Session outcomes
By the end of this session participants will be expected to be able to:
… describe the components of learning outcomes
… discuss the benefits of learning outcomes
… write a learning outcome for a specific lesson
Each team to set a goal based on the total number of successful shots (max 3 each) it anticipates achieving
To allow participants to set and achieve goals
Bounce tennis ball in front of chair so that it clears the chair and drops into the container
Activity
Objective:
Process:
Group:
Group questions
What is a Learning Outcome?
Why are Learning Outcomes important?
Write a Learning Outcome for the tennis ball game.
Learning outcome defined
… the specification of what a student should learn as the result of a period of specified study
… is concerned with the achievements of the learner rather than the intentions of the teacher
(Adam, 2004)
• Shifts the focus to the potential learning of the student as opposed to the behaviours of the lecturer
• Provide a systematic framework for focusing and structuring teaching and assessment
• Provide a statement of course goals that can be shared by lecturer and students
• Provide a basis for developing assessment tasks and criteria
(Adapted from Spiller, 2011)
Benefits of learning outcomes
COMPONENTS OF A LO
• On successful completion of this course, a student will be able to: 1. Knowledge 2. Skills 3. Attitudes
(Adapted from Spiller, 2011)
Writing a learning outcome
• A verb to indicate as precisely as possible the nature of the learning that is expected
• A word to indicate the topic or skill level required
• Words to indicate the context or standard of performance that is expected
(Adapted from Spiller, 2011)
For example…
• On successful completion of this course, a student will be able to: demonstrate the use of a gas welding torch to weld a joint to industry standard
Cautions• Much learning is unpredictable and unplanned for
and cannot be controlled by outcomes • Should not be too rigid so that teachers can still be
critically responsive to the dynamics of the classroom and the needs of students
• Can be difficult to capture all forms of learning in precise language
• Outcomes indicate desired learning, but there are no guarantees that it will take place
(Adapted from Spiller, 2011)
Activity
• In small groups write a learning outcome for an area/subject/unit/lesson that you are familiar with – be prepared to feed back to the whole group
‘Levels’ of learning outcomes
• Taxonomies
– Blooms (revised) taxonomy
– Dave’s Psychomotor Domain
Dave’s action verbs per stage (level)
1. Copy, follow, replicate, repeat, adhere, observe, identify, mimic, try, re-enact, and imitate
2. Re-create, build, perform, execute, and implement3. Demonstrate, complete, show, perfect, calibrate,
control, and practice4. Construct, solve, combine, coordinate, integrate, adapt,
develop, formulate, modify, master, improve, and teach5. Design, specify, manage, invent, and project-manage
Source: http://en.wikiversity.org/wiki/Introduction_to_the_Psychomotor_Behaviors
Additional resources
• http://www.waikato.ac.nz/tdu/pdf/booklets/2_CourseDesign.pdf
Session outcomes revisited
By the end of this session participants will be expected to be able to:
… describe the components of learning outcomes
… discuss the benefits of learning outcomes
… write a learning outcome for a specific lesson