A common mistake people make is to write aims, learning outcomes and assessment criteria that are very similar to each other. Often they only make a slight change in the wording when an aim becomes a learning outcome. However, aims should be very different from outcomes, and there can also be a different number of aims from outcomes. Once you have answers to these two questions, identify what they need to have learned at the end of each unit.
What Are Learning Outcomes in A Lesson Plan
What is a good learning outcome?
Learning outcomes can be defined as the particular knowledge, skills, and abilities that an instructor intends for students to learn or develop. Outcomes are more specific than learning goals , which take a 10,foot view of what an instructor desires for students to gain from a course. Research suggests that when they are well written, clear, and measurable, learning outcomes can improve learning and motivate student engagement. Research shows that learning outcomes improve learning when they describe specific, measurable takeaways Richmond et. The Backward Design process helps achieve these outcomes through alignment , where learning outcomes are written first during course development to serve as a framework from which all class activities and assessments are selected or designed Wiggins and McTighe, Once outcomes are mapped backward to activities and forward to larger learning goals, instructors can consider assessments , both weekly and final, that measure student progress toward attaining learning outcomes. Learning goals and outcomes can be written for entire courses as well as for individual classes.
Quick Tips for Writing Learning Outcomes
Learning Outcomes are statements that describe or list measurable and essential mastered content knowledge. These statements reflect skills, competencies, and knowledge that students will have acquired and will be able to demonstrate after completing the course. List these derived sentences in the new syllabus under the heading Learning Outcomes. The Learning Outcomes and the Assessments used in each course should always match. That is: Leave no Learning Outcome unassessed.
Student learning outcomes state what students are expected to know or be able to do upon completion of a course or program. At both the course and program level, student learning outcomes should be clear, observable and measurable, and reflect what will be included in the course or program requirements assignments, exams, projects, etc. Typically there are course learning outcomes and program learning outcomes. When submitting learning outcomes for course or program approvals, or assessment planning and reporting, please:. The following are recommended steps for writing clear, observable and measurable student learning outcomes.