Writing Learning Outcomes - PowerPoint PPT Presentation

1 / 44
About This Presentation
Title:

Writing Learning Outcomes

Description:

Best Practices Workshop s Learning Outcomes Attendees will: Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of ... – PowerPoint PPT presentation

Number of Views:327
Avg rating:3.0/5.0
Slides: 45
Provided by: activelea
Category:

less

Transcript and Presenter's Notes

Title: Writing Learning Outcomes


1
Writing Learning Outcomes
  • Best Practices

2
Workshops Learning Outcomes
  • Attendees will
  • Summarize the role of learning outcomes in
    instruction, in order to illustrate an
    understanding of assessments importance.
  • Why we are writing learning outcomes
  • The role of learning outcomes in assessment
  • Why it is important to assess student learning

3
Workshops Learning Outcomes
  • Attendees will
  • Recognize the levels of Blooms Taxonomy, in
    order to select verbs that map to instruction
    objectives.
  • Levels of behavioral outcomes
  • Cognitive domain
  • Levels of Blooms Taxonomy
  • Blooms group activity

4
Workshops Learning Outcomes
  • Attendees will
  • Construct learning outcomes from learning
    objectives, in order to develop assessable
    learning outcomes for QEP proposals.
  • Learning outcomes formula
  • Characteristics of good learning outcomes
  • Example learning outcomes

5
What are learning outcomes?
  • Formal statements that articulate
  • What students are able to do after instruction
  • Why students need to do this
  • Objectives vs. Outcomes
  • Process/Fluid

6
Why assess?
  • It builds evidence for accountability,
    accreditation and improvement.
  • Show evidence of how well our students learn.
  • Use evidence for continuous improvement.

7
Simply put
  • Know what you are doing
  • Know why you are doing it
  • Know what students are learning as a result
  • Changing because of that information

8
Shifting from
  • Teaching to learning
  • Teaching effectiveness to learning results
  • Private affair to community property

9
Some benefits of learning outcomes
  • select content
  • develop of instructional strategy
  • develop and select instructional materials
  • construct tests and other instruments for
    assessing and evaluating
  • improve you as a teacher, and our overall program

10
Writing Learning Outcomes
  • Learning Outcomes Formula
  • Blooms Taxonomy
  • Characteristics of Good Learning Outcomes
  • Learning Outcomes Exercise
  • Write Your Learning Outcomes

11
Theory Into Practice
  • 5 Questions for Instructional Design
  • What do you want the student to be able to do?
    (Outcome)
  • What does the student need to know in order to do
    this well? (Curriculum)
  • What activity will facilitate the learning?
    (Pedagogy)
  • How will the student demonstrate the learning?
    (Assessment)
  • How will I know the student has done this well?
    (Criteria)

ACRLs IIL Immersion Summer 2005
12
1. What do you want the student to be able to do?
  • This question asks you to develop the outcome.
  • For Example
  • Student identifies, consults and evaluates
    reference books appropriate to the topic in order
    to locate background information and statistics.

ACRLs IIL Immersion Summer 2005
13
Learning Outcomes Formula
Verb Or Action Phrase
Great Learning Outcomes

Why?

In Order To
OR
What students need to know? Student identifies,
consults and evaluates reference books
appropriate to the topic
Why do they need to know this? locate background
information and statistics.
In Order To
ACRLs IIL Immersion Summer 2005
14
Importance of Verbs
  • Behavioral Outcomes
  • Affective Domain
  • Psychomotor Domain
  • Cognitive Domain
  • Blooms Taxonomy

15
Cognitive Domain
  • Involves knowledge and the development of
    intellectual skills
  • Blooms Taxonomy
  • Hierarchy of objectives according to cognitive
    complexity
  • Higher-level objectives include, and are
    dependant on lower level cognitive skills

16
Blooms Taxonomy
  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation

17
Blooms Lower Levels
  • Knowledge
  • Recalling previously learned information such as
    facts, terminology, rules, etc.
  • Answers may be memorized or closely paraphrased
    from assigned material.
  • Define, list, name, recall

18
Blooms Lower Levels
  • Comprehension
  • Ability to comprehend the meaning of material.
  • Answers must be in the students own words while
    still using terminology appropriate to the course
    material.
  • Explain, summarize, distinguish between, restate

19
Blooms Lower Levels
  • Demonstrate rote or surface learning
  • Declarative or Procedural Knowledge
  • Answers found in the assigned materials
  • 80 of HS teachers test at these levels

20
Blooms Higher Levels
  • Application
  • Requires recognizing, identifying, or applying a
    concept or principle in a new situation or
    solving a new problem.
  • May require identifying or generating examples
    not found in assigned materials.
  • Demonstrate, arrange, relate, adapt

21
Blooms Higher Levels
  • Analysis
  • Ability to break material down into its component
    parts and to understand its underlying structure
  • May require students to compare and contrast or
    explain how an example illustrates a given
    concept or principle.
  • Require students to identify logical errors or to
    differentiate among facts, opinions, assumptions,
    hypotheses and conclusions
  • Expected to draw relationships between ideas
  • Differentiate, estimate, infer, diagram

22
Blooms Higher Levels
  • Synthesis
  • Opposite of Analysis
  • Ability to combine parts to form a new whole to
    synthesize a variety of elements into an original
    and significant whole.
  • Produce something unique or original
  • Solve some unfamiliar problem in a unique way
  • Combine, create, formulate, construct

