tips for writing measurable learning outcomes
Post on 22-Jan-2018
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TIPS FOR WRITINGMEASURABLE LEARNING
OUTCOMES
The International Institute for Innovative Instruction
FRANKLIN UNIVERSITY
Many times, learningoutcomes are written in
ways that are notmeasurable.
Unmeasurablelearning outcomes
have no observableperformance to
capture what a leanerwould do to achieve
them.
Examples of UnmeasurableLearning Outcomes
What would the learner do to "appreciate" or
"understand?"
...the learner will
appreciate thesignificance of...
...be able to
demonstrate an
understanding...
MEASURABLE LEARNING OUTCOMES...
Define specific actions a learner must
perform
Focus on the results of the instruction, rather
than the process
Writing measurable learningoutcomes helps us to
SELECT & DESIGN... DEFINE...PROVIDE
INFORMATION......relevant instructional
materials....expected performance for
the learner and the
instructor.
...to help learners organize
their efforts.
i
Define specific actions a learner must perform
Examples of Measurable LearningOutcomes
"1. Analyze instructional scenarios for the
attributes of CIP theory."
"2. Create instructional solutions based on CIP."
"3. Defend the presence of CIP in instructional
solutions."
WHAT ASK YOURSELF BEFORE WRITINGLEARNING OUTCOMES
What Why How
WHAT ASK YOURSELF BEFORE WRITINGLEARNING OUTCOMES
What skills should learnersbe able to perform upon
completing the learning?
WHAT ASK YOURSELF BEFORE WRITINGLEARNING OUTCOMES
Why do I want learners tounderstand this?
WHAT ASK YOURSELF BEFORE WRITINGLEARNING OUTCOMES
How can learners dosomething that's related to
what I want them to
understand?
Let's look at how to write measurable learning outcomes
using verbs related to five levels of Bloom's Taxonomy:
UNDERSTAND
APPLY
ANALYZE
EVALUATE
CREATE
HOW TO WRITE MEASURABLELEARNING OUTCOMES
"UNDERSTAND"
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
If we want learners to
understand what they’re
learning, ask them to
construct meaning fromwhat they are learning.
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
UNDERSTAND
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
Example "Understand" Action Verbs
CATEGORIZE PARAPHRASE
COMPARE
EXTRAPOLATE
ILLUSTRATE
SUMMARIZE
CLARIFY
EXPLAIN
INFER
PREDICT
GENERALIZE
"APPLY"
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
If we want learners to
apply what they’re
learning, ask them to
perform a task or use aprocedure.
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
APPLY
UNDERSTAND
EXECUTE
APPLY ANALYZE EVALUATE CREATE
Example "Apply" Action Verbs
EXPERIMENT
FACILITATE
MODIFY
PRODUCE REPORT
IMPLEMENT
PREPARE
"ANALYZE"
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
If we want learners
to analyze what they’re
learning, ask them
to break material intoparts and determine how
those parts relate.
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
ANALYZE
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
Example "Analyze" Action Verbs
CLASSIFY OUTLINE
DIFFERENTIATE
DISTINGUISH
INTEGRATE
SELECT
DECONSTRUCT
DISCRIMINATE
ORGANIZE
PARSE
STRUCTURE
FIND
"EVALUATE"
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
If we want learners
to evaluate what they’re
learning, ask them
to make judgmentsbased on criteria and
standards.
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
EVALUATE
UNDERSTAND
CHECK
APPLY ANALYZE EVALUATE CREATE
Example "Evaluate" Action Verbs
CRITIQUE
JUDGE
RESEARCH TEST
MONITOR
DETECT
COORDINATE
"CREATE"
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
If we want learners
to create something
related to what they’re
learning, ask them to putelements together to
form a whole or
reorganize elements intoa pattern/structure.
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
CREATE
UNDERSTAND APPLY ANALYZE EVALUATE CREATE
Example "Create" Action Verbs
COMBINE PLAN
CREATE
GENERATE
INVENT
CONSTRUCT
DESIGN
HYPOTHESIZE
PRODUCE
MODEL
Remember, when writing outcomes, ask yourself:
How can learners do something that's relatedto what I want them to understand?
HOW
Why do I want learners to understand this?WHY
What skills should learners be able to performupon completing the learning?
WHAT
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The International Institute for Innovative Instruction
BASED ON THE BLOG POST BY DR. ROB WOOD
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