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LEARNING OUTCOMES:
WHY QUALITY MATTERS
Darcy Turner, Instructional Designer
Saint Paul College
Learning outcomes are the most important component of any course.
They lay the foundation for the design, delivery, and assessment of learning and
serve as an implied contract between instructor and student by defining what is to
be taught and what is to be learned.
WORKSHOP OUTCOMES
By the end of the webinar, participants will be able to:
• Describe the levels of Bloom’s Taxonomy
• Identify the ABCDs of writing learning outcomes
• Explain the characteristics of good learning outcomes
• Identify common problems within bad outcomes
• Assess the quality of learning outcomes
THE BASICS
General information about learning outcomes
BLOOM’S TAXONOMY
Remembering Understanding Applying Analyzing Evaluating Creating
define describe demonstrate breakdown argue compose
identify discuss interpret compare assess create
list explain practice differentiate defend develop
match give examples show examine judge relate
recognize summarize use outline select plan
Lower level Higher level
THE ABCDS OF LEARNING OBJECTIVES
Audience (Who is learning?)
Behavior (What do you want learners to do?)
Condition (Under what conditions will learners be assessed?)
Degree (What level of performance do you expect?)
Example:
• By the end of Unit 2, students will be able to list the eight parts of speech.
THE DIRTY DOZEN
12 WORDS YOU SHOULD NEVER USE IN LEARNING OBJECTIVES
Naughty Words Why? Better Choices
1. Understand
2. Know
3. Comprehend
4. Learn
Ambiguous – what does it mean
to “understand” something?
Describe
List
Recall
recognize
5. Explore
6. Reflect
7. Think critically about
These are mental processes that
we cannot see, and therefore
cannot measure
Analyze
Assess
Evaluate
8. Appreciate
9. Enjoy
10. Believe
11. Value
12. Experience
These are subjective emotional
responses – not indicators of
learning
List (acknowledge) multiple
perspectives
Describe your feelings
Summarize your experience
GOOD VS. BAD OUTCOMES
Characteristics and examples
CHARACTERISTICS OF GOOD OBJECTIVES
1. Expectations are specific
2. Contain measurable behaviors
3. Describe learning
4. Contain only one action verb
5. Written in student-friendly language
Examples:
• Explain three of the potential benefits of a regular yoga practice.
• Summarize the plot of The Lottery.
CHARACTERISTICS OF BAD OUTCOMES
1. Expectations are vague
• Explore other types of motion for rotational and oscillating systems.
2. Not measurable
• Understand the importance of recycling.
3. Describe a task
• Complete a quiz on Chapter 2 content.
BAD OUTCOMES, CONTINUED
4. Too many action verbs
• Recognize how stress affects health, differentiate between the broad categories of
psychological disorders, explain how specific disorders are diagnosed, and evaluate
corresponding therapies.
5. Complex wording confuses students
• Utilize an established cyclical approach to compose prose that contains evidence-based
arguments.
ASSESSING LEARNING OBJECTIVES
Can you spot the bad ones?
Learning Objective  or  Why?
Arrange the steps of the scientific method from start to
finish.
Develop problem-solving skills and conflict resolution.*
Students will be able to demonstrate class participation.*
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Value exercise as a stress reduction tool.*
Identify and analyze ways in which our multicultural
environment affects health care decisions.*
ASSESSING LEARNING OUTCOMES
Specific, measurable, student-friendly
language
Vague, ambiguous, no condition
Vague, describes a task
Specific, measurable, student-friendly
language
Value is a subjective emotional
response and not an indicator of
learning
The ability to identify is implied if
learners can analyze
FINAL THOUGHTS
Tips and Contact Information
TIPS AND CONTACT INFORMATION
• Write learning outcomes in multiple drafts.
• Get a second (or third) opinion.
• Write outcomes with others.
• When you are stuck, start with understand. (Wait, what?!)
