Effective learning outcomes are student-centered, measurable, concise, meaningful, achievable and outcome-based rather than task-based. Outcomes are phrased from the perspective of the student and are written in language that can be easily understood by them.
Outcomes emphasize higher-order thinking and are consistent with university, college, department, and program learning outcomes or objectives. Outcomes emphasize higher-order thinking and are consistent with university, college, department, and program learning outcomes. The total number of outcomes is reasonable for this population of students and is achievable within the time available.
Outcomes should specify the skills and knowledge students must demonstrate to prove mastery instead of focusing on the assignment format, such as a quiz or essay. Well-worded outcomes should remain flexible enough to accommodate a variety of formats for a corresponding assessment. If the educational unit is implied, based on the context in which the learning outcomes are shared, you might leave off the first portion of the learning outcome statement.
The Center for Teaching and Learning is available to consult with departments and individual faculty members on developing learning outcomes. The following list includes concrete action verbs that correspond with each level of Bloom's taxonomy for the cognitive domain.
To ensure outcomes are measurable, you might find it helpful to start each one with a verb from this list. Some faculty find it stifling to only include measurable outcomes in their course-planning process. You might have learning goals in mind that are valuable but more difficult to measure in a quarter, such as.
These are all excellent examples of worthwhile goals that you might integrate into many of your learning materials and activities. It's fine to include hard-to-measure goals like these alongside your course outcomes, but it's best to keep them under a separate heading—such as "Learning Goals"—than to include them with your measurable outcomes.
This separation will clarify that these goals are an important part of your course, but won't necessarily be tied to student grading and evaluation in the same way that the student learning outcomes will be.
Bloom, B. Taxonomy of educational objectives: The classification of educational goals. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. Outcome indicators shouldn't be forgotten.
How will you know if you have achieved your outcomes, and to what extent? These need to be measurable:. There are numerous ways to do this that take into account the characteristics of your group.
You might use questionnaires, goal setting, observations, before and after surveys, video diaries or vox pops. See our evaluation resource for more information , and you can have a session with LEAN to help you with this aspect of your project. Check with the organisations you are working with - they often have their own aims, outcomes, objectives they want for the project.
It often is useful to be open to outcomes and outputs you didn't expect and where possible allow for learning and creative enquiry beyond the aims and objectives. Course Aims should be brief and concise, and provide students with an idea of what they can expect from the course. Good examples of Course Aims might be:. Course Learning Outcomes are statements that describe the knowledge and aptitudes that students will have achieved and can reliably demonstrate upon successful completion of the course.
Course Learning Outcomes should give students a clear idea of the knowledge and aptitudes that they are expected to develop during their course. Understanding : these should describe what students will do during the course in order to develop their knowledge.
Examples might be:. Application : these should describe the technical and transferable skills that students should be able to demonstrate by the end of the course. Subject Benchmark Statements for Art and Design. Framework for Higher Education Qualifications.
Course Aims should should be aligned with and informed by the School Aims, and provide a framework that can be used to inform the more detailed and specific aims of each Unit of the course. You are commenting using your WordPress. You have probably heard the terms learning aims , learning objectives or intended learning outcomes in conversations about teaching and learning in higher education.
These terms are sometimes used interchangeably, but as we will see, they actually have quite specific and distinct meanings in relation to curriculum design. In this section we will explore the meaning of these terms, and think about how they relate to the process of designing or planning programmes, modules and learning activities.
Learning aims We can think of learning aims as concise descriptions of the overall goals or purposes of a piece of learning a programme, a module or even an individual lecture or seminar.
When defining learning aims, it can be helpful to ask questions such as: From your perspective as the educator, what is this piece of learning for? What are the main benefits it will bestow on learners?
What is the programme or module trying to achieve?
0コメント