The document discusses learning outcomes and best practices for writing them. It defines learning outcomes as formal statements that articulate what students will be able to do after instruction and why it is important for them to do so. Developing clear learning outcomes is important for accountability, accreditation, and continuous improvement by showing evidence of student learning. The document provides guidance on writing measurable outcomes using verbs and aligning them with different levels of Bloom's taxonomy. It emphasizes the importance of outcomes being clear, integrated, developmental, and measurable.

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

12. Bloom’s TaxonomyBloom’s Taxonomy
KnowledgeKnowledge
ComprehensionComprehension
ApplicationApplication
AnalysisAnalysis
SynthesisSynthesis
EvaluationEvaluation

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.