what are the 6 course outcomes explained

What are the learning outcomes of a course?

Main Content. 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.

What are outcomes and how are they 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.

How can I use outcomes to improve my course?

Use Outcomes to: Focus students' attention on the most important skills and activities in your course (find existing outcomes or create new ones) Align Quizzes and Assignments to different kinds of mastery Run reports at the account-level about student artifacts of learning mastery Assess student progress through calculation methods

What are course-level and module-level outcomes?

Clearly written course-level and module-level outcomes are the foundation upon which effective courses are designed. Outcomes inform both the way students are evaluated in a course and the way a course will be organized.

What are the 6 learning outcomes?

Learning outcomes verbsClassify.Demonstrate.Explain.Express.Illustrate.Match.Select.Recognize.More items...•

What are the course outcomes?

Course Outcomes are the statements that help the learners to understand the reason for pursuing the course and helps him to identify what he will be able to do at the end of the course.

What are the 5 types of learning outcomes?

The five learning outcomes are intellectual skills, cognitive strategy, verbal information, motor skills, and attitude. The intellectual skills, cognitive strategy, and verbal information are in the cognitive domain. The motor skills are in the psychomotor domain.

What is the meaning of learning outcome explain with example?

Learning outcomes are measurable statements that articulate at the beginning what students should know, be able to do, or value as a result of taking a course or completing a program (also called Backwards Course Design).

What is an example of course outcomes?

For example, having students "explain" or "discuss" a concept will demonstrate their understanding (lower-level), and having students "calculate" or "justify" will demonstrate their ability to analyze and evaluate (higher-level).

How many learning outcomes are there in a course?

Typically there are 3-7 course learning outcomes and 3-7 program learning outcomes.

What are the 7 learning outcomes?

7 Learning Outcomes7 Learning Outcomes1Identify own strengths and develop areas for growth2Demonstrate that challenges have been undertaken, developing new skills in the process3Demonstrate how to initiate and plan a CAS experience4Show commitment to and perseverance in CAS experiences3 more rows

What are the types of outcomes?

The three types of outcomes are Organizational outcomes, Team outcomes, and Personal or Individual outcomes.

What are the four types of outcomes?

What are different types of outcomes?Progressive personal outcomes.Binary status outcomes.Personal goals.

What are key learning outcomes?

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 3 characteristics of good learning outcomes?

Characteristics of Good Learning OutcomesVAGUE OUTCOME. By the end of the course, I expect students to increase their organization, writing, and presentation skills.MORE PRECISE OUTCOME. By the end of the course, students will be able to:VAGUE OUTCOME. ... MORE PRECISE OUTCOME. ... Learning outcomes should be SMART (TT):

What is the difference between course objectives and learning outcomes?

A learning outcome describes the overall purpose or goal from participation in an educational activity. Courses should be planned with a measurable learning outcome in mind. Objectives are used to organize specific topics or individual learning activities to achieve the overall learning outcome.

What is course outcome and program outcomes?

OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.

What are the 3 learning objectives?

Learning objectives can include 3 components: performance, conditions, and criteria. Performance All SMART learning objectives contain a performance component. The performance statement describes what the learner will know or be able to do in specific, measurable terms. The statement should contain an action verb.

How do you make a course outcome?

Steps to Writing Course Learning Outcomes for Your Course. Select an action verb using Bloom's Taxonomy: ... Levels of Achievement. A level of achievement identifies how proficient students need to be in a task. ... Conditions of Performance. ... Tips and Tricks. ... More information.

What are course student learning outcomes?

Student Learning Outcomes are statements that specify what students will know, be able to do or be able to demonstrate when they have completed or participated in a Course or Program. SLO's specify an action by the student that must be observable, measurable and able to be demonstrated. Grades are objectives.

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 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

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 the meaning of "as a result of participating in an educational unit"?

As a result of participating in (educational unit), students will be able to (measurable verb) + (learning statement). 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.

What is Bloom's revised taxonomy?

Bloom's revised taxonomy provides a framework for transforming competencies into essential learning outcomes or intended results. The revised taxonomy organizes these verbs or cognitive processes on a scale of lower-order to higher-order thinking skills. These categories define what learners should be able to do at each level of cognitive complexity. For example, having students "explain" or "discuss" a concept will demonstrate their understanding (lower-level), and having students "calculate" or "justify" will demonstrate their ability to analyze and evaluate (higher-level). Read more about Bloom's Revised Taxonomy and download a Bloom's chart.

What are the learning outcomes of a course?

