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Formulation of Learning Outcome

This document discusses formulating learning outcomes and levels of learning. It defines key terms like outcome and learning outcome. It presents principles for writing outcomes, focusing on observable student performance. It also provides the ABCD procedure for writing outcomes: defining the Audience, specifying the Behavior, including any Conditions, and stating the desired Degree of mastery. Examples are given of effective learning outcomes that follow these guidelines. Finally, it briefly mentions different levels of learning based on Bloom's Taxonomy.

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Cem B. Tiu
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73 views

Formulation of Learning Outcome

This document discusses formulating learning outcomes and levels of learning. It defines key terms like outcome and learning outcome. It presents principles for writing outcomes, focusing on observable student performance. It also provides the ABCD procedure for writing outcomes: defining the Audience, specifying the Behavior, including any Conditions, and stating the desired Degree of mastery. Examples are given of effective learning outcomes that follow these guidelines. Finally, it briefly mentions different levels of learning based on Bloom's Taxonomy.

Uploaded by

Cem B. Tiu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Formulation of Learning

Outcomes
Principles and Procedures
and Levels of Learning

Presented by:
DECEMBOY B. TIU
MagDev Extension
Definition of terms
Outcome
- something that follows as a result or a
consequence
- a final product or end result;
- a way a thing turns out
Definition of terms
Learning Outcome
- are measurable statements that articulate at the
beginning what students should know, be able to
do, or value as a result of taking course or
completing a program
- are statements of the knowledge, skills and
abilities individual students should possess and
can demonstrate upon completion of a learning
experience or sequence of learning experience.
Principles
Outcome is about performance, and this
implies:
o There must be a performer – the student, not
the teacher.
o There must be something performable (thus
demonstrable or assessable) to perform.
o The focus is on the performance, not the
activity or task to be performed.
Procedures
Writing learning outcomes can be made
easier by using the ABCD approach…
Audience
• Define who will achieve the
outcome. Outcomes
commonly include the
phrases such as “After
completing this course,
students will be able to…”
• Keeping your audience in
mind as you develop your
learning outcomes helps
ensure that they are relevant
and centered on what
learners must achieve..
Audience
• Make sure that learning
outcome is focused on the
student’s behavior, not the
instructor’s.
• If the outcome describes an
instructional activity of topic,
then it is too focused on the
instructor’s intentions and
not the students.
• Try to understand your
audience so that you can
better align your learning
Behavior
• Use action verbs to describe
observable behavior that
demonstrates mastery of the
goal or objective.
• Use action verb depending
on the skill, knowledge, or
domain of the behavior.
• Avoid using verbs that are
vague or difficult to assess
such as “understand”,
“appreciate”, or “know”.
Behavior
• The behavior usually
completes the audience
phrase “students will be able
to…” with specific action
verb that learners can
interpret without ambiguity.

Ex: The students will be able to


create a new model of…
3 Learning
Domain
For the cognitive For the psychomotor For the affective
domain: domain: domain:

1. Create, 1. Invent, create, 1. Internalize,


investigate, design manage propose, conclude
2. Evaluate, argue, 2. Articulate, 2. Organize,
support construct, solve systematize,
3. Analyze, compare, 3. Complete, integrate
examine calibrate, control 3. Justify, share,
4. Solve, operate, 4. Build, perform, persuade
demonstrate execute 4. Respond,
5. Describe, locate, 5. Copy, repeat, contribute,
translate follow cooperate
6. Remember, define, 5. Capture, pursue,
Based on Bloom’s
duplicate, list consume
Taxonomy
Condition
• State the conditions, if any,
under which the behavior is to
be performed. Consider the ff
conditions:
- Equipment or tools, such as
using a laboratory or a specific
software application
- Situation or environment, such
as in a clinical setting, or during
performance
- Materials or format, such as
written text, slide presentation,
or specified materials.
Degree
• States the standard or
criterion for acceptable
performance. What standard
should the learner meet to be
judged proficient?
For example:
- With 90% accuracy
- Within 10 minutes
- Suitable for submission to
an
edited journal
- In a 100-word paragraph
Procedures
Writing learning outcomes can be made
easier by using the ABCD approach…
Characteristics
of effective learning outcomes
Specific: clear and distinct from others.
Measurable: identifies observable student action.
Attainable: suitably challenging
ough
for students in the course.
Related: connected to other objectives and students interests.
Time-bound: likely to be achieved and keep students on task
within the given time frame.
Examples of effective learning outcomes following the ABCD guidelines:

Examples:

At the end of the course, students [audience] will be able to demonstrate oral
competence [behavior] with the French language in pronunciation, vocabulary,
and language fluency [condition] in a 10-minute in-person interview with a
member of the teaching team [degree].

After completing a degree in microbiology [condition], students [audience] will


be able to communicate scientific concepts clearly and concisely [behavior] ,
both verbally and in writing [degree].
Examples of effective learning outcomes following the ABCD guidelines:

Examples:

Students [audience], will be able to label and describe [behavior], given a


diagram of the eye at the end of this lesson [condition], all seven extraocular
muscles, and at least two of their actions [degree].

After completing lessons 1 through 5, given images of specific works of arts


[condition], students [audience] will be able to identify the artists, artistic
period, and describe their historical, social and philosophical context
[behavior] in a two-page written essay [degree].
Levels
of
Learning
“ If you aim for nothing, you’ll
hit it every time.

”
~ Zig Ziglar
Thank you

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