Writing Effective Learning Outcomes

Joe McVeighJenny Bixby

TESOLNew Orleans, Louisiana, USA

March 19, 2011

Joe Jenny

How do you use learning outcomes?

Definitions and underlying concepts

• What is a learning outcome?

• An outcome is the desired result of the learning experience. The outcome can also be called the goal or achievement target.

Definitions and underlying concepts

Objectives are the intended results of instruction. They specify what is expected and describe what should be assessed.

Definitions and underlying concepts

Objectives are the intended results of instruction. They specify what is expected and describe what should be assessed.

Outcomes are the achieved results of what was learned. They are the evidence that learning has taken place. Outcomes are the abilities or products students have shown after instruction. Outcomes are what teachers will assess.

Definitions and underlying concepts

A student learning outcome is “a specific statement that describes the knowledge, skills/abilities, or attitudes that students are expected to learn upon successful completion of a course of study, such as a course, seminar, or certification program.” (Wood, 2008)

Definitions and underlying concepts

• The backwards design process

• Understanding by Design (Wiggins & McTighe)

Contexts in which learning outcomes are used

• TESOL presentation evaluation rubric

TESOL presentation rubricEvaluation

criteriaClarity of proposal and participant outcomes

Poor The proposal abstract needs work on sentence structure and fails to give outcomes

Fair The abstract gives some ideas about outcomes, but needs to specify how they will be reached during the presentation

Satisfactory The proposal abstract is adequately written and includes a statement of participant outcomes, but needs more detail

Good The proposal abstract is clearly written and provides a general statement of participant outcomes and how they will be achieved.

Excellent The proposal abstract is well written and provides an explicit statement of participant outcomes and how they will be achieved.

Contexts in which learning outcomes are used

• U.S. state boards of education

Contexts in which learning outcomes are used

• Council of Europe CEFR “Can do” statements.

• Common European Framework of Reference for Languages: Learning, teaching, assessment

• A1, A2, B1, B2, C1, C2• “Can scan texts for relevant information

and grasp main topic of text, reading almost as quickly as a native speaker.”

Contexts in which learning outcomes are used

• CEA standards for curriculum– “Course objectives are written, observable,

and measurable . . .”– “The program or institution documents in

writing whether students have attained the learning objectives for courses taken within the curriculum using instruments and procedures that appropriately assess . . . .”

What does a good student learning outcome look like?

SMART

tudent-centeredeasurablection-orientedesults-drivenailored to specific programs

What does a good student learning outcome look like?

Not too narrow or broad

What does a good student learning outcome look like?

Uses strong, clear, concrete verbs such as those found in Bloom’s Taxonomy.

Knowledge

• define• describe• identify• list• outline• explain

• generalize• give examples• infer• predict • summarize• paraphrase

Comprehension and application

• demonstrate• prepare• produce• rate• show• solve• use

Synthesis

• categorize• compare• conclude• design• explain• organize• plan• revise• support

What does a good student learning outcome look like?

• Avoids this language:Be familiar with . . .

Gain an understanding of . . .

Demonstrate knowledge of . . .

(Wood 2008)

What does a good student learning outcome look like?

Use parallel language.

Don’t mix verb tenses: choose either future or present and stick with it: Students can . . .

or

Students will be able to . . .

Make it clear: by when? End of course or program vs. beginning placement

What does a good student learning outcome look like?

Make sure that the outcome is measurable.

How do we assess learning outcomes?

• Tests, quizzes, exams

• Written work, oral presentations

• Assignments

• Portfolio assessment

• What about class participation and effort?

Try your hand at writing effective learning outcomes

• You are teaching a basic cooking class to junior

high students who have little or no previous cooking experience. The final learning outcome of your course is to have students successfully prepare a gumbo recipe.

• Write one learning outcome that your course could include. Describe how you will measure or assess the outcome.

The process of developing learning outcomes

• Main stages of the process (Sweeney 2008) – Identify the desired results (Outcomes)– Determine acceptable evidence (Assessment

process)– Plan learning experiences and instruction

The importance of process (Sweeney 2008) – Identify essential and valued student learning– Develop common formative and summative

assessments– Analyze current levels of achievement– Set achievement goals– Share and create lessons and strategies to

improve

The process of developing learning outcomes

The process of developing learning outcomes

Dealing with resistance

Questions

Download copies of handout and PowerPoint slides at

www.joemcveigh.org/resources

Thank you !