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Writing Learning Outcomes Best Practices
- 1. Writing LearningWriting Learning OutcomesOutcomes Best PracticesBest Practices
- 2. What are learning outcomes?What are learning outcomes? Formal statements thatFormal statements that articulate:articulate: –WhatWhat students are able tostudents are able to do after instructiondo after instruction –WhyWhy students need to dostudents need to do thisthis
- 3. Why assess?Why assess? It builds evidence for accountability,It builds evidence for accountability, accreditation and improvement.accreditation and improvement. – Shows evidence of how well ourShows evidence of how well our students learn.students learn. – Uses evidence for continuousUses evidence for continuous improvement.improvement.
- 4. Simply putSimply put Know what you are doingKnow what you are doing Know why you are doing itKnow why you are doing it Know what students are learning asKnow what students are learning as a resulta result Make changes in the curriculumMake changes in the curriculum based on that informationbased on that information
- 5. Shifting focus fromShifting focus from Teaching to learningTeaching to learning Teaching effectiveness toTeaching effectiveness to learning resultslearning results Private affair to communityPrivate affair to community propertyproperty
- 6. Some benefits of learningSome benefits of learning outcomesoutcomes select contentselect content develop instructional strategydevelop instructional strategy develop and select instructionaldevelop and select instructional materialsmaterials construct tests and otherconstruct tests and other instruments for assessing andinstruments for assessing and evaluatingevaluating improve the overall programimprove the overall program
- 7. Writing Learning OutcomesWriting Learning Outcomes Learning Outcomes FormulaLearning Outcomes Formula Bloom’s TaxonomyBloom’s Taxonomy Characteristics of Good LearningCharacteristics of Good Learning OutcomesOutcomes Learning Outcomes ExerciseLearning Outcomes Exercise Write Your Learning OutcomesWrite Your Learning Outcomes
- 8. 1. What do you want the1. What do you want the student to be able to do?student to be able to do? This question asks you to developThis question asks you to develop the outcome.the outcome. For Example:For Example: Students will evaluate reference booksStudents will evaluate reference books appropriate to the topic in order toappropriate to the topic in order to locate the best backgroundlocate the best background information and statistics.information and statistics. ACRL’s IIL Immersion Summer 2005
- 9. Learning Outcomes FormulaLearning Outcomes Formula Verb Or Action Phrase “In Order To” = Great Learning Outcomes What students need to know? “Student evaluates reference books appropriate to the topic” Why do they need to know this? “locate background information and statistics.” “In Order To” + OR Why? ACRL’s IIL Immersion Summer 2005
- 10. Importance of VerbsImportance of Verbs Behavioral OutcomesBehavioral Outcomes –Affective DomainAffective Domain –Psychomotor DomainPsychomotor Domain –Cognitive DomainCognitive Domain
- 11. Cognitive DomainCognitive Domain Involves knowledge and theInvolves knowledge and the development of intellectual skillsdevelopment of intellectual skills Bloom’s TaxonomyBloom’s Taxonomy – Hierarchy of objectives according toHierarchy of objectives according to cognitive complexitycognitive complexity – Higher-level objectives include, and areHigher-level objectives include, and are dependant on lower level cognitive skillsdependant on lower level cognitive skills
- 13. Bloom’s – Lower LevelsBloom’s – Lower Levels KnowledgeKnowledge – Recalling previously learned informationRecalling previously learned information such as facts, terminology, rules, etc.such as facts, terminology, rules, etc. – Answers may be memorized or closelyAnswers may be memorized or closely paraphrased from assigned material.paraphrased from assigned material. – Define, list, name, recallDefine, list, name, recall
- 14. Bloom’s – Lower LevelsBloom’s – Lower Levels ComprehensionComprehension – Ability to comprehend the meaning ofAbility to comprehend the meaning of material.material. – Answers must be in the student’s ownAnswers must be in the student’s own words while still using terminologywords while still using terminology appropriate to the course material.appropriate to the course material. – Explain, summarize, distinguishExplain, summarize, distinguish between, restatebetween, restate
- 15. Bloom’s – Lower LevelsBloom’s – Lower Levels Demonstrate rote or surface learningDemonstrate rote or surface learning Declarative or Procedural KnowledgeDeclarative or Procedural Knowledge Answers found in the assigned materialsAnswers found in the assigned materials 80% of HS teachers test at these levels80% of HS teachers test at these levels
- 16. Bloom’s – Higher LevelsBloom’s – Higher Levels ApplicationApplication – Requires recognizing, identifying, or applyingRequires recognizing, identifying, or applying a concept or principle in a new situation ora concept or principle in a new situation or solving a new problem.solving a new problem. – May require identifying or generatingMay require identifying or generating examples not found in assigned materials.examples not found in assigned materials. – Demonstrate, arrange, relate, adaptDemonstrate, arrange, relate, adapt
- 17. Bloom’s – Higher LevelsBloom’s – Higher Levels AnalysisAnalysis – Ability to break material down into its componentAbility to break material down into its component parts and to understand its underlying structureparts and to understand its underlying structure – May require students to compare and contrast orMay require students to compare and contrast or explain how an example illustrates a given conceptexplain how an example illustrates a given concept or principle.or principle. – Require students to identify logical errors or toRequire students to identify logical errors or to differentiate among facts, opinions, assumptions,differentiate among facts, opinions, assumptions, hypotheses and conclusionshypotheses and conclusions – Expected to draw relationships between ideasExpected to draw relationships between ideas – Differentiate, estimate, infer, diagramDifferentiate, estimate, infer, diagram
