which of the following is not an intended learning outcome of this course? as

How many learning outcomes should be included in a course?

Dec 07, 2021 · 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. In this type of learning outcome, the learner uses personal strategies to think, organize, learn and behave. 3.

What are intended learning outcomes?

Learning Outcomes. Where Learning Aims are high-level statements of purpose and Learning Objectives act as operational descriptors of intent from the faculty perspective – Learning Outcomes specifically relate to the actions and achievements of the learners. Outcomes can be applied at both the programme and course level.

What is the difference between learning outcome and learning objective?

Learning outcomes demonstrate what you want students to know, do, or value by the end of your course. A typical learning outcome may start with "By the end of this course, students will be able to…". Then, continue the sentence with an action verb and a goal for the course. When writing learning outcomes, Bloom's Taxonomy (described below ...

How flexible should a course's learning outcomes be?

An outcome-based curriculum design begins with defining the student learning outcomes for the programme and the component subjects. This section attempts to guide you to do that. This section is organised as follows: • “What are intended learning outcomes?” aims to help you understand the role of intended

What are the four intended learning outcomes?

What are the intended learning outcomes?

What are the 3 learning outcomes?

What are the 5 types of learning outcomes?

What are learning outcomes examples?

What is an example of outcome?

What are the 7 learning outcomes?

How many learning outcomes should a course have?

What are the two types of learning outcomes?

What are types of outcomes?

What is learning outcome?

Learning outcomes can be defined as the particular knowledge, skills, and abilities that an instructor intends for students to learn or develop. Outcomes are more specific than learning goals, which take a 10,000-foot view of what an instructor desires for students to gain from a course. Research suggests that when they are well written, clear, ...

When should learning outcomes be shared?

In addition, learning outcomes can be shared at the beginning of class, and revisited at the end of class.

How does backward design help students?

al, 2016). The Backward Design process helps achieve these outcomes through alignment, where learning outcomes are written first during course development to serve as a framework from which all class activities and assessments are selected or designed (Wiggins and McTighe, 2005). Once outcomes are mapped backward to activities and forward to larger learning goals, instructors can consider assessments, both weekly and final, that measure student progress toward attaining learning outcomes.

What is the verb for learning goals?

They are generally written with an action verb such as “define,” “synthesize,” or “create,” and a noun describing specific content, concepts, or skills.

What can students do in a high order?

Creating (highest-order) Students can put elements together to form a novel, coherent whole or make an original product.

What are the three ways students can carry out a procedure?

Students can carry out our use a procedure in a given situation. apply, choose, predict, use, illustrate, demonstrate, hypothesize, modify, interpret, develop. Analyzing. Students can break material into its constituent parts and detect how the parts relate to one another and to an overall structure or purpose.

What can students retrieve from their long term memory?

Students can retrieve relevant information from their long-term memory. list, define, describe, recall, label, match, observe, identify, reproduce. Understanding. Students can determine the meaning of instructional messages, including oral, written and graphic communication.

What is course learning outcome?

Course Learning Outcomes align and contribute to programme level outcomes. They describe the mechanisms in which the outcomes will be measured and through which learning activities they will be achieved.

What is a learning aim?

Learning Aims are typically applied at the programme and course level. They focus on the intended results of teaching, from the perspective of the teacher. Learning Aims set out the scope and the value, describing what the faculty intends to achieve through the delivery of the course.

What are outcomes in assessment?

They describe both the skills and knowledge that learners will develop, and also describe how they will be demonstrated through summative assessment processes.

Is learning aim measurable?

As Learning Aims are broad statements of intent illustrating the overall purpose of the programme, they are not required to be measurable.

How to write learning outcomes?

Tips for constructing learning outcomes: 1 Focus on outcomes, not processes 2 Start each outcome with an action verb 3 Avoid vague verbs such as know and understand 4 Incorporate a mixture of lower-order and higher-order thinking 5 Write the outcomes from the student perspective 6 Check that the outcomes reflect knowledge, skills, or attitudes 7 Try for no more than three outcomes per major topic

How to write outcomes in a classroom?

Focus on outcomes, not processes. Start each outcome with an action verb. Avoid vague verbs such as know and understand. Incorporate a mixture of lower-order and higher-order thinking. Write the outcomes from the student perspective. Check that the outcomes reflect knowledge, skills, or attitudes.

What is the outward portrayal of the affective domain?

Students encounter the world through their affective domain via their values and belief systems: the outward portrayal of the affective domain would be the student's attitude. A student's attitude can have a profound effect on his or her learning.

What is cognitive domain?

The cognitive domain concerns knowledge (remembering/retaining information) and the development of intellectual skills (synthesis, problem solving, etc.). The different levels of the cognitive domain categorize students' thinking from less to more complex levels of thinking; for example, having students write a paper analyzing the impact of interest rates on the growth of the U.S. economy requires substantially more complex thinking than asking students to state the current interest rate. There are six major categories of cognitive processes, starting from simple to more complex processes:

How many outcomes per major topic?

Try for no more than three outcomes per major topic

How does persuasive communication promote student internalization?

Persuasive communication promotes a student internalization of a message by making sure that the source (the instructor) is believable and likeable, the message has appropriate content and style, and is properly tailored to the students' attitudes.

Can an instructor change a student's attitude?

For example, a student may have competency in performing a task, but may not have the desire (attitude). People in general change their attitude in response to various events in life; however, instructors can change a student's affective domain over the course of a class by performance interventions.

What is outcome based curriculum?

An outcome-based curriculum design begins with defining the student learning outcomes for the programme and the component subjects. This section attempts to guide you to do that.

What is the purpose of outcomes in a program?

