Writing Effective Learning Outcomes

Writing Effective Learning Outcomes Joe McVeigh Jenny Bixby TESOL New Orleans, Louisiana, USA March 19, 2011

Joe Jenny

How do you use learning outcomes?

Definitions and underlying concepts
What is a learning outcome?
An outcome is the desired result of the learning experience. The outcome can also be called the goal or achievement target.

Objectives are the intended results of instruction. They specify what is expected and describe what should be assessed.

Objectives are the intended results of instruction. They specify what is expected and describe what should be assessed. Outcomes are the achieved results of what was learned. They are the evidence that learning has taken place. Outcomes are the abilities or products students have shown after instruction. Outcomes are what teachers will assess.

A student learning outcome is “a specific statement that describes the knowledge, skills/abilities, or attitudes that students are expected to learn upon successful completion of a course of study, such as a course, seminar, or certification program.” (Wood, 2008)

The backwards design process
Understanding by Design (Wiggins & McTighe)

Contexts in which learning outcomes are used
TESOL presentation evaluation rubric

TESOL presentation rubric The proposal abstract is well written and provides an explicit statement of participant outcomes and how they will be achieved. Excellent The proposal abstract is clearly written and provides a general statement of participant outcomes and how they will be achieved. Good The proposal abstract is adequately written and includes a statement of participant outcomes, but needs more detail Satisfactory The abstract gives some ideas about outcomes, but needs to specify how they will be reached during the presentation Fair The proposal abstract needs work on sentence structure and fails to give outcomes Poor Clarity of proposal and participant outcomes Evaluation criteria

U.S. state boards of education

Council of Europe CEFR “Can do” statements.
Common European Framework of Reference for Languages: Learning, teaching, assessment
A1, A2, B1, B2, C1, C2
“ Can scan texts for relevant information and grasp main topic of text, reading almost as quickly as a native speaker.”

CEA standards for curriculum
“ Course objectives are written, observable, and measurable . . .”
“ The program or institution documents in writing whether students have attained the learning objectives for courses taken within the curriculum using instruments and procedures that appropriately assess . . . .”

What does a good student learning outcome look like? S M A R T tudent-centered easurable ction-oriented esults-driven ailored to specific programs

What does a good student learning outcome look like?
Not too narrow or broad

Uses strong, clear, concrete verbs such as those found in Bloom’s Taxonomy.

Knowledge
define
describe
identify
list
outline
explain
generalize
give examples
infer
predict
summarize
paraphrase

Comprehension and application
demonstrate
prepare
produce
rate
show
solve
use

Synthesis
categorize
compare
conclude
design
explain
organize
plan
revise
support

Avoids this language:
Be familiar with . . .
Gain an understanding of . . .
Demonstrate knowledge of . . .
(Wood 2008)

Use parallel language.
Don’t mix verb tenses: choose either future or present and stick with it:
Students can . . .
or
Students will be able to . . .
Make it clear: by when? End of course or program vs. beginning placement

Make sure that the outcome is measurable.

How do we assess learning outcomes?
Tests, quizzes, exams
Written work, oral presentations
Assignments
Portfolio assessment
What about class participation and effort?

Try your hand at writing effective learning outcomes
You are teaching a basic cooking class to junior high students who have little or no previous cooking experience. The final learning outcome of your course is to have students successfully prepare a gumbo recipe.
Write one learning outcome that your course could include. Describe how you will measure or assess the outcome.

The process of developing learning outcomes
Main stages of the process (Sweeney 2008)
Identify the desired results (Outcomes)
Determine acceptable evidence (Assessment process)
Plan learning experiences and instruction

The importance of process (Sweeney 2008)
Identify essential and valued student learning
Develop common formative and summative assessments
Analyze current levels of achievement
Set achievement goals
Share and create lessons and strategies to improve

Dealing with resistance

Questions

Download copies of handout and PowerPoint slides at www.joemcveigh.org/resources Thank you !

Writing Effective Learning Outcomes

by Joe_McVeigh on Mar 29, 2011

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Writing Effective Learning Outcomes — Presentation Transcript