Download Learning Outcomes - Tuskegee University

Learning Outcomes
MARGARET (MIDGE) COZZENS
TUSKEGEE UNIVERSITY
FEBRUARY 22, 2013
What are they?
2
Learning outcomes are statements of what
students are expected to learn in a course or
in a class session. The statements are focused
on student learning rather than instructor
teaching. These statements include a verb
phrase and an impact phrase -- what students
will be able to do and how they will apply that
skill or knowledge.
Levels of Cognitive Skills
Bloom's Taxonomy of Educational Objectives - 2003
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 Knowledge/remembering
 Comprehension/understanding
 Application/applying
 Analysis/analyzing
 Evaluation/evaluating
 Synthesis/creating
Verbs that are measurable
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 Knowledge: define, list, recognize
 Understanding: characterize, describe, explain,




identify, locate, recognize, sort
Application: choose, demonstrate, implement,
perform
Analysis: analyze, categorize, compare, differentiate
Evaluation: assess, critique, evaluate, rank, rate
Synthesis: construct, design, formulate, organize,
synthesize
Examples for lessons
5
After completing the lesson, the student will be able
1. to understand and be able to identify the
traditional elements in specific fables, fairy tales,
etc.
2. discuss, interpret, and ascribe meaning to the data
shown in the following spread sheets.
3. understand how Archimedes influenced the
development of mathematics.
Examples for courses
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After completing this course, a student will:
1. Be able to evaluate the impact of monetary policy
on a country’s economy.
2. Be able to analyze a situation and develop a model
to reflect this analysis.
3. Understand predator-prey relationships and
discuss ways they would go about determining
these predator prey relationships in Yellowstone
National Park.
Course Examples cont.
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4. Compare and contrast the different types of
business ownership;
5. Describe the relationship between the past and the
present in war torn Iraq;
6. Discriminate among different Western music styles;
7. Analyze current research findings in the areas of
physiological psychology.
Learning Progressions
8
Learning progressions are descriptions of the
successively more sophisticated ways of thinking about a
topic as one learns about and investigates a topic over a
span of time. (began to be used in 2005)
See handout for an example of a linear progression for
students learning about size and scale.
Allows the setting of learning goals, not just learning
outcomes. Incorporates what students come to class
knowing and able to do.
Getting Started
9
Ask yourself: what are the most
important things a student should
know, be able to do or demonstrate
after completing my course ? Make a
list of these.
2. Reread the course description given
in the catalog. Does it reflect your
expectations for the course?
1.
Development of specific learning
outcomes
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3. Write some learning outcomes using verbs that
4.
5.
6.
7.
are measurable. [See handout.]
Look at the learning outcomes and determine an
order to when you can expect them – either a
partial order or linear order.
Share your answers with others.
Compare your learning outcomes to others.
Does this change your mind – if so make
changes. Save them for afternoon session.