Learning outcomes are measurable statements describing what students should know, be able to do, or value after completing a course or program. This approach, also known as Backwards Course Design, focuses on defining the desired end results first, then developing curriculum and assessments to achieve them. Learning outcomes typically follow this structure:
“As a result of participating in [program/course name], you [students] will be able to [action verb] [learning statement].”
Learning outcomes should guide your teaching strategies, activities, and assessments. They form the foundation upon which you build your course, ensuring that every element contributes to student achievement.
Why Are Learning Outcomes Important? Benefits for Instructors and Students
Defining clear learning outcomes offers numerous advantages for both instructors and students.
Benefits for Instructors:
- Streamlined Content Selection: Learning outcomes enable instructors to prioritize essential course content and eliminate unnecessary material, focusing on what truly matters for student learning.
- Targeted Assessment Design: With specific outcomes in mind, instructors can create assessments that directly measure student mastery of the knowledge and skills outlined.
- Effective Teaching Strategies: Well-defined outcomes inform the selection of teaching strategies and learning activities best suited to fostering student achievement of the desired goals.
- Accurate Measurement of Learning: Learning outcomes provide a framework for accurately and effectively gauging student progress and identifying areas where further instruction or support may be needed.
Benefits for Students:
- Informed Course Selection: Articulated learning outcomes, often found in the syllabus, allow students to determine if a course aligns with their academic goals and interests.
- Roadmap for Success: Clearly stated outcomes provide students with a clear understanding of what is expected of them and how to succeed in the course.
- Ownership of Learning: When students know the intended outcomes, they can take ownership of their learning journey and monitor their progress toward achieving the goals.
- Enhanced Metacognition: Learning outcomes encourage students to reflect on their learning process, fostering metacognition and a deeper understanding of what they are learning.
How to Write Effective Learning Outcomes: A Practical Guide
Developing effective learning outcomes requires careful consideration and planning. Here’s a step-by-step guide:
- Identify Key Knowledge, Skills, and Values: Determine the most crucial things students should acquire by the end of the course or program across cognitive, skill-based, and affective domains.
- Utilize Action Verbs: Use action verbs that describe observable and measurable behaviors. Bloom’s Taxonomy provides a valuable resource for selecting verbs aligned with different levels of learning. (Bloom’s Taxonomy resource).
- Avoid Ambiguous Verbs: Steer clear of verbs like “appreciate,” “know,” “learn,” and “understand,” as they lack clarity and are difficult to measure objectively.
- Prioritize Essential Outcomes: Focus on the most critical learning outcomes, ensuring they are achievable within the course timeframe.
- Review and Refine: Use a checklist, such as the Learning Outcome Review Checklist (Learning Outcome Review Checklist resource), to ensure your outcomes are clear, measurable, and aligned with your course goals.
Conclusion: The Power of Learning Outcomes in Education
Learning outcomes provide a crucial framework for effective teaching and learning. By clearly defining what students should achieve, educators can design targeted instruction, assessments, and activities that maximize student success. This intentional approach benefits both instructors and students, fostering a more focused and productive learning environment. By adopting a learning outcomes-based approach, educators can empower students to achieve their full potential and prepare them for future success.
References
- Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, E. J., & Krathwohl, D. R. (Eds.). (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green and Co.
- Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
- Walvoord, B. E. (2010). Assessment clear and simple: A practical guide for institutions, departments and general education. San Francisco, CA: Jossey-Bass.