Darcy Turner, Instructional Designer
Saint Paul College
darcy.turner@saintpaul.edu
(651) 403-4471

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Writing Learning Outcomes: Why Quality Matters

  • 1. LEARNING OUTCOMES: WHY QUALITY MATTERS Darcy Turner, Instructional Designer Saint Paul College
  • 2. Learning outcomes are the most important component of any course. They lay the foundation for the design, delivery, and assessment of learning and serve as an implied contract between instructor and student by defining what is to be taught and what is to be learned.
  • 3. WORKSHOP OUTCOMES By the end of the webinar, participants will be able to: • Describe the levels of Bloom’s Taxonomy • Identify the ABCDs of writing learning outcomes • Explain the characteristics of good learning outcomes • Identify common problems within bad outcomes • Assess the quality of learning outcomes
  • 4. THE BASICS General information about learning outcomes
  • 5. BLOOM’S TAXONOMY Remembering Understanding Applying Analyzing Evaluating Creating define describe demonstrate breakdown argue compose identify discuss interpret compare assess create list explain practice differentiate defend develop match give examples show examine judge relate recognize summarize use outline select plan Lower level Higher level
  • 6. THE ABCDS OF LEARNING OBJECTIVES Audience (Who is learning?) Behavior (What do you want learners to do?) Condition (Under what conditions will learners be assessed?) Degree (What level of performance do you expect?) Example: • By the end of Unit 2, students will be able to list the eight parts of speech.
  • 7. THE DIRTY DOZEN 12 WORDS YOU SHOULD NEVER USE IN LEARNING OBJECTIVES Naughty Words Why? Better Choices 1. Understand 2. Know 3. Comprehend 4. Learn Ambiguous – what does it mean to “understand” something? Describe List Recall recognize 5. Explore 6. Reflect 7. Think critically about These are mental processes that we cannot see, and therefore cannot measure Analyze Assess Evaluate 8. Appreciate 9. Enjoy 10. Believe 11. Value 12. Experience These are subjective emotional responses – not indicators of learning List (acknowledge) multiple perspectives Describe your feelings Summarize your experience
  • 8. GOOD VS. BAD OUTCOMES Characteristics and examples
  • 9. CHARACTERISTICS OF GOOD OBJECTIVES 1. Expectations are specific 2. Contain measurable behaviors 3. Describe learning 4. Contain only one action verb 5. Written in student-friendly language Examples: • Explain three of the potential benefits of a regular yoga practice. • Summarize the plot of The Lottery.
  • 10. CHARACTERISTICS OF BAD OUTCOMES 1. Expectations are vague • Explore other types of motion for rotational and oscillating systems. 2. Not measurable • Understand the importance of recycling. 3. Describe a task • Complete a quiz on Chapter 2 content.
  • 11. BAD OUTCOMES, CONTINUED 4. Too many action verbs • Recognize how stress affects health, differentiate between the broad categories of psychological disorders, explain how specific disorders are diagnosed, and evaluate corresponding therapies. 5. Complex wording confuses students • Utilize an established cyclical approach to compose prose that contains evidence-based arguments.
  • 12. ASSESSING LEARNING OBJECTIVES Can you spot the bad ones?
  • 13. Learning Objective  or  Why? Arrange the steps of the scientific method from start to finish. Develop problem-solving skills and conflict resolution.* Students will be able to demonstrate class participation.* Compare the positive and negative aspects of non- renewable and renewable energy resources. Value exercise as a stress reduction tool.* Identify and analyze ways in which our multicultural environment affects health care decisions.* ASSESSING LEARNING OUTCOMES Specific, measurable, student-friendly language Vague, ambiguous, no condition Vague, describes a task Specific, measurable, student-friendly language Value is a subjective emotional response and not an indicator of learning The ability to identify is implied if learners can analyze
  • 14. FINAL THOUGHTS Tips and Contact Information
  • 15. TIPS AND CONTACT INFORMATION • Write learning outcomes in multiple drafts. • Get a second (or third) opinion. • Write outcomes with others. • When you are stuck, start with understand. (Wait, what?!) Darcy Turner, Instructional Designer Saint Paul College darcy.turner@saintpaul.edu (651) 403-4471