Transcript PowerPoint, 1MB

Joe McVeigh
NYSTESOL
Melville, NY, USA
October 29, 2011
Writing Effective
Learning Outcomes
What is a
learning
outcome?
How do you use
learning outcomes?
Definitions and underlying concepts
• An outcome is the desired result of the learning
experience.
Definitions and underlying concepts
Outcomes are the achieved results of what
was learned. They are the evidence that
learning has taken place. Outcomes are the
abilities or products students have shown after
instruction. Outcomes are what teachers will
assess.
Definitions and underlying concepts
A student learning outcome is “a specific
statement that describes the knowledge,
skills/abilities, or attitudes that students are
expected to learn upon successful
completion of a course of study, such as a
course, seminar, or certification program.”
(Wood, 2008)
Definitions and underlying concepts
• The backwards design process (Sweeney,
2008)
• Understanding by Design (Wiggins &
McTighe)
Contexts in which learning
outcomes are used
• TESOL presentation evaluation rubric
TESOL presentation rubric
Evaluation
criteria
Clarity of proposal and participant outcomes
Poor
The proposal abstract needs work on sentence
structure and fails to give outcomes
Fair
The abstract gives some ideas about outcomes, but
needs to specify how they will be reached during the
presentation
Satisfactory
The proposal abstract is adequately written and
includes a statement of participant outcomes, but
needs more detail
Good
The proposal abstract is clearly written and provides a
general statement of participant outcomes and how
they will be achieved.
Excellent
The proposal abstract is well written and provides an
explicit statement of participant outcomes and how
they will be achieved.
Contexts in which learning
outcomes are used
• U.S. state boards of education
Contexts in which learning
outcomes are used
• Common European Framework of Reference for
Languages: Learning, teaching, assessment
• A1, A2, B1, B2, C1, C2
• Council of Europe CEFR “Can do” statements.
• “Can scan texts for relevant information and
grasp main topic of text, reading almost as
quickly as a native speaker.”
Contexts in which learning
outcomes are used
• CEA standards for curriculum
– “Course objectives are written, observable,
and measurable . . .”
– “The program or institution documents in
writing whether students have attained the
learning objectives for courses taken within
the curriculum using instruments and
procedures that appropriately assess . . . .”
What does a good student learning
outcome look like?
Student-centered
Measurable
Action-oriented
Results-driven
T ailored to specific programs
What does a good student learning
outcome look like?
Not too broad
What does a good student learning
outcome look like?
Not too narrow
What does a good student learning
outcome look like?
Uses strong, clear, concrete verbs such
as those found in Bloom’s Taxonomy.
Knowledge
•
•
•
•
•
•
define
describe
identify
list
outline
explain
•
•
•
•
•
•
generalize
give examples
infer
predict
summarize
paraphrase
Comprehension and application
•
•
•
•
•
•
•
demonstrate
prepare
produce
rate
show
solve
use
Synthesis
•
•
•
•
•
•
•
•
•
categorize
compare
conclude
design
explain
organize
plan
revise
support
What does a good student
learning outcome look like?
Uses parallel language
What does a good student
learning outcome look like?
Doesn’t mix verb
tenses: choose
either future or
present and stick
with it:
Students can . .
.
or
Students will be
able to . . .
What does a good student
learning outcome look like?
Avoids this language:
Be familiar with . . .
Gain an understanding
of . . .
Learn about . . .
Demonstrate
knowledge of . . .
(Wood 2008)
What does a good student
learning outcome look like?
Makes it clear: by when? End of course or
program vs. beginning placement
What does a good
student learning
outcome look like?
Make sure that the
outcome is measurable.
How do we assess learning
outcomes?
•
•
•
•
•
Tests, quizzes, exams
Written work, oral presentations
Assignments
Portfolio assessment
What about class participation and effort?
Try your hand at writing effective
learning outcomes
• You are teaching a basic cooking class to junior
high students who have little or no previous
cooking experience. One desired result of your
course is to have students successfully prepare
a plate of scrambled eggs.
• Write one learning outcome that your course
could include. Describe how you will measure or
assess the outcome.
The process of developing learning
outcomes
• Main stages of the process (Sweeney 2008)
– Identify the desired results (Outcomes)
– Determine acceptable evidence (Assessment
process)
– Plan learning experiences and instruction
The process of developing
learning outcomes
The importance of process (Sweeney 2008)
– Identify essential and valued student learning
– Develop common formative and summative
assessments
– Analyze current levels of achievement
– Set achievement goals
– Share and create lessons and strategies to
improve
The process of developing learning
outcomes
Dealing with
resistance
Questions
Photo Credits
Some photos from flickr used under a Creative Commons Attribution
license
Darts target
Graduation photo
Broad river
Narrow passage
Butterfly collection
Andromeda galaxy
Railroad tracks
Up-down arrows
Avoidance barrier
Calendar
Angry child
Question mark
Thank you flowers
Erika
Allan Chatto
Robert Taylor
David Merrigan
Christian Guthier
NASA
Sean McGrath
Cameron Russell
Horia Varlan
Jennifer Jayanthi Kumar
Mindaugass Danys
The Italian Voice
Eduardo Deboni
Download copies of the handout
and PowerPoint slides at
www.joemcveigh.org/resources
Thank you !