Learning Outcomes Workshop QEP Web

8/2/2019 Learning Outcomes Workshop QEP Web

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WritingLearning

OutcomesBest Practices


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Workshops LearningOutcomes

A ttendees will:

Summarize the role of learningoutcomes in instruction, in order toillustrate an understanding of assessments importance.

Why we are writing learning outcomes The role of learning outcomes in

assessment Why it is important to assess student

learning


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A ttendees will:

Recognize the levels of BloomsTaxonomy, in order to select verbsthat map to instruction objectives.

Levels of behavioral outcomes Cognitive domain Levels of Blooms Taxonomy Blooms group activity


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A ttendees will:

Construct learning outcomesfrom learning objectives, inorder to develop assessablelearning outcomes for QEPproposals.

Learning outcomes formula Characteristics of good learning

outcomes

Example learning outcomes


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What are learningoutcomes?

Formal statements that articulate: What students are able to do after

instruction

Why students need to do this

Objectives vs. Outcomes

Process/Fluid


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Why assess?

It builds evidence for accountability,accreditation and improvement.

Show evidence of how well our students learn.

Use evidence for continuousimprovement.


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S imply put

Know what you are doing

Know why you are doing it

Know what students are learningas a result

Changing because of thatinformation


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S hifting from

Teaching to learning

Teaching effectiveness to learningresults

Private affair to community property


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S ome benefits of learningoutcomes

select content

develop of instructional strategy

develop and select instructionalmaterials

construct tests and other instruments for assessing and evaluating

improve you as a teacher, and our

overall program


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Writing LearningOutcomes

Learning Outcomes Formula

Blooms Taxonomy

Characteristics of GoodLearning Outcomes

Learning Outcomes Exercise

Write Your Learning Outcomes


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T heory Into Practice5 Questions for Instructional Design

1 . What do you want the student to beable to do? (Outcome)

2. What does the student need to know inorder to do this well? (Curriculum)

3. What activity will facilitate the learning?(Pedagogy)

4. How will the student demonstrate thelearning? ( A ssessment)5. How will I know the student has done

this well? (Criteria)

A CRLs IIL Immersion Summer 2005


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1. What do you want thestudent to be able to do?This question asks you to

develop the outcome.

For Example:Student identifies, consults and

evaluates reference books

appropriate to the topic inorder to locate backgroundinformation and statistics.



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Learning OutcomesFormula

Verb

Or

A ction PhraseIn Order To

=GreatLearningOutcomes

What students need

to know?Student identifies,consults and evaluatesreference booksappropriate to the topic

Why do they need to

know this?locate background information and statistics.

In Order To

+

OR

Why?



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I mportance of Verbs

Behavioral Outcomes

A ffective Domain

Psychomotor Domain

Cognitive DomainBlooms Taxonomy


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C ognitive Domain

Involves knowledge and thedevelopment of intellectual skills

Blooms Taxonomy Hierarchy of objectives according to

cognitive complexity

Higher-level objectives include, andare dependant on lower levelcognitive skills


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B looms Taxonomy

KnowledgeComprehension

ApplicationA nalysis

Synthesis

Evaluation


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B looms Lower Levels

Knowledge Recalling previously learned

information such as facts,

terminology, rules, etc.

A nswers may be memorized or closely paraphrased from assignedmaterial.

Define, list, name, recall


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C ompre h ension A bility to comprehend the meaning of

material.

A nswers must be in the students ownwords while still using terminologyappropriate to the course material.

Explain, summarize, distinguishbetween, restate


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Demonstrate rote or surface learning

Declarative or Procedural Knowledge

A nswers found in the assigned materials

80% of HS teachers test at these levels


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B looms Higher Levels

A pplic at ion Requires recognizing, identifying, or

applying a concept or principle in a new

situation or solving a new problem.

May require identifying or generatingexamples not found in assigned materials.

Demonstrate, arrange, relate, adapt


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A n a lysis A bility to break material down into its component

parts and to understand its underlying structure

May require students to compare and contrastor explain how an example illustrates a givenconcept or principle.

Require students to identify logical errors or todifferentiate among facts, opinions,assumptions, hypotheses and conclusions

Expected to draw relationships between ideas

Differentiate, estimate, infer, diagram


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S yn th esis Opposite of A nalysis

A bility to combine parts to form a new whole; to

synthesize a variety of elements into an originaland significant whole.

Produce something unique or original

Solve some unfamiliar problem in a unique way

Combine, create, formulate, construct


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Ev a lu at ion A bility to e v a lu at e a total situation, to judge

the value of material for a certain purpose,combining elements of all the other categories and also value judgments basedon defined, fixed criteria.

