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A learning outcome is the particular knowledge,
skill or behavior that a student is expected to
exhibit after a period of study.
Learning outcomes are statements that specify
what learners will know or be able to do as a
result of a learning activity.
Outcomes are usually expressed as knowledge
or skills. Other times, they represent the lesson
objectives.Learning outcomes should flow from
a needs assessment.
The needs assessment should determine the
gap between an existing condition and a desired
condition. Learning outcomes are statements
which describe a desired condition – that is,
the knowledge, skills, or attitudes needed to fulfill
the need. They represent the solution to the
identified need or issue.
Learning outcomes are user-friendly
statements that tell students what they will be
able to do at the end of a period of time.
They are measurable and quite often
observable.
Learning outcomes are usually discussed
within the context of program-wide
assessment, but they can be valuable
components of any class because of the way
they sharpen the focus on student learning.
Learning outcomes:
state in clear terms what it is that your
students should be able to do at the end of a
course that they could not do at the
beginning.
focus on student products, artifacts, or
performances, rather than on instructional
techniques or course content.
are student-centered rather than instructor-
centered. explicitly communicate course
expectations to your students.
The key to writing effective learning
outcomes is the selection of active,
measurable verbs—the tasks you want
students to do at the end of your class.
Words like know, understand,
or appreciate are difficult to measure, and
they rarely get at the higher order thinking
tasks most of us really want to see in our
students.
Consider, instead, more specific words like
these, which progress toward more complex
intellectual tasks:
By the end of the class, students should be able to
Recall
Explain
Interpret
Compare
Differentiate
Implement
Judge
Create
Next, consider how you will be able to
measure whether students have met those
outcomes. What types of activities or
assignments will let students provide
evidence they can meet these outcomes?
Is this something they can demonstrate
through a specific essay assignment? Via a
poster or other presentation? As part of a
course project? Through well-crafted exam
questions?
Domains of learning:
Educators often discuss learning as a
composite of three kinds of behavior on the
part of a learner, called "Learning Domains"
or “Domains of Learning.”
Standards and Guidelines about curriculum
outcomes (the content of what you teach to
students, and the results you want to have
some measures of) are expressed in these
three words:
Cognitive (cognition; what you know,
factually speaking, and can discuss matter-
of-factually; professional knowledge such as
human anatomy; the stuff of textbooks).
Psychomotor (what your body can do with
what your mind knows, such as drawing
blood, moving a patient, etc.; the stuff of
professional skill; things rarely learned
without demonstration, coaching and
practice).
Affective (affect; the emotions or feelings
of being a professional -- such as desire to
keep learning, compassion for the sick,
respect for fellow workers and employers).
Measuring learning outcomes:
Measuring learning outcomes provides
information on what particular knowledge
(cognitive), skill or behavior (affective)
students have gained after instruction is
completed.
They are typically measured by administering
assessments at sub-national, national, regional
and international levels.
Countries decide what the purpose of the
assessment is, what population will be assessed,
what is to be assessed, how it is to be assessed,
and how the measures are to be reported and
utilized.
Policy makers might decide to focus on a limited
amount of domains and grade levels while
others will focus on the measurement of student
knowledge in a wide range of domains and
grade levels.
Assessment must be(s m a r t )
I mean that it must be: subjective / Specific,
measurable, actual / agreed upon, reliable
/realistic / relevant / reasonable and timed / time
related.
They help to:
1-Focus on learner’s behavior that is
to be changed.
2-Serve as guidelines for content,
instruction, and evaluation.
3-Identify specifically what should be
learned.
4-Convey to learners exactly what is
to be accomplished.
Education, Learning Outcomes and
Economic Growth
Education systems across the world are based
on the principle that education quality is defined
by its contribution to the development of
cognitive skills and behavioral traits, attitudes
and values that are judged necessary for good
citizenship and effective life in the community.
Over the last 10 years growth research has
been able to demonstrate that the quality of
education, has a statistically significant and
important positive economic effect and that
ignoring the quality of education limits
economic growth.
Why learning outcomes?
Researchers can now document that the quality
of human resources, as measured by
assessment scores, is closely related to
individual earnings, productivity and economic
growth.
This evidence shifts policy makers’ attention
increasingly from inputs to outcomes, i.e. what
learners should ultimately have learned at the
end of a significant educational experience.
While it is important to know how much money
is being spent on such issues as teacher
education and physical facilities, policy
makers recognize that it is equally important to
know what children are learning in the
classroom: What kind of knowledge, skills and
attitudes does the education system develop?
How do assessed learning outcomes reflect the
stated goals and objectives of national
education systems? What factors are
associated with student achievement?
Do particular sub-groups in the population
perform poorly?
How well are students being prepared to
succeed in an increasingly knowledge-based
economy?
In the context of international development
assistance,focus on learning outcomes
increases stakeholder attention on deliverable
and results, and may increase accountability
based on performance.
View Other Resources:
1-Classroom rules.
2-Disruptive learners.
3-Classroom discipline.
4-Students' behavior
5-Teaching diverse and multi-cultured
Other Resources:
1-) Curriculum and Cultures
2-) Prepositions.
3-Englisgh Grammar
4-Contact me
External Links:
1-Other Idioms
2-British slang
3-Australian slang
4-American slang
5-What is "Linguistics"?
6-British and Australian slang
11-Stress in English
12- (Proverbs) page
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