There are 3 types of Course Learning Outcomes: (1) Cognitive Outcomes: “What will students completing this course know?” (2) Behavioral Outcomes: “What will students completing this course be able to do?” (3) Affective Outcomes: “What will students completing this course care about or think?” Examples:
Full Answer
How many significant learning outcomes should be included in a course?
The number of outcomes will vary from course to course, usually between 5 and 7, and generally not more than ten. The focus should be on creating a manageable number of significant learning outcomes, it is better to work with six focused outcomes of significant learning than a dozen scattered ones.
What is likely to lead to students achieving the learning outcomes?
likely to lead to students achieving the specified learning outcomes for a particular teaching session, course, or program practical and appropriate to use within your current context and with available resources. Select activities that will elicit actions related to the verbs in the learning outcomes.
How do instructors determine learning outcomes for courses?
Typically instructors divide their courses into smaller units such as modules or weeks, and many instructors establish learning outcomes for these smaller units that map onto the larger course-level outcomes.
What's the difference between course objectives and learning outcomes?
The difference between course objectives and learning outcomes—and the reason these terms are so often conflated with each other—is the former describes an intended state (what you hope your students will learn), whereas the latter expresses a present or observed state (what your students actually learned).
What are the 3 learning outcomes?
5 types of learning outcomesIntellectual skills. With this type of learning outcome, the learner will understand concepts, rules or procedures. ... Cognitive strategy. In this type of learning outcome, the learner uses personal strategies to think, organize, learn and behave.Verbal information. ... Motor skills. ... Attitude.
How do you identify learning outcomes?
Learning Outcome statements may be broken down into three main components:an action word that identifies the performance to be demonstrated;a learning statement that specifies what learning will be demonstrated in the performance;a broad statement of the criterion or standard for acceptable performance.
What are course learning outcomes?
Course Learning Outcomes are statements clearly describing the specific type and level of new learning students will have achieved – and can reliably demonstrate – by the end of a course.
What are 4 objectives of learning outcomes for the course?
Elements of Effective Learning Outcomes Effective learning outcomes are student-centered, measurable, concise, meaningful, achievable and outcome-based (rather than task-based).
How many learning outcomes should a lesson have?
There should be a sufficient number of learning outcomes. You should include between three to five learning outcomes in your assessment plan. Fewer than three will not give you adequate information to make improvements, more than five may be too complicated to assess.
What are some examples of learning outcomes?
Examples of Learning Outcomesappraise the fundamental concepts, principles, theories, and terminology used in the main branches of science.assess health care needs of different groups in society.apply disciplinary principles and practices to new or complex environments.
How do you write a course learning outcome?
A Learning Outcome (LO) is a measurable, observable, and specific statement that clearly indicates what a student should know and be able to do as a result of learning....Well-written learning outcomes involve the following parts:Action verb.Subject content.Level of achievement.Condition of performance (if applicable)
What is the meaning of learning outcome explain with example?
Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program, and help students understand why that knowledge and those skills will be useful to them.
What are the 4 learning outcomes?
The following examples of academic program student learning outcomes come from a variety of academic programs across campus, and are organized in four broad areas: 1) contextualization of knowledge; 2) praxis and technique; 3) critical thinking; and, 4) research and communication.
What are learning objectives and learning outcomes?
A learning objective is the instructor's purpose for creating and teaching their course. These are the specific questions that the instructor wants their course to raise. In contrast, learning outcomes are the answers to those questions.
What are the 7 learning outcomes of CAS?
The CAS programme aims to develop students who: enjoy and find significance in a range of CAS Experiences. purposefully reflect upon their experiences. identify goals, develop strategies and determine further actions for personal growth. explore new possibilities, embrace new challenges and adapt to new roles.
What are the different types of learning outcomes?
5 types of learning outcomes. 1. Intellectual skills. With this type of learning outcome, the learner will understand concepts, rules or procedures. Put simply, this is understanding how to do something. 2. Cognitive strategy.
What is learning outcome?
Learning outcomes are descriptions of the specific knowledge, skills, or expertise that the learner will get from a learning activity, such as a training session, seminar, course, or program.
Why is learning outcomes important?
Creating clear, actionable learning outcomes is an important part of the creation of training programs in organizations. When developing these programs, both management and instructors need to be clear about what learners should understand after completing their learning path. Learning outcomes also play a key role in assessment and evaluation, ...
Can learners use company guidelines?
learners can properly use company guidelines to create case studies. learners will be able to properly operate and clean the autoclaves. The following examples are poorly written learning outcomes: learners will understand conflict management. learners will know how to use the company’s LMS.
Can learners verbalize the knowledge they have gained and synthesize solutions for their workflow?
Learners can verbalize the knowledge they have gained and synthesize solutions for their workflow. You can see that , although learning objectives and learning outcomes are related, they are different, and address different aspects of the learning process.
