• Guidelines for Learning Outcomes

  • Here are a few essential guidelines for creating student learning outcomes:

    • The faculty should answer the question:  "What are the most important things that graduates of this program should know and be able to do?"
    • Identify a manageable number of outcomes (generally less than 10) 
    • Develop outcomes that represent different levels of learning complexity (see Bloom's taxonomy below)
    • Check to make sure the outcomes are appropriate to the level of the degree (Bachelors, Masters, Doctoral), and that outcomes clearly differentiate degrees of different levels in the same discipline.
    • Develop outcomes that are measurable
    • Avoid outcomes that stipulate states of mind or emotional reaction (e.g., love, appreciation, excitement)
  • Bloom's Taxonomy

  • Bloom’s taxonomy of learning goals

    • Knowledge: Recall, identify, recognize
    • Comprehension: Understand, interpret, summarize, explain 
    • Application: Apply, demonstrate, show, use
    • Analysis: Analyze, compare, distinguish, diagram
    • Synthesis: Create, build, compose, organize, modify
    • Evaluation: Judge, critique, discriminate, justify, conclude

     

    adapted from:

    "Anchoring Assessment in Intellectual Curiosity about Graduate, Professional, and Doctoral Students’ Chronological Learning” - A workshop by Peggy Maki at the University of Denver (2008)

  • Alternative Models

  • Dee Fink will be our guest for Teaching and Learning Week in 2016.  He offers a different taxonomy for learning outcomes that is described in this publication:

    http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf 

This portfolio last updated: 19-Aug-2018 8:07 AM