Learning outcomes.

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—Romans 8:18

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Teacher: George, go to the map and find North America.

George: Here it is!

Teacher: Correct. Now, class, who discovered America?
Class: George!

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Learning Outcomes

Mr. / Girgis

Definition:

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.

Course Objectives & Learning Outcomes | Course Design | Teaching Guides | Teaching Commons | DePaul University, Chicago

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 in lesson plan

Learning outcomes are statements that describe

the knowledge or skills students should acquire

by the end of a particular assignment, class,

course, or program, and help students

understand why that knowledge and those

skills will be useful to them.

They focus on the context and potential

applications of knowledge and skills, help

students connect learning in various contexts,

and help guide assessment and evaluation.

Good learning outcomes emphasize the

application and integration of knowledge.

Instead of focusing on coverage of material,

learning outcomes articulate how students will

be able to employ the material, both in the

context of the class and more broadly..

What are the five learning outcomes?

Knowledge/remembering.

Comprehension/understanding.

Application/applying.

Analysis/analyzing.

Evaluation/evaluating.

Synthesis/creating.

Developing Learning Outcomes

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.

Writing Effective Learning

Outcomes

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.

The advantages:

They help to:

1-Focus on learner’s behavior that

is to be change

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?

Ultimately, information on learning outcomes

assists countries in making informed decisions

about interventions to improve educational

quality and help policy makers monitor trends in

the nature and quality of student learning over

time. National, regional and international

assessments allow for the bench marking of

student performance against corresponding

standards.

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.


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