23
Blooms Higher Levels
  • Evaluation
  • Ability to evaluate a total situation, to judge
    the value of material for a certain purpose,
    combining elements of all the other categories
    and also value judgments based on defined, fixed
    criteria.
  • The most important part of the answer is the
    justification and rationale for the conclusion
  • Judge, critique, justify, discriminate

24
Blooms Higher Levels
  • Meaningful or deep learning
  • Go beyond textual material in that they must be
    inferred or extrapolated from the material in the
    assigned material.
  • Students creativity, originality and critical
    thinking is required at higher levels
  • More authentic than lower levels
  • Thinking at this level is more likely to
    represent types of performances required in the
    real world

25
Activity
  • Break into groups. You will each be assigned a
    level of Blooms taxonomy.
  • Develop an activity to teach the rest of us the
    topic on the next slide using techniques common
    to your assigned level in Blooms.
  • You have 5-7 minutes to prepare your
    lesson/activity, and then you will present it to
    the rest of us.

26
The Pledge of Allegiance
27
Theory Into Practice
  • 5 Questions for Instructional Design
  • What do you want the student to be able to do?
    (Outcome)
  • What does the student need to know in order to do
    this well? (Curriculum)
  • What activity will facilitate the learning?
    (Pedagogy)
  • How will the student demonstrate the learning?
    (Assessment)
  • How will I know the student has done this well?
    (Criteria)

ACRLs IIL Immersion Summer 2005
28
1. What do you want the student to be able to do?
  • This question asks you to develop the outcome.
  • For Example
  • Student identifies, consults and evaluates
    reference books appropriate to the topic in order
    to locate background information and statistics.

ACRLs IIL Immersion Summer 2005
29
Learning Outcomes Formula
Verb Or Action Phrase
Great Learning Outcomes

Why?

In Order To
OR
What students need to know? Student identifies,
consults and evaluates reference books
appropriate to the topic
Why do they need to know this? locate background
information and statistics.
In Order To
ACRLs IIL Immersion Summer 2005
30
Characteristics of Good Learning Outcomes
  • Measurable/Assessable
  • Clear to the student instructor
  • Integrated, developmental, transferable
  • Use discipline-specific competencies/standards as
    a basis not an end
  • Similar scope and scale
  • In order to gets to the uniqueness and real
    world application of the learning
  • Use a variety of Blooms Taxonomy levels

ACRLs IIL Immersion Summer 2005
31
Example 1
  • Bad Outcome
  • Students will name the three types of rock in
    order to differentiate among the three.

32
Example 1
  • Good Learning Outcome
  • Students will compare and contrast the
    characteristics of the three types of rocks in
    order to differentiate among the three.

33
Example 2
  • Bad Learning Outcome
  • Discover that UT Arlington offers a welcoming and
    helpful environment which can fulfill their
    educational, cultural and social needs in order
    to recognize the universitys role in lifelong
    learning.

34
Example 3
  • Bad Outcome
  • Use Illiad and Texshare in order to access
    materials not available at UT Arlington Library.

35
Example 3
  • Good Outcome
  • Utilize retrieval services in order to obtain
    materials not owned by UT Arlington Library.

36
Last ExampleI Promise
  • Bad Outcome
  • Students will construct bibliographies and
    in-text references using discipline appropriate
    styles in order to contribute to academic
    discourse in their discipline.

37
Last ExampleI Promise
  • Good Outcome
  • Construct bibliographies and in-text references
    using discipline appropriate styles in order to
    correctly attribute others' work and ideas.

38
Lets Write a Learning Outcome
  • Were taking a friend camping for the first time
    (not roughing it too much).
  • What do they need to know?

39
Lets Write a Learning Outcome
  • Well concentrate on how to build a fire
  • Why do we want our friend to be able to properly
    build a fire?

40
Lets Write a Learning Outcome
  • Now lets write the learning outcome
  • What is our verb (use Blooms)?
  • Why?

41
Lets Write an Assignment-Specific Learning
Outcome
  • Pick a major theme or issue from The Kite Runner
    as the topic for your essay, discuss that topic
    using specific passages from the book, and relate
    that topic to at least one other context. For
    instance, you may relate the topic to one or more
    essays, to personal experience, and/or to a
    real-life situation. Explore the topic in depth
    by looking for conflicts, relationships between
    ideas, and differing points of view.
  • Your submission must be 3-5 pages in length,
    double-spaced, using Times New Roman font and 1
    inch margins. Use proper MLA style for
    documentation of your sources, including
    parenthetical in-text citations and a Works Cited
    page if you used outside sources.

42
Lets Write an Assignment-Specific Learning
Outcome
  • What does the student need to know?
  • Why do they need to know this?

43
Now the FUN Begins
  • Youll need the information sheet you completed
    prior to the workshop
  • Group together similar items from your list of
    objectives
  • Use Blooms taxonomy and the learning outcomes
    formula to create learning outcomes that address
    your grouped objectives

44
A Look Into the Future
  • 5 Questions for Instructional Design
  • What do you want the student to be able to do?
    (Outcome)
  • What does the student need to know in order to do
    this well? (Curriculum)
  • What activity will facilitate the learning?
    (Pedagogy)
  • How will the student demonstrate the learning?
    (Assessment)
  • How will I know the student has done this well?
    (Criteria)
Write a Comment
User Comments (0)
About PowerShow.com