- 18. Bloom’s – Higher LevelsBloom’s – Higher Levels SynthesisSynthesis – Opposite of AnalysisOpposite of Analysis – Ability to combine parts to form a new whole; toAbility to combine parts to form a new whole; to synthesize a variety of elements into an originalsynthesize a variety of elements into an original and significant whole.and significant whole. – Produce something unique or originalProduce something unique or original – Solve some unfamiliar problem in a unique waySolve some unfamiliar problem in a unique way – Combine, create, formulate, constructCombine, create, formulate, construct
- 19. Bloom’s – Higher LevelsBloom’s – Higher Levels EvaluationEvaluation – Ability toAbility to evaluateevaluate a total situation, toa total situation, to judgejudge the value of material for a certain purpose,the value of material for a certain purpose, combining elements of all the other categoriescombining elements of all the other categories and also value judgments based on defined,and also value judgments based on defined, fixed criteria.fixed criteria. – The most important part of the answer is theThe most important part of the answer is the justification and rationale for the conclusionjustification and rationale for the conclusion – Judge, critique, justify, discriminateJudge, critique, justify, discriminate
- 20. Bloom’s – Higher LevelsBloom’s – Higher Levels Meaningful or deep learningMeaningful or deep learning Go beyond textual material in that they must beGo beyond textual material in that they must be inferred or extrapolated from the material in theinferred or extrapolated from the material in the assigned material.assigned material. Students’ creativity, originality and criticalStudents’ creativity, originality and critical thinking is required at higher levelsthinking is required at higher levels More authentic than lower levelsMore authentic than lower levels – Thinking at this level is more likely to representThinking at this level is more likely to represent types of performances required in the real worldtypes of performances required in the real world
- 21. ActivityActivity You will each be assigned aYou will each be assigned a level of Bloom’s taxonomy.level of Bloom’s taxonomy. 1.1. Develop an appropriateDevelop an appropriate learning outcome for eachlearning outcome for each level of learning to teachlevel of learning to teach students to cite works in astudents to cite works in a term paper using theterm paper using the appropriate format (APA,appropriate format (APA, etc.)etc.) 2.2. Share with the groupShare with the group
- 22. Characteristics of GoodCharacteristics of Good Learning OutcomesLearning Outcomes Measurable/AssessableMeasurable/Assessable Clear to the student & instructorClear to the student & instructor Integrated, developmental, transferableIntegrated, developmental, transferable Use discipline-specificUse discipline-specific competencies/standardscompetencies/standards ““In order to” gets to the uniqueness andIn order to” gets to the uniqueness and real world application of the learningreal world application of the learning Use a variety of Bloom’s TaxonomyUse a variety of Bloom’s Taxonomy levelslevels ACRL’s IIL Immersion Summer 2005
- 23. Example 1Example 1 Bad OutcomeBad Outcome – Students will name the three types ofStudents will name the three types of rock in order to differentiate among therock in order to differentiate among the three.three.
- 24. Example 1Example 1 Good Learning OutcomeGood Learning Outcome – Students will compare and contrast theStudents will compare and contrast the characteristics of the three types ofcharacteristics of the three types of rocks in order to differentiate among therocks in order to differentiate among the three.three.
- 25. Example 3Example 3 Bad OutcomeBad Outcome – Use Illiad and Texshare in order toUse Illiad and Texshare in order to access materials not available at theaccess materials not available at the UNK Library.UNK Library.
- 26. Example 3Example 3 Good OutcomeGood Outcome – Utilize retrieval services in order toUtilize retrieval services in order to obtain materials not owned by the UNKobtain materials not owned by the UNK Library.Library.
- 27. Last ExampleLast Example Bad OutcomeBad Outcome – Students will construct bibliographiesStudents will construct bibliographies and in-text references using disciplineand in-text references using discipline appropriate styles in order to contributeappropriate styles in order to contribute to academic discourse in their discipline.to academic discourse in their discipline.
- 28. Last ExampleLast Example Good OutcomeGood Outcome – Construct bibliographies and in-textConstruct bibliographies and in-text references using discipline appropriatereferences using discipline appropriate styles in order to correctly attributestyles in order to correctly attribute others' work and ideas.others' work and ideas.
- 29. Let’s Write a Learning OutcomeLet’s Write a Learning Outcome Choose specific information or a skill thatChoose specific information or a skill that you teach in a classyou teach in a class What does the student need to know?What does the student need to know? Why do they need to know this?Why do they need to know this? What is the appropriate learning level?What is the appropriate learning level? Write an appropriate learning outcomeWrite an appropriate learning outcome
- 30. Learning Outcomes as the Basis forLearning Outcomes as the Basis for Designing CoursesDesigning Courses 5 Questions for Instructional Design5 Questions for Instructional Design 1.1. What do you want the student to be able toWhat do you want the student to be able to dodo? (Outcome)? (Outcome) 2.2. What does the student need to know inWhat does the student need to know in order to do this well? (Curriculum)order to do this well? (Curriculum) 3.3. What activity will facilitate the learning?What activity will facilitate the learning? (Pedagogy)(Pedagogy) 4.4. How will the student demonstrate theHow will the student demonstrate the learning? (Assessment)learning? (Assessment) 5.5. How will I know the student has done thisHow will I know the student has done this well? (Criteria)well? (Criteria)
- 31. Revising Your Learning OutcomesRevising Your Learning Outcomes 1.1. Review all of your department’sReview all of your department’s current learning outcomes using thecurrent learning outcomes using the checklist providedchecklist provided 2.2. Identify problem areasIdentify problem areas 3.3. Revise the learning outcomes toRevise the learning outcomes to reflect what you’ve learned aboutreflect what you’ve learned about writing “good” outcomes.writing “good” outcomes.