Course Learning Outcomes are specific and measurable statements that define the knowledge, skills, and attitudes learners will demonstrate by the completion of a course. Learning Outcomes are written with a verb phrase and declare a demonstrable action within a given time frame, such as by the end of the course. Ideally, they should be observable, measurable, and achievable within a specified time period. For some, this definition describes what they have already understood to be Learning Objectives. Read more about Learning Outcomes vs Learning Objectives.

Why do we need conditional statements?

The conditional statement may be necessary if learners are expected to perform under specific conditions or contexts, if learners are given specific data sets or variables to work with, expected to reach specific target, or if learners will need to draw on prior knowledge and pre-set conditions ahead of time.

Is "understand" measurable?

Note that not all actions or processes are measurable. For example, "understand" is a category label for the lower-level thinking skill of comprehension; however the verb understand itself is difficult to observe and cannot be easily measured. Learners can demonstrate understanding by their ability to define, describe, or explain. Use these kinds of observable action words in place of understand. It is often helpful to consider how you will assess the evidence of learning and how you will measure levels of mastery in order to determine the learning outcome you expect at the end of a course.

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, ...

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.

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 an activity in software?

Activity: An online training session for new product management software. Learning objective: Session will cover the three main areas of the software. Learning outcome: Learners are able to operate software and explain the functions that they are using. This type of learning outcome deals with competence or skill.

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.

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.

What is the n number of times?

The n Number of Times calculation requires a specific number of times that mastery must be met or exceeded, and the number of aligned items that must be completed for calculation eligibility. Any scores that do not meet mastery are not part of the calculation.

What are the four methods used to calculate student mastery?

When users create an outcome, users can set one of four calculation methods used for student mastery: Decaying Average, n Number of Times, Most Recent Score, and Highest Score. Calculation methods are used in conjunction within the Learning Mastery Gradebook.

What is grading student work?

Grading student work automatically collects and compiles data on student progress for the Outcomes.

How many items are required for mastery?

Users can specify between 1 and 5 items required for mastery. For example, a student is required to achieve mastery 2 times with a mastery score of 5. If the student has scores of 1, 3, 2, 4, 5, 3, and 6, only the scores of 5 and 6 would be part of the calculation. Average score of eligible items: 5 + 6 = 11. Calculated score: 11 / 2 = 5.5.

Can you change the calculation method in Common Core?

If a user imports an outcome but does not have permission to modify the calculation method, the calculation method cannot be changed. Common Core outcomes are always calculated as Highest Score; however, the calculation method can be modified using the Outcomes API by any user with appropriate admin permissions.

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. ...

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 ...

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 expected behavior in learning outcomes?

Expected Student Behavior – It is best to write learning outcomes in terms of an observable, behavioral outcome; essentially, learning outcomes should provide a description of what the student will be able to do. When writing the outcome in performance terminology, the selection of an effective action verb is of utmost importance.

How long has Bloom's taxonomy of knowledge been used?

Bloom’s taxonomy of knowledge has been used for over 50 years by educators and curriculum designers. It is very useful for designing assessment tasks that can assess knowledge at each level.

What is level 2 in math?

Level 2: Understanding. Understanding is more than remembering . It requires that someone comprehends why something is the way it is. While someone at the ‘remembering’ level can recall the fact that 6 x 6 = 36, a student at the ‘understanding’ level knows why.

What is the lowest form of knowledge?

Remembering is the lowest form of knowledge. Information that is remembered does not need to be understood and cannot be meaningfully used in real life. Remembering simply involves storing facts and being able to repeat them when asked.

How to assess a student's ability to analyze a concept?

To assess a student’s ability to analyze a concept, a teacher can get them to compare and contrast it to other concepts, use graphic organizers to place it into categories, or discuss its constituent parts.

What is applying knowledge?

Applying involves using knowledge in a variety of different situations to achieve practical goals. While a student who only understands something may be able to do tasks in a classroom setting, someone who can apply that knowledge is capable of using it across different situations and contexts.

What is behaviorism in education?

Behaviorism: Behaviorist educators teach through rewards and punishments. They do not care whether students understand the deeper explanations for things; they care only that the student can repeat facts at-will (and the students get rewarded accordingly).

What is the ability to look closely at and deconstruct a concept?

Analyzing involves the ability to look closely at and deconstruct a concept. Usually, this involves being able to categorize it, sort it, and compare and contrast it to other concepts.

Curriculum

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Goals

Introduction

Characteristics

Availability

Assessment