The most important part of the answer is the

justification and rationale for the conclusion

Judge, critique, justify, discriminate


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Meaningful or deep learning

Go beyond textual material in that they must beinferred or extrapolated from the material in the

assigned material.

Students creativity, originality and criticalthinking is required at higher levels

More authentic than lower levels Thinking at this level is more likely to represent

types of performances required in the real world


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A ctivity

Break into groups. You will each beassigned a level of Blooms taxonomy.

Develop an activity to teach the rest of us the topic on the next slide usingtechniques common to your assignedlevel in Blooms.

You have 5-7 minutes to prepare your lesson/activity, and then you willpresent it to the rest of us.


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The Pledge of A llegiance


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T heory Into Practice5 Questions for Instructional Design

1 . What do you want the student to beable to do? (Outcome)

2. What does the student need to know inorder to do this well? (Curriculum)

3. What activity will facilitate the learning?(Pedagogy)

4. How will the student demonstrate thelearning? ( A ssessment)

5. How will I know the student has donethis well? (Criteria)



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1. What do you want thestudent to be able to do?This question asks you to

develop the outcome.

For Example:Student identifies, consults and

evaluates reference books

appropriate to the topic inorder to locate backgroundinformation and statistics.



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Learning OutcomesFormula

Verb

Or

A ction PhraseIn Order To

=GreatLearningOutcomes

What students need

to know?Student identifies,consults and evaluatesreference booksappropriate to the topic

Why do they need to

know this?locate background information and statistics.

In Order To

+

OR

Why?



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Characteristics of GoodLearning Outcomes

Measurable/ A ssessableClear to the student & instructorIntegrated, developmental, transferableUse discipline-specific

competencies/standards as a basis notan endSimilar scope and scaleIn order to gets to the uniquenessand real world application of the

learningUse a variety of Blooms Taxonomylevels



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E xample 1

Bad Outcome Students will name the three types of

rock in order to differentiate among

the three.


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E xample 1

Good Learning Outcome Students will compare and contrast

the characteristics of the three types

of rocks in order to differentiateamong the three.


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E xample 2

Bad Learning Outcome Discover that UT A rlington offers a

welcoming and helpful environment

which can fulfill their educational,cultural and social needs in order torecognize the universitys role inlifelong learning.


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E xample 3

Bad Outcome Use Illiad and Texshare in order to

access materials not available at UT A rlington Library.


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E xample 3

Good Outcome Utilize retrieval services in order to

obtain materials not owned by UT A rlington Library.


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Last E xample I Promise

Bad Outcome Students will construct bibliographies

and in-text references using discipline

appropriate styles in order tocontribute to academic discourse intheir discipline.


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Last E xample I Promise

Good Outcome Construct bibliographies and in-text

references using discipline

appropriate styles in order to correctlyattribute others' work and ideas.


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Lets Write a LearningOutcome

Were taking a friend camping for the first time (not roughing it toomuch).What do they need to know?


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Well concentrate on how to build afireWhy do we want our friend to beable to properly build a fire?


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Now lets write the learningoutcomeWhat is our verb (use Blooms)?Why?


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Lets Write an A ssignment-S pecific Learning

OutcomePick a major theme or issue from T he KiteRunner as the topic for your essay, discussthat topic using specific passages from thebook, and relate that topic to at least one other context. For instance, you may relate the topicto one or more essays, to personal experience,and/or to a real-life situation. Explore the topicin depth by looking for conflicts, relationshipsbetween ideas, and differing points of view.

Your submission must be 3-5 pages in length, double-spaced, using Times New Roman font and 1 inchmargins. Use proper ML A style for documentation of your sources, including parenthetical in-text citationsand a Works Cited page if you used outside sources.


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Lets Write an A ssignment-S pecific Learning

OutcomeWhat does the student need toknow?

Why do they need to know this?


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N ow the FU N B egins

Youll need the information sheetyou completed prior to theworkshop

Group together similar items fromyour list of objectivesUse Blooms taxonomy and thelearning outcomes formula tocreate learning outcomes thataddress your grouped objectives


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A Look I nto the Future

5 Questions for Instructional Design

1. What do you want the student to beable to do? (Outcome)

2 . What does the student need toknow in order to do this well?(Curriculum)

3 . What activity will facilitate thelearning? (Pedagogy)

4 . H ow will the student demonstratethe learning? (Assessment)

5 . H ow will I know the student hasdone this well? (Criteria)

Learning Outcomes Workshop QEP Web

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