Download Learning Outcomes “If I`m your student, what do I have to do to

Learning Outcomes
“If I’m your student, what do I have to do to convince you that I’m where you want me to be at
the end of this lesson, unit or course?”(Diamond, 2008, 155)
What are learning outcomes?
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Statements about what a student should be able to do by the end of the course, unit, or
lesson
Flow from program and department expectations (consult OCAV degree level outcome
guidelines, and your program curriculum map, curriculum committee, or chair for
assistance), broad course objectives, and instructor expectations
Begin with an action verb that describes the knowledge, skills, and attitudes students
should be able to demonstrate by the end of the learning period
Are aligned to the course assessments (allowing students to demonstrate that they have
achieved the learning outcome) and activities (which provide opportunities for the
student to practice and learn step-by-step)
How can I write Learning Outcomes?
1. Start by creating a concept map detailing the big ideas or major concepts of the course.
Think about what is important or essential? What is the point of this course? You can
use concepts already identified in the course objectives. For example here is a concept
map of SY332:
SY332
Race and Enthnic
Groups
Colonialism and
Racism in Canada
Racism as
oppression
Dismantaling
Racism
Race and Ethnicity
Sociological
Theories of Race
and Enthnicity
Intersectional
Approach
Apply to Canada
and globally
2. Take the major concepts and operationalize them into learning outcomes by:
Describing the tangible evidence of learning. Use action verbs to detail how students will
demonstrate that they have successfully learned the concepts in the course. Ensure action
verbs are demonstrable by being specific and measurable. For example:
Do not use:
Use:
Understand
Know
Appreciate
Familiarize
Grasp
Summarize
Explain
Compare
Predict
Appraise
Bloom’s taxonomy provides a hierarchically organized learning framework which can be helpful
for determining the action verbs you would like to use. Bloom’s taxonomy addresses student’s
knowledge (cognitive), skills (cognitive, affective, and psychomotor), and attitudes (affective).
3. Write out learning outcomes from the perspective of the student detailing what the student
should be able to do by the end of the course.
For example: By the end of this course (SY332) you should be able to …
1) Explain the history of colonialism and racism in Canada
2) Identify and describe the dominant sociological theories and discourses in the field of race
and ethnicity
3) Apply critical sociological theories and concepts to understand how race and ethnicity
operates in Canada and globally
4) Analyze how racism and whiteness operate as systems of oppression
5) Apply an intersectional approach to understand how race and ethnicity intersect with
other forms of social difference
6) Assess the progress of grassroots and mainstream institutions in dismantling racism and
other forms of oppression.
7) Research a topic using peer reviewed library sources and be able to write a 6-8 page
research paper using APA citation
8) Display self-reliance when working independently and cooperate in group activities
Learning Outcomes Checklist
Once you have drafted a set of learning outcomes for your course, check to ensure that they:
□ Are written from the point of view of the student describing what they should be able to
do
□ Begin with a verb that describes how students will demonstrate learning
□ Use only one verb for each statement
□ Student’s attainment of the learning outcome can be assessed
□ Avoids vague terms: Know Understand Learn
□ Achievable during learning period
□ Describes the cognitive, affective, or psycho-motor skill level required in the course
(Bloom’s)
□ Aligns with course assessments and learning activities
□ Specific enough to assess
□ Avoids granulation where list of learning outcomes is too long and/or detailed
□ Avoids complicated sentences by breaking down into two or more sentences
□ Learning outcomes are related to overall outcomes of the program
□ Are observable and measurable
□ Cognitive or affective domain level is appropriate and there is a variety
□ Proof read by a colleague
Resources:
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.procesbolonski.uw.edu.pl/dane/learning-outcomes.pdf
References:
Atherton, J. S. (2011) Teaching and Learning Objectives. Retrieved 14 August 2013 retrieved
from http://www.learningandteaching.info/teaching/objectives.htm
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.
New York: David McKay Co Inc.