Constructing Learning Outcomes
CONSTRUCTING LEARNING OUTCOMES
🔘CONSIDERING TAXONOMIES
Taxonomies of educational objectives can be consulted as useful guides for developing a comprehensive list of student outcomes.
Taxonomies attempt to identify and classify all different types of learning. Their structure
usually attempts to divide learning into thee types of domains (cognitive, affective, and behavioral) and then defines the level of performance for each domain. Cognitive outcomes describe what students should know.
Affective outcomes describe what students should think. Behavioral outcomes describe what students should be able to perform or do.
🔘BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
(1956) is one traditional framework for structuring learning outcomes. Levels of performance for Bloom’s cognitive domain include knowledge, comprehension, application, analysis, synthesis, and evaluation. These categories are arranged in ascending order of cognitive complexity where evaluation represents the highest level.
The table below presents a description of the levels of performance for Bloom’s cognitive domain.
Level 1: Knowledge (represents the lowest level of learning)
Description: To know and remember specific facts, terms concepts, principles or theories
Level 2: Comprehension
Description: To understand, interpret, compare, contrast, explain
Level 3: Application
Description: To apply knowledge to new situations to solve problems using required knowledge or skills
Level 4: Analysis
Description: To identify the organizational structure of something; to identify parts, relationships, and organizing principles
Level 5: Synthesis
Description: To create something, to integrate ideas into a solution, to propose an action plan, to formulate a new classification scheme
Level 6: Evaluation (represents the highest level of learning)
Description: To judge the quality of something based on its adequacy, value, logic or use.
🔘USING POWER VERBS
When composing learning outcomes, it is important to rely on action verbs that specify a terminal, observable, and successful performance opposed to passive verbs that are not observable.
For example, the statements "be exposed to," "be familiar with," and "develop an appreciation of," are not observable and would be difficult to quantify.
The table below provides a list of common active verbs for each of Bloom's performance levels.
KNOWLEDGE: define/state, identify, indicate, know, label, list/label, memorize, name, recall, record, relate, duplicate, select, underline, tell, translate, sketch, read, use
COMPREHENSION: classify, describe, discuss, explain, express, identify, locate, paraphrase, recognize, report, restate, review, suggest, summarize, translate, cite, question, distinguish, solve
APPLICATION: apply, compute, construct, demonstrate, dramatize, employ, give examples, illustrate, interpret, investigate, operate, organize, practice, predict, inspect, inventory, articulate, assess, collect
ANALYSIS: analyze, appraise, calculate, categorize, compare, contrast, ples, criticize, debate, determine, diagram, differentiate, distinguish, examine, experiment, propose, set up, infer, solve, test
SYNTHESIS: arrange, assemble, collect, compose, construct, create, design, formulate, manage, organize, perform, plan, prepare, produce, select, value, model, perform, integrate
EVALUATION: appraise, assess, choose, compare, contrast, decide, estimate, evaluate, grade, judge, measure, rate, revise, score, argue, critique, interpret, criticize, defend
🔘OTHER SOURCES FOR LEARNING OUTCOMES
When creating learning outcomes, it may also be helpful to consult professional organizations, similar programs at other universities, methods books, peer institution websites, or banks of learning outcomes on-line. It is also useful to develop ideas for student learning outcomes based on what students have accomplished in previous semesters.
🔘SAMPLE LEARNING OUTCOMES
1.Languages and Literature:
Students will be able to apply critical terms and methodology in completing a literary analysis following the conventions of standard written English.
Students will be able to locate, apply and cite effective secondary materials in their own texts.
Students will be able to analyze and interpret texts within the contexts they are written.
French students will be able to demonstrate oral competence with suitable accuracy in pronunciation, vocabulary, and language fluency.
French students will be able to produce written work that is substantive, organized, and grammatically accurate.
French students will be able to accurately read and translate French texts.
2.Humanities and Fine Arts:
Students will be able to demonstrate fluency with formal vocabulary, artistic techniques and procedures of two dimensional and three-dimensional art practice.
Students will demonstrate in-depth knowledge of artistic periods used to interpret works of art including the historical, social and philosophical contexts.
Students will be able to critique and analyze works of art and visual objects .
Students will be able to identify musical elements, take them down at dictation, and perform them at sight.
Students will be able to communicate both orally and verbally about music of all genres and styles in a clear and articulate manner.
Students will be able to perform a variety of memorized songs from a standard of at least two foreign languages.
Students will be able to apply performance theory in the analysis and evaluation of performances and texts.
Students will be able to analyze and interpret scripts.
Students will demonstrate in-depth knowledge and understanding of contemporary theatre forms and artists.
Students will be able to demonstrate proficiency in a variety of dance styles, including ballet, modern dance, jazz, and tap.
3.Physical and Biological Sciences:
Students will be able to demonstrate an understanding of core knowledge in biochemistry and molecular biology.
Students will be able to apply critical thinking and analytical skills to solve scientific data sets.
Students will be able to apply the scientific method to solve problems.
Students will be able to demonstrate written, visual, and/or oral presentation skills to communicate scientific knowledge.
Students will be able to acquire and synthesize scientific information from a variety of sources.
Students will be able to apply techniques and instrumentation to solve problems.
4.Mathematics:
Students will be able to translate problems for treatment within a symbolic system.
Students will be able to articulate the rules that govern a symbolic system.
Students will be able to apply algorithmic techniques to solve problems and obtain valid solutions.
Students will be able to judge the reasonableness of obtained solutions.
5.Social Sciences:
Students will be able to write clearly and persuasively to communicate their scientific ideas clearly.
Students will be able to test hypotheses and draw correct inferences using quantitative analysis.
Students will be able to evaluate theory and critique research within the discipline.
6.Business:
Students will be able to work in groups and be part of an effective team.
Students will be able to communicate business knowledge both orally and written.
Students will be able to recognize and respond appropriately to an ethical and regulatory dilemma.
Students will be able to recognize and diagnose accounting problems.
Students will demonstrate disciplinary competence in a field of business.
(NOTE: These samples were gathered from a variety of sources including UR assessment plans, program assessment statements at other institutions, etc.)
🔘GROUP EXERCISE TO CREATE LEARNING OUTCOMES
INSTRUCTIONS: Have a group of faculty members in your program complete this exercise. At the end of this process, you should be able to summarize and articulate 3-5 learning outcomes for your program’s assessment plan.
Step 1
Start with a discussion describing what the “perfect student” graduating from your program should be able to demonstrate, represent, or produce.
Step 2
Have each faculty member write down 3-5 learning outcome statements and use the checklist located on page 21 to evaluate them.
Step 3
Conduct a panel discussion about your learning outcomes using a facilitator. Combine all criteria on to one list and have each member anonymously ranks the outcomes as being very, somewhat, or not important. Discuss the results with your faculty and repeat the process until consensus is reached.
Step 4
Map learning outcome statements to courses in the program to ensure educational coherence using the matrix on the following page. This will ensure that every student in your program has sufficient opportunity to achieve every outcome.
Step 5
List your final set of learning outcomes and have faculty use the checklist to make any last changes.
