Learning outcomes must be student-driven and measurable for them to be truly understood by learners. They should be concise, meaningful, and reachable for them to comprehend, while Bloom’s Taxonomy categorizes them accordingly: remembering, understanding, and applying are lower-order thinking skills while analyzing and creating fall into higher-order thinking categories.
Instructors should avoid choosing words with multiple interpretations when crafting learning outcomes, and see the list below of verbs as possible alternatives.
Reading
Learning outcomes are statements about what knowledge and abilities students should attain by the end of a course, in measurable terms, with clear language that makes sense for each learner and allows assessment activities. When developing learning outcomes, consider their implications within more extensive programs or curricula while supporting individual student goals for the future. Learning objectives provide specific steps toward realizing learning outcomes – they should use active language, preferably verbs, if possible, so as not to confuse students and make assessments less reliable. Avoid writing multiple verbs into an objective, as numerous verbs will cause confusion and may not be easily assessed.
General Learning Outcome 3: Grade 5 students acquire skills for recognizing descriptive and figurative language found in oral, written, and visual texts, as well as using various organizational patterns [such as flashbacks, causes/effects, comparison/contrast] within their own oral, written, and visual texts.
Specific learning outcomes that support this general one include:
Learning outcomes are intended to assist teachers in selecting suitable content, learning resources, instructional methods, and assessment approaches for their courses. When designing a system, the learning outcomes should be thoroughly read to ensure they accurately represent what students should know, can do, and develop, as well as what attitudes should arise from attending it. Teachers should carefully examine specific learning outcomes to identify their elements and any bracketed examples, then match these learning outcomes to appropriate assignments and examination questions, taking into account all forms of assessment available to them. Bloom’s Taxonomy can be practical as it provides a helpful framework for determining what level of knowledge or skill students should have attained by using stories to measure success.
Writing
Writing learning outcomes for grade 8 English involve teaching students to create and convey meaning through written text. Furthermore, they practice research and inquiry skills by responding to inquiries and instructions through writing – providing a method by which ideas and information can be gathered, processed, and shared effectively.
Writing outcomes seek to ensure that students can effectively express themselves through clear, organized paragraphs. Your writing objectives should contain specific, measurable verbs that correspond with different levels of Bloom’s taxonomy – for instance, a student’s ability to construct an organized paragraph consisting of 10 sentences following standard grammar conventions is an easily measurable skill.
One key objective involves increasing student awareness of how writing occurs across cultures and communities beyond university campuses. Students should recognize systems of power, justice, dominance, and difference (such as race, ethnicity, gender, age, sexuality, class ability, language, etc.) before producing texts that demonstrate ethical citizenship. Students will identify information sources used in writing as well as be able to credit them appropriately – these competencies are essential in English studies and should be reflected as such within your course outcomes or program outcomes.
Speaking & Listening
Speaking and listening can often be the most challenging aspects of learning English for many students. We as teachers aim to create learning outcomes that reflect this reality, although assessing listening and speaking abilities may be complex to measure directly in-class activities. Through such classes and activities, students will develop both their speaking and listening capabilities as they build their confidence as speakers and listeners.
Listening: Students will engage in collaborative conversations about grade 8 topics, texts, and issues with diverse partners from a range of disciplines – building on others’ ideas while clearly expressing their own. Students will analyze information presented through various media formats while also judging the soundness of reasoning in spoken claims or arguments presented orally.
Reading: Students will read literature and informational texts with complex literary features such as figurative language, tone, author intent, and point of view. They will identify the main idea in each text they read as evidence to support their conclusions. Furthermore, students will compare and contrast content from various texts to analyze how authors organize information.
Writing: Students will develop their ability to compose clear and understandable papers for various purposes, tasks, and audiences. They will gain skills in narrative and expository essay writing as well as making short calls of 1-3 minutes seeking specific information from different sources.
Additionally, students will gain experience using various strategies for organizing their work, such as concept maps, graphic organizers, linear outlines, and exploratory talk. Finally, they will produce multiple products such as reports, letters/emails/presentations, slides/digital media, etc.
Students will be able to demonstrate the relationship between changes in American foreign policy during the 18th and 19th centuries and their effects on relations with neighboring nations, Native Americans, and the CPR administration. Students should also be able to identify and describe all four steps required for administering CPR.
Skilled listening and speaking abilities can be extremely valuable for students in both academic and professional environments. The early practice of these skills will enable students to build up confidence when speaking or writing publicly – this means a more practical expression of ideas while understanding others’ viewpoints – contributing towards creating more open-mindedness both personally and professionally.
Language
Learning outcomes are student-centric statements that define what knowledge, skills, and attitudes a student will demonstrate as a result of taking a course or activity. Learning outcomes can be used at many scales, from developing a curriculum for an entire program to creating lessons for single-class activities; regardless of their complexity level, they should always be clear, concise, meaningful, and achievable in order to be helpful learning tools for both teachers and students use in various settings ranging from universities to classrooms.
English Language Arts’ general learning outcome for English language arts is: “Demonstrate understanding of the value of connecting new knowledge with prior experiences and experiences to enhance understanding.” This learning outcome fosters critical reading, writing, and speaking abilities necessary for success in high school, as well as opportunities to build language proficiency that will prepare them to meet college-level course demands.
Identification of descriptive and figurative language in oral, literary, and media texts is one of the desired learning outcomes. Students need to comprehend how to utilize the four linguistic functions – description, explanation, comparison, and charting when analyzing texts (Dewey 1977).
Students should also be able to utilize various tools – including indices, maps, atlases, charts, glossaries, card or electronic catalogs, and dictionaries – in order to access information and sources independently. This learning outcome encompasses declarative knowledge as well as procedural knowledge, as well as attitudes and habits of mind necessary for the completion of this task.
Many specific learning outcomes include multiple language arts subjects, which means careful analysis is required in order to select appropriate instructional materials and strategies for all learners. Students may be expected to learn to cite information in various formats, including note cards, bibliographies, and in-class presentations. Students will also need to identify the main and supporting ideas of a text and use knowledge of organizational structure and conventions to analyze a passage (declarative and procedural knowledge). Students need to know how to utilize various resources (both digital and traditional) in order to collect and record information (both physically and digitally). Language objectives can be an effective way of meeting the needs of English language learners while remaining congruent with SIOP practices.
