In this section, you’ll find information and resources about writing, analyzing and using learning outcomes.
What is a learning outcome?
“Learning outcomes are statements that indicate what students will know, value or be able to do by the end of the course. They are the assessable ends of education, written from the students’ perspective, focused on what students can expect to achieve if they have learned successfully. In order to be assessable, they must specify things that can be observed, that are public, and not activities or states that are internal to students’ minds.”
From “A Primer on Learning Outcomes and the SOLO Taxonomy”
How do I write a quality learning outcome?
Writing learning outcomes is a critical part of the course design process. Once you have clearly written and measurable learning outcomes, you can align the rest of the course, including assessments, methods, and materials, to align with those learning outcomes.
- Analyzing and writing learning outcomes is an important part of your teaching and course design process. This article clearly explains the components of learning outcomes, why learning outcomes matter to course design, and common mistakes when writing learning outcomes. It also includes verbs that are used in the SOLO Taxonomy.
- Must Read: Pages 1-8 provide a practical overview of learning outcomes
Resource: Learning Outcomes: Breaking it Down
- In this LDST workshop, we pull outcomes from hats, searching and rescue, break them down, and even plan instruction. This is the google slide deck, and if you’d us to facilitate this workshop with your team, let us know at LDSTeam@flemingcollege.ca
How could I measure the quality of existing learning outcomes?
- Ruth Stiehl‘s super useful Outcomes Primer outlines six criteria to measure the quality of a learning outcome – action, context, scope, complexity, brevity/clarity. This is a useful resource for explaining, analyzing, and writing learning outcomes at the program or course level.
How do I align my courses to the learning outcomes?
Resource: A Self-Directed Guide to Designing Courses for Significant Learning by Dee Fink
- This self-study resource is published by Dee Fink and focuses on course design in college. Fink emphasizes integrated course design and creating courses and programs for lasting learning by aligning learning goals, teaching and learning activities, and educative assessments. This resource also includes graphic organizers and templates that can be used with design teams.
- Must Read: primary components pages 1-25 for a meaningful overview of the theory and practice of integrated course design. This is a helpful workbook to send to all members of your design team to get started on the same page (especially page 25!).