Learning Outcomes

Learning Outcomes and Assessment Using Writing to Learn in the Disciplines Georgia State University

What are learning outcomes?

What are learning outcomes? 

goal statements tied directly to the educational needs addressed by a course, assignment, etc.

What are learning outcomes? 

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goal statements tied directly to the educational needs addressed by a course, assignment, etc. focused on observable and assessable actions or behaviors

What are learning outcomes? 

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goal statements tied directly to the educational needs addressed by a course, assignment, etc. focused on observable and assessable actions or behaviors used to communicate expectations

What are learning outcomes? 

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goal statements tied directly to the educational needs addressed by a course, assignment, etc. focused on observable and assessable actions or behaviors used to communicate expectations expressed in key verbs

What are learning outcomes? 

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goal statements tied directly to the educational needs addressed by a course, assignment, etc. focused on observable and assessable actions or behaviors used to communicate expectations expressed in key verbs used to assess student work and educational practices

Example At the end of the semester, you will know the key figures of speech and how they function in literary works. versus At the end of the semester, you will be able to identify key figures of speech and interpret them in literary works.

The difference between the two?

The difference between the two... 

practical problem in the first statement: how do you observe knowledge? What does it mean, exactly, to know?

The difference between the two 

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practical problem in the first statement: how do you observe knowledge? What does it mean, exactly, to know? identify and interpret (2nd statement), however, describe readily observable and assessable activities

The difference between the two 

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practical problem in the first statement: how do you observe knowledge? What does it mean, exactly, to know? Identify and interpret (2nd statement), however, describe readily observable and assessable activities these verbs also describe activities that when successfully completed signal specific forms and levels of knowledge and critical thinking skill

Learning outcomes and critical thinking Well-formed learning outcomes . . .

Learning outcomes and critical thinking Well-formed learning outcomes  tie directly to specific types and levels of knowledge and critical thinking within a discipline.

Learning outcomes and critical thinking Well-formed learning outcomes  tie directly to specific types and levels of knowledge and critical thinking within a discipline  target the levels of knowledge and skill that educators wish to inculcate in students

Learning outcomes and critical thinking Well-formed learning outcomes  tie directly to specific types and levels of knowledge and critical thinking within a discipline.  target the levels of knowledge and skill that educators wish to inculcate in students  precisely communicate our expectations to students (and to "overhearing" audiences as well, such as administrators reviewing departmental syllabi)

Learning outcomes and critical thinking Benjamin Bloom’s taxonomy of learning in the cognitive domain:

Learning outcomes and critical thinking Benjamin Bloom’s taxonomy of learning in the cognitive domain:

Knowledge

Learning outcomes and critical thinking Benjamin Bloom’s taxonomy of learning in the cognitive domain:

Comprehension Knowledge

Learning outcomes and critical thinking Benjamin Bloom’s taxonomy of learning in the cognitive domain: Application Comprehension Knowledge

Learning outcomes and critical thinking Benjamin Bloom’s taxonomy of learning in the cognitive domain:

Analysis Application Comprehension Knowledge

Learning outcomes and critical thinking Benjamin Bloom’s taxonomy of learning in the cognitive domain:

Synthesis Analysis Application Comprehension Knowledge

Learning outcomes and critical thinking Benjamin Bloom’s taxonomy of learning in the cognitive domain:

Evaluation Synthesis Analysis Application Comprehension Knowledge

Verbs in written learning outcomes Bloom’s categories of critical thinking generate sets of verbs that can be used in learning outcomes example

Learning outcomes and assessment

Learning outcomes and assessment  assignments

should have explicit learning outcomes that tie directly into course learning outcomes (and by extension to disciplinary learning outcomes)

Learning outcomes and assessment  assignments

should have explicit learning outcomes that tie directly into course learning outcomes (and by extension to disciplinary learning outcomes)  assessment instruments should measure students’ performance relative to the specified learning outcomes for the assignment

Our website Learning Outcomes: http://wac.gsu.edu/content/resources/outcomes WAC@GSU: http://wac.gsu.edu