Certificates, Diplomas, and Advanced Diplomas have a second set of program-level outcomes called Essential Employability Skills (EES).

Each course, regardless of credential types, has a set of course learning outcomes, referred to as Course Learning Requirements (CLRs) at Algonquin College. The CLRs are intentionally aligned to support the program learning outcomes. Within each CLR are smaller, more discrete learning outcomes known as Embedded Knowledge and Skills (EKS) that are meant to guide the learner towards achieving the CLRs.

Outcome Type by Credential

Vocational Learning Outcomes (VLO)

Vocational Learning Outcomes (VLO) reflect the knowledge, skills and attitudes that are specific to the vocation, industry, profession or field. These program-level outcomes are created through consultation among industry stakeholders such as employers, professional accrediting bodies, and faculty.

Program Standards

Program Standards exist for some Ontario College programs to provide additional consistency and quality to college programming. Each Program Standard includes Vocational Learning Outcomes (VLOs), Essential Employability Skills (EESs), and General Education requirements. The VLOs, exactly as they are listed in the Program Standard must be adopted, except for two possible additions:

• If a program is adding a modifier to a standard title, additional VLOs are required to support the specialized focus of the modifier;
• If an individual college wants to include an institutional learning outcome(s) to reflect a specific institutional focus or mandate. For example, at Algonquin College, all programs adopt an outcome related to the pillars of sustainability.

In both cases, these outcomes are added to the Program Standard VLOs, exceeding the minimum standard.

The Ministry of Colleges and Universities is responsible for the development and review of Program Standards and does so through broad consultation with many stakeholders, including subject matter experts from each college offering the program.

Program Descriptions

Provincial Program Descriptions exist for programs that do not have a Program Standard. Programs with Provincial Program Descriptions offered at different colleges have a similar focus and scope to their Vocational Learning Outcomes (VLOs) and program titles, but there is not a requirement for them to be identical. This provides some flexibility to respond to currency or specialization for a program offering at a particular college. Programs with Provincial Program Descriptions are also required to meet Essential Employability Skills and General Education Requirements.

Colleges are responsible for the development and review (for currency and relevance) of the Provincial Program Descriptions through input from their Program Advisory Committees. At Algonquin College, we develop VLOs during New Program Development, review VLOs during Program Quality Review (PQR), and seek approval for revisions to VLOs through Program Modifications.

Program Learning Outcomes (PLO)

For degree programs, the program-level outcomes that represent culminating demonstrations of learning and achievement are referred to as Program Learning Outcomes (PLO). Like VLOs, they describe performances demonstrating that significant integrated learning by graduates of the program has been achieved and verified.

In addition, degrees are required to meet the degree-level standards outlined in the Ontario Qualification Framework (OQF) and elements of each standard are detailed in the PEQAB Handbook. These standards include:

• Depth and breadth of knowledge
• Conceptual and methodological awareness/research and scholarship
• Communication skills
• Application of knowledge
• Professional capacity/autonomy
• Awareness of limits of knowledge

PLOs are mapped against the Degree-level Standard to ensure all elements of the Standard are addressed.

Algonquin College Sustainability VLO

As part of its commitment to embed sustainability and internationalization at the curriculum level, Algonquin College includes an institution-specific VLO/PLO for all Ontario College programs (with the exception of Apprenticeship Certificates and College Certificates):

Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

See the Sustainability Toolkit website for more information on the Sustainability VLO, including suggestions for how it can be reflected in your program.

Essential Employability Skills (EES)

Essential employability skills are skills that, regardless of a student’s program or discipline, are critical for success in the workplace, in day-to-day living, and for lifelong learning. They describe performances of the basic fundamental, personal management, and teamwork skills to get, keep, and progress in a job-of-choice. EES are determined provincially and are consistent across Ontario College credentials at all public colleges across the province. For more information see the Algonquin College EES website.

Course Learning Requirements (CLR)

These course-level outcomes identify the performances that must be demonstrated and verified in order to receive credit for a course. CLRs describe learning that integrates knowledge, skills, and attitudes that learners have achieved at the end of a course. CLRs are written broadly and are connected to program outcomes. CLRs must be clear, measurable, and observable.

CLRs are designed to articulate the outcomes at the course-level that will support student progression towards the demonstration of the program outcomes. This is validated through the process of course outcome mapping, verifying that the course is contributing to the program-level learning outcomes in the way the program outcome maps indicate.

Embedded Knowledge and Skills (EKS)

The Embedded Knowledge and Skills (EKSs) are key concepts and skills that clarify how learners may achieve the CLRs. EKSs are discrete statements detailing the possible steps involved in attaining each CLR. EKSs are components of CLRs; the verbs used to describe them should not be at a higher level of learning than the CLR.