What is student learning outcome?
Student learning outcomes are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience (Suskie, 2009).
How to write a course plan for a college class?
1) Describe what students should know and be able to do at the end of the course. 2) Specify an action that faculty can both observe and measure. 3) Be limited to between three to six per course.
Where are learning outcomes used?
Outcomes are used on many scales, from developing curriculum for a program of study to creating lessons for a single class activity. At the highest level, learning outcomes can be established at the university level. You can review the learning outcomes for DePaul graduates at the institutional level or program level.
How to write learning outcomes?
Why Write Learning Outcomes? 1 describe to students what is expected of them 2 plan appropriate teaching strategies, materials and assessments 3 learn from and make changes to curriculum to improve student learning 4 assess how the outcomes of a single course align with larger outcomes for an entire program
What happens to learning outcomes as the level of analysis becomes smaller?
As a general rule, as the level of analysis becomes smaller, from course to module to assignment, the learning outcomes tend to be more specific and easily quantifiable.
How do learning outcomes help instructors?
describe to students what is expected of them. plan appropriate teaching strategies, materials and assessments. learn from and make changes to curriculum to improve student learning. assess how the outcomes of a single course align with larger outcomes for an entire program.
What is the meaning of outcome in learning?
Effective learning outcomes are student-centered, measurable, concise, meaningful, achievable and outcome-based (rather than task-based).
What is learning objective?
Learning Objectives. Learning objectives are statements of what you intend to teach or cover in a learning experience. They tend to be. More specific than learning goals. Not necessarily observable nor measurable. Instructor-centered rather than student-centered. Useful in helping you formulate more specific learning outcomes.
What is a learning goal?
Learning goals are broad statements written from an instructor's or institution's perspective that give the general content and direction of a learning experience. They generally describe what an instructor or program aims to do; i.e., “The curriculum will introduce students to the major research methods of the discipline.”
What is a learning outcome?
A Learning Outcome (LO) is a measurable, observable, and specific statement that clearly indicates what a student should know and be able to do as a result of learning. Well-written learning outcomes involve the following parts: Action verb. Subject content. Level of achievement.
What is the level of achievement?
A level of achievement identifies how proficient students need to be in a task. For example, in a Composition course, you might say “Write a literature critique with no grammatical errors”. This tells students the level of achievement that’s expected of them.
Do you need a level of achievement for every CLO?
Importantly, you don’t need a level of achievement for every CLO. You don’t need to say “effectively”, “accurately”, or “correctly” on a CLO, for example: these are all implied. We expect students to achieve all outcomes in all courses correctly and accurately. Levels of achievement are for specific cases.
What are the two parts of learning outcomes?
Learning outcomes should have two parts: an action verb and a content area . Utilize the action verb to specify the desired student performance followed by a specific description of the course-specific content target. Keep statements short and focused on a single outcome. This allows instructors to determine whether or not an objective has been met ...
What are learning outcomes?
Learning outcomes should be student-focused and target the expected student outcome. To assist in maintaining a student-centered emphasis, start learning outcomes with the phrase "The learner/student will be able to. . .". Learning outcomes should be SMART (specific, measurable, acceptable to the instructor, realistic to achieve, ...
How to develop measurable outcomes?
Tips for Developing Effective, Measurable Program Learning Outcomes 1 Learning outcomes should have two parts: an action verb and a content area. Utilize the action verb to specify the desired student performance followed by a specific description of the course-specific content target. 2 Keep statements short and focused on a single outcome. This allows instructors to determine whether or not an objective has been met without having to distinguish between partial completion or complete success. 3 To ensure that learning outcomes are effective and measurable, avoid using verbs that are vague or cannot be objectively assessed. Use active verbs that describe what a student will be able to do once learning has occurred. 4 Learning outcomes should be student-focused and target the expected student outcome. To assist in maintaining a student-centered emphasis, start learning outcomes with the phrase "The learner/student will be able to. . ." 5 Learning outcomes should be SMART (specific, measurable, acceptable to the instructor, realistic to achieve, and time-bound with a deadline). 6 Include complex or higher-order learning outcomes when they are appropriate. Most instructors expect students to go beyond memorization of facts and terminology; learning outcomes should reflect instructors’ expectations for student performance. 7 Utilize learning outcomes as a basis for course preparation. Learning outcomes should match instructional strategies and assessment requirements. To ensure the connection between various course activities, it is useful to construct a table highlighting the relationship. For example:
Why is it important to choose a verb that is focused and targets a level of performance appropriate for the course?
Because the verb provides the desired direction of emphasis , it is important to choose a verb that is focused and targets a level of performance appropriate for the course. Student-Centered - All learning outcomes should focus on the student. An effective learning outcome will explain expectations for student behavior, performance, or understanding.
