Practical courses start with clearly written learning outcomes that are student-centric, measurable, concise, and meaningful – including using action verbs that correspond with Bloom’s taxonomy domains.
One of the challenges of designing a course lies in accommodating different student skill sets; these may vary widely based on personality traits, life experiences, and other considerations.
Definition
Learning outcomes are specific statements about what students will be able to accomplish after participating in an academic experience. They are meant to be student-focused, measurable, and concise while being meaningful and achievable; these goals may be established on many different levels, from curriculum development to a single class activity, and they may focus on either cognitive or affective skills.
Instructors benefit greatly by creating clearly stated learning outcomes to clarify the purpose and assessment methods for their course, providing a benchmark against which to measure performance in designing and delivering its content. Measurable results also promote inclusion and transparency within classroom settings.
Writing effective learning outcomes means considering what students will gain from taking a course rather than what the instructor hopes they’ll learn. This allows instructors to set more meaningful and attainable goals for their students while taking into account context, learning environment, and, more broadly, how the learner will be operating in class.
One challenge of designing classes around learning outcomes is the difficulty of anticipating what students will bring into a course. Students typically come from other classes with various instructors and will bring different experiences that shape their understanding of topics. Therefore, co-construction may be used in developing outcomes so as to ensure students feel challenged while also having enough support and resources available in class to succeed successfully.
Another strategy for designing courses around learning outcomes is utilizing Bloom’s Taxonomy of Learning’s six domains of remember, understand, apply, analyze, evaluate, and create. Each of these domains contains sub-domains that can help identify specific forms of learning; for example, a learning outcome may specify that students be able to “create” mathematical models of biological processes; this sub-domain might fit better within understanding or even the analysis domain depending on its function as part of this type of process of achieving learning outcomes.
Synonyms
Learning outcomes are student-centric statements that outline what students will be able to accomplish upon completing a course, helping to inform how classes should be designed. Effective outcomes must be measurable, meaningful, and attainable with clear writing that addresses each level of Bloom’s Taxonomy; action verbs appropriate for that level should be used when making statements such as these measurable; for instance, “identify” may suffice at lower levels while “demonstrate” could suffice at higher ones.
Writing learning outcomes can be challenging, yet essential for creating practical courses. To ensure that the products are measurable and aligned with desired learning goals for your period, follow these steps to create effective products: 1. Establish desired levels of student learning 2. Select appropriate action verbs 3. Assess whether these action verbs accurately describe desired activities 4. Revamp learning outcome to reflect the current level of understanding 5. Publicize and distribute effects to all of your students
Pronunciation
Learning outcomes are a set of clear course-level or module-level statements that define what students will be able to do as a result of taking a particular class. These statements are student-centered, measurable, concise, meaningful, and achievable. They also guide the way in which instructors organize their courses and assess students. By focusing on learning outcomes, instructors can better understand the needs of their students. They can then focus their teaching on what is relevant to the students and help them gain practical skills that will be useful in real life.
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Meaning
Learning outcomes are integral to any educational program as they allow learners to understand what they will gain from taking a course, help trainers assess student performance, and enable managers to determine if the time and money invested was worth their while. When applied to corporate training programs, learning outcomes must be clearly stated and measurable while including knowledge and skills relevant to target audiences.
Learning outcome definitions differ from learning objectives in that they focus on the outcome rather than its means. For instance, a result may require that students are able to comprehend how a specific process works – the goal here is not teaching students this information but integrating it into their cognitive and skill repertoire.
Learning outcomes should differ from SLOs by being more precise and using action verbs that accurately represent student achievements. Referencing Bloom’s Taxonomy can help when selecting verbs that accurately portray desired student accomplishment levels. Furthermore, learning outcomes should be both observable and measurable so they accurately describe what students will be capable of after taking the class.
As another method for writing learning outcomes, engaging students can be helpful when the focus of them may differ depending on each student. For instance, an instructor might want to emphasize communication skills through class participation, but many of his/her students might struggle with communicating effectively within classroom settings.
As is often the case, learning outcomes should not only be seen in terms of knowledge or skill acquisition but also return on investment. If students fail to improve their job performance after participating in training activities, chances are they won’t reinvest their time or resources in future activities involving training. Therefore, training professionals must carefully consider how their courses will impact participants’ work performance when creating courses for participants.