Outcomes are the starting point for the programme as a whole and also for individual subjects. It is strongly advised that the programme teams work collaboratively, instead of the programme leader coming up with the set of programme outcomes and subject coordinators individually writing their own sets. A collaborative effort will ensure that the program outcomes and subject outcomes will be aligned.

What are outcome statements?

Since outcome statements usually depict what students can do after completing a programme, they almost invariably consist of one or more action verbs. These action verbs represent important learning goals for students as well as criteria for assessment.

What are the attributes of all roundedness?

Attributes for all-roundedness are the more generic and transferable aspects of learning. The list of attributes for all-roundedness varies from place to place. For PolyU, we look for the following attributes in our graduates: (1) professional competencies in a chosen discipline, (2) creativity and innovation, (3) critical thinking and problem solving abilities, (4) language and communication skills, (5) capability for lifelong learning, (6) leadership, teamwork and interpersonal skills, (7) entrepreneurship, (8) global outlook, (9) cultural appreciation, and (10) social and national responsibility.

Is procedural knowledge adequate?

As illustrated in the diagram, even the possession of both academic knowledge (theories, information, etc.) and procedural knowledge (procedures and skills) is still not adequate for our graduates to perform competently and effectively in their chosen professions. A professional, in order to perform effectively in real life situations, needs to know what knowledge to draw upon to make decision and to be able to apply the knowledge flexibly and appropriately in response to various tasks.

Is university knowledge academic?

The knowledge emphasised in university programme is usually academic in nature. However sophisticated, it may differ from the professional knowledge required and expected in the graduates’ chosen professions. To put this in perspective, would-be professionals might have learned how to label a certain process; however, they may not be able to execute that process while in the field. As such, according to Leinhardt et al. (1995), there is a mismatch between university knowledge and professional knowledge.

Is there a one size fits all standard of performance for all disciplines?

It is quite obvious that there cannot be a one-size-fits-all standard of performance for all discipline. For instance, both business students and mathematics students need to learn statistics, but obviously not to the same depth. It is this variation that gives us the range of different disciplines. The level of performance for each skill is therefore discipline-specific and as such should be considered with the nature of the discipline in mind.

How many learning outcomes are there in a course?

Each assignment, activity, or course might usefully employ between approximately five and ten learning outcomes; this number allows the learning outcomes to cover a variety of knowledge and skills while retaining a focus on essential elements of the course.

What is a good learning outcome?

Good learning outcomes focus on the application and integration of the knowledge and skills acquired in a particular unit of instruction (e.g. activity, course program, etc.), and emerge from a process of reflection on the essential contents of a course. More specifically, good learning outcomes:

What should learning outcomes address?

SPEAK TO THE LEARNER: learning outcomes should address what the learner will know or be able to do at the completion of the course

What is the purpose of active language?

Are very specific, and use active language – and verbs in particular – that make expectations clear. This informs students of the standards by which they will be assessed, and ensures that student and instructor goals in the course are aligned. Where possible, avoid terms like understand, demonstrate, or discuss that can be interpreted in many ways.

Should individual outcomes be specific?

Should be flexible: while individual outcomes should be specific, instructors should feel comfortable adding, removing, or adjusting learning outcomes over the length of a course if initial outcomes prove to be inadequate.

What is a good learning outcome?

Good learning outcomes are focused on what the learner will know or be able to do by the end of a defined period of time and indicate how that knowledge or skill will be demonstrated.

What should learning outcomes use?

Learning outcomes should use specific language, and should clearly indicate expectations for student performance.

What is a unit of instruction?

One unit of instruction – whether a course, assignment, or workshop – might have multiple learning outcomes that span a range levels of learning as described by Bloom’s Taxonomy and indicated by relevant, active verbs.

What is the purpose of assessment of strengths and weaknesses of alternative strategies?

assess the strengths and weaknesses of alternative strategies for collecting, analyzing and interpreting data from needs analyses and evaluations in direct practice, program and policy interventions

What is instruction in education?

2. The methods and materials of instruction are congruent with the outcomes to be achieved. 3. The instruction is designed to fit the characteristics and needs of the students. 4.

What is the purpose of assessment results?

7. Assessment results provide information useful for evaluating the appropriateness of the objectives, the methods, and the materials of instruction.

What is achievement assessment?

achievement assessment is a broad category that includes all of the various methods for determining the extent to which students are achieving the intended learning outcomes of instruction. Can also contribute to student motivation, the retention and transfer of learning, student self-evaluation skills, and an evaluation of instructional effectiveness. It also contributes to improved learning and instruction is largely determined by the principles underlying their development and use.

What is assessment interpreted in terms of?

Assessment results are interpreted in terms of each specific objective that a set of test items represents . This is frequently called criterion-referenced interpretation, but the more limited designation is preferable where interpretation is limited to each separate objective.

What are the decisions teachers need to make?

(1) during the planning of instruction, (2) at the beginning of instruction, (3) during instruction, and (4) at the end of instruction. What are 2 things Teachers need to answer when planning instruction. 1.

What is an authentic assessment?

is concerned with observable skills (e.g., speaking) or a product (e.g., writing) and typically requires the use of a checklist, rating scale, or scoring rubric (scoring guide). Authentic Assessments.

What happens if learning is not going well?

If the learning is going well, he or she continues; if not, adjustments are made and monitored to ensure learning occurs

What are the three types of knowledge?

It promotes regulation of three types of knowledge: declarative (factual); procedural (how to do something); and conditional (when to use a specific skill or strategy)

What does metacognition teach?

For at-risk students, metacognition teaches that learning ability is something that can be improved rather than something that is beyon their control

What is inforamtion in education?

A way to reach students with different learning styles, different abilities to absorb inforamtion, and different ways of expressing what they have learned.

What is concept attainment strategy?

In concept attainment strategies, teachers provide students with examples and non-examples to identify a concept.