How to ensure that learning outcomes are student centered?
To ensure that learning outcomes are student- centered, a good learning outcome should appropriately complete the statement "The student will...". Specific Conditions - Learning outcomes should be specific and target one expectation or aspect of understanding and highlight the conditions under which the student is expected to perform the task. ...
How to ensure that learning outcomes are effective and measurable?
To ensure that learning outcomes are effective and measurable, avoid using verbs that are vague or cannot be objectively assessed. Use active verbs that describe what a student will be able to do once learning has occurred. Learning outcomes should be student-focused and target the expected student outcome.
Why do instructors need to design learning objectives?
Generally, instructors will want to design learning objectives to target a range of levels of student understanding. The phrasing of learning objectives will help guide both instructional activities and assessment, thus instructors should carefully select the emphasis of learning and the relevant verb. Level. Category.
What is the purpose of writing a student learning outcome?
First, you need to decide what it is you want your students to be able to do, or be able to produce based on their previous learning experiences.
What is a lesson summary?
Unlike a learning objective, which is teacher centered, a student learning objective (SLO) is tied to outcomes students need to be able to perform or demonstrate. It is written with active verbs to describe what students need to be able to demonstrate.
What does mapping show in a graduate course?
Mapping can reveal opportunities align aspects of course design in new or better ways, or to introduce new learning or assessment activities, and so on.
What is curriculum mapping?
Curriculum mapping and program review processes are most successful when Faculties use their particular learning and teaching goals as a base. Curriculum mapping is not a predetermined process - a tick-the-box approach has limited use.
Can you map a course?
Although you can map individual courses, it is most useful if you consider and conduct course design and mapping as part of a program review and revision process. To begin this process, Faculties or Schools translate University-wide attributes into a set of discipline specific program attributes.
Does course mapping reveal gaps?
Not every course can be expected to develop skills, knowledge and graduate attributes. Like course mapping, program mapping can reveal gaps and areas of over-concentration. You will be able to see whether the program currently integrates all its specified attributes and how effectively it does so.
Curriculum
Learning outcomes describe the learning that will take place across the curriculum through concise statements, made in specific and measurable terms, of what students will know and/or be able to do as the result of having successfully completed a course.
Goals
- These terms are often used interchangeably and they are all related to the teaching and learning that is expected to take place in the classroom. However, the difference between goals or objectives and outcomes lies in the emphasis on who will be performing the activities. Learning goals and objectives generally describe what an instructor or program aims to do; i.e., This cour…
Introduction
- Writing learning outcomes should be a reflective process. Many departments find the following steps to be helpful as they begin the process of creating learning outcomes for their courses.
Characteristics
- If your department already has learning goals that it would like to develop into outcomes or is examining its current learning outcomes there are several characteristics to look for:
Availability
- The Center for Teaching & Learning is available to consult with departments and individual faculty members on developing learning outcomes.
Assessment
- As mentioned, identifying the most important things students should learn within your course is the first step in deciding what should be assessed, but learning outcomes have other uses as well; they:
Steps to Writing Course Learning Outcomes For Your Course
- Step 1
Select an action verb using Bloom’s Taxonomy: “Linking iPads and Bloom’s Taxonomy” by Danny Maas See accessible version of this image. This is not an exhaustive list, but it does provide examples of specific verbs that link to different levels of student learning. For a more detailed ov… - Step 2
Next, select the subject content students are performing that task for. For example, in CLO 1 above, “areas of consensus and disagreement among publications on global warming” is the subject content: this is what the students are listing. Similarly, in the CLO “Develop a business pl…
Levels of Achievement
- A level of achievement identifies how proficient students need to be in a task. For example, in a Composition course, you might say “Write a literature critique with no grammatical errors”. This tells students the level of achievement that’s expected of them. Importantly, you don’t need a level of achievement for every CLO. You don’t need to say “effectively”, “accurately”, or “correctly” on a …
Conditions of Performance
- A condition of performance identifies if students are only performing this outcome in a specific context. For example, in a Welding course with a field placement, you might say “Demonstrate oxy-fuel-gas cutting techniques with limited supervision”. This tells students that they will be performing this task, but that they will be supervised while they do so. Again, you don’t need a co…
Tips and Tricks
- CLOs should be SMART outcomes. Use the following chart to see if your outcomes follow SMART principles: CLOs should have only one verb, and only one area of significant subject content. If your CLO includes multiple verbs, select the one that articulates the highest level of learning students will demonstrate in the course. If your CLO includes multiple topics, select the one that …
More Information
- Doran, G. T. (1981). "There's a S.M.A.R.T. Way to Write Management's Goals and Objectives", Management Review, Vol. 70, Issue 11, pp. 35-36. (Available through the library- login required for off-campus access.)
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