The document provides guidance on creating effective learning outcomes for educational modules, emphasizing the importance of clear, measurable, and relevant statements linked to the module's goals. It discusses using Bloom's taxonomy and SMART criteria to refine learning outcomes and suggests considering various factors during module planning, such as student needs and institutional support. Additionally, the document includes practical activities for educators to develop and evaluate learning outcomes.

1. Writing SMART
learning outcomes
UWC INDUCTION WORKSHOP 18 - 20 MARCH 2015
Rita Kizito
kizitorita@gmail.com

2. How do you normally go about planning
your module?

3.  Think about the main purpose of your module
 Identify and describe a learning outcome
associated with that purpose using precise
language
Documents : Level descriptors for SAQA
Bloom’s pdf
Session Outcomes

4.  Broad, generalized statements of what needs
to be learned in the module
 Often loosely defined
 Examples:
Students will understand….
Students will become familiar with or learn….
Students will know….
Purpose of your module - (Goals)

5. Learning Outcomes are linked to the
goals
General Goals Specific outcomes
Know
Learn
Understand
Describe
Analyse
Model
Solve
Compare
Critique
Evaluate
I will know that students have come to (goal) when they
are able to (outcome)
(Linse & Furman, 2008)

6. Formal statements that articulate what a student should
know or be able to do at the end of a programme or
module (knowledge, skills & attitude).
Benefits
 Help you communicate your expectations clearly
 Provide information to direct learning and monitor
progress
 Provide a framework for organizing learning content
 Guide your decisions for selecting appropriate
activities, assessment and evaluation tasks
Learning Outcomes

7. S pecific
M easurable
A ppropriate and action-oriented
R ealistic
T estable and time specific
SMART Learning outcomes
Adapted from Butcher et al., 2006

8. Bloom’s Taxonomy to guide Learning
Outcome development

9. Learning Outcomes shape your
learning environment
Learning outcomes
Purpose (goals)
Teaching & Learning
Activities
Feedback &
Assessment
Situation factors
Adapted from L.
Dee Fink’s
Integrated Design
model

10. Knowing your students and your
context
Credits – how many hours are
available?
Do you have Tutorial support?
Is there Technological support?
• At what (SAQA) level is your
module pegged?
• How does your module fit in
with the other modules in
your department/programme ?
• Your student
needs
• Pre-requisite
knowledge
• Weaknesses?
Does the information
in your module
change rapidly?
What are the
module strengths and
weaknesses
according to the
evaluations?

11. Prioritize
Wiggins, Grant &
MacTighe, 2005
Enduring
Understanding
Important to know
Worth being familiar
with

12. Examples
 Explain the fundamental tasks performed by a
modern operating system [Computer Science 311]
 Formulate and solve counting problems in algebra and
graph theory [Discrete Mathematics, MAT232]
 Describe the physiology of muscular systems,
neuromuscular junction, blood and immune systems
[Structure and Function of the Human Body,
HUB127]
UWC Calendar, Faculty of Natural Sciences, 2015

13. Activity ( 15 minutes)
Consider one module that you are involved with
and:
• Identify a goal related to the module
• Construct (or refine) one learning outcome
from the module
• Spend 2-3 minutes sharing the learning
outcome with your partner. Your partner
should assess the learning outcomes using the
SMART criteria.

14. References
• Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001) A taxonomy for learning,
teaching and assessing: a revision of Bloom’sTaxonomy of educational objectives:
Complete edition. NewYork: Longman,
• Bloom, B. D. and Krathwohl, D. R. (1956). Taxonomy of educational objectives:
The classification of educational goals by a committee of college and university
examiners. Handbook 1. Cognitive domain. NewYork:Addison Wesley.
• Butcher, C., Davies, C. & Highton, M. (2006). Designing Learning: From Module
Outline to EffectiveTeaching. London & NewYork: Routledge. Chapters 3 to 5.
• Fink, L. D. (2003).A self-directed guide to designing courses for significant
learning. University of Oklahoma, 1-35.
• Linse, R & Furman,T (2008).Assessment Initiatives Assessment Initiatives
at Penn State at Penn State Campus Academic Officers
• Wiggins, G. P., & McTighe, J. (2005). Understanding by design.Ascd.

15.  Thank - you