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Writing learning outcomes can help you to plan your teaching, for example, by prioritising key learning points for the session or course and enabling you to plan your teaching across a session or course.
Learning outcomes can be succinctly defined as statements of what a learner is expected to know, understand, and/or be able to demonstrate after completion of a process of learning .
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- Defining The Terms
- Learning Outcomes Benefit Instructors
- Learning Outcomes Benefit Students
- Choosing Learning Outcomes
- Use Learning Taxonomies to Inform Learning Outcomes
- How to Write Learning Outcomes
- Characteristics of Effective Learning Outcomes
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Educational research uses a number of terms for this concept, including learning goals, student learning objectives, session outcomes, and more. In alignment with other Stanford resources, we will use learning outcomes as a general term for what students will learn and how that learning will be assessed. This includes both goals and objectives. We ...
Learning outcomes can help instructors in a number of ways by: 1. Providing a framework and rationale for making course design decisions about the sequence of topics and instruction, content selection, and so on. 2. Communicating to students what they must do to make progress in learning in your course. 3. Clarifying your intentions to the teaching...
Clearly, articulated learning outcomes can also help guide and support students in their own learning by: 1. Clearly communicating the range of learning students will be expected to acquire and demonstrate. 2. Helping learners concentrate on the areas that they need to develop to progress in the course. 3. Helping learners monitor their own progres...
When writing learning outcomes to represent the aims and practices of a course or even a discipline, consider: 1. What is the big idea that you hope students will still retain from the course even years later? 2. What are the most important concepts, ideas, methods, theories, approaches, and perspectives of your field that students should learn? 3....
Learning taxonomies describe how a learner’s understanding develops from simple to complex when learning different subjects or tasks. They are useful here for identifying any foundational skills or knowledge needed for more complex learning, and for matching observable behaviors to different types of learning.
Writing learning outcomes can be made easier by using the ABCD approach. This strategy identifies four key elements of an effective learning outcome: 1. Audience 2. Behavior 3. Condition 4. Degree Consider the following example: Students (audience), will be able to label and describe (behavior), given a diagram of the eye at the end of this lesson ...
The acronym SMART is useful for remembering the characteristics of an effective learning outcome. 1. Specific: clear and distinct from others. 2. Measurable: identifies observable student action. 3. Attainable: suitably challenging for students in the course. 4. Related: connected to other objectives and student interests. 5. Time-bound: likely to ...
How to Write Learning Goals(link is external), Evaluation and Research, Student Affairs (2021).SMART Guidelines(link is external), Center for Teaching and Learning (2020).Learning Taxonomies and Verbs(link is external), Center for Teaching and Learning (2021).The following are recommended steps for writing clear, observable and measurable student learning outcomes. In general, use student-focused language, begin with action verbs and ensure that the learning outcomes demonstrate actionable attributes. 1.
Jul 26, 2022 · Learn what the learning outcomes are and how to write them using the proper verbs. Discover types and examples of learning outcomes and their difference to objectives.
Jul 26, 2022 · Bloom’s taxonomy is a powerful tool to help develop learning outcomes because it explains the process of learning: Before you can understand a concept, you must remember it. To apply a concept you must first understand it. In order to evaluate a process, you must have analyzed it.
Learning outcomes are statements that specify what participants will be able to know, do, or be upon completion of a course. They should answer the following questions: What knowledge should participants possess? What should they be able to do with it? What skills should they demonstrate? What attitudes, values, or behaviors should they have?
