S5-01 Learning Outcomes

The document outlines the importance of learning outcomes in education, emphasizing that they should be measurable statements reflecting what learners can achieve. It discusses the distinction between learning outcomes and teaching objectives, and introduces Bloom's Taxonomy as a framework for categorizing learning outcomes across cognitive, affective, and psychomotor domains. Additionally, it provides guidelines for writing effective learning outcome statements using the SMART criteria.

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S5-01 Learning Outcomes

Uploaded by

Nwe Nwe Soe

Available Formats

Download as PPT, PDF, TXT or read online on Scribd

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Learning Outcomes

Dr.Nilar Toe
Professor & Head ( Engineering Mathematics
Department)
Quality Officer ( QA office)
Myanmar Maritime University
Learning Outcomes

Learning Outcome: A specific statement that describes

what a learner will be able to do in some measurable
way. Often a learning taxonomy is used to write a learning
outcome. An effective learning outcome statement begins
with an active verb (doing), the object (ASK) of the verb
followed by a phrase that gives the context (conditions of the
performance).

Often a learning taxonomy is used to aid in the writing of

learning outcomes and to facilitate constructive alignment.

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Goals, Aims and
Objectives
Learning outcomes? Aims or Objectives
?

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QA at Programme Level
Goals, Aims and
Objectives
Aims (Goals) or objectives are concerned with
teaching and the teacher’s intentions whilst
learning outcomes are concerned with
learning.

Learning outcomes are concerned with the

achievements of the learner rather than the
intentions of the teacher.

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QA at Programme Level
Learning Outcomes
The shift to (Expected) Learning
Outcomes …..

meant to ensure that aims, goals,

and objectives are translated into
observable and measurable results
that can be demonstrated and
assessed.

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Learning Outcomes
Categories of Learning outcomes:

•Subject specific outcomes that relate to the subject

discipline and the knowledge and/or skills particular
to it;
•Generic (sometimes called transferable skills)
outcomes that relate to any and all disciplines e.g.
written, oral, problem-solving, information
technology, and team working skills, etc.

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QA at Programme Level
Learning Outcomes :
Statements of what a learner is expected to know,
understand and/or be able to demonstrate after
completion of a process of learning.

Bloom’s Taxonomy of Educational

Objectives - 3 Domains of Learning:
• Cognitive
• Affective
• Psycho-motor

Benjamin Bloom (1913 – 1999)

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QA at Programme Level
Bloom’s Taxonomy (Revised)

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QA at Programme Level
Bloom’s Taxonomy (Revised)
Four Knowledge Domains
Factual • Knowledge of terminology Basic elements used to
Knowledge • Knowledge of specific communicate, understand,
details and elements organise a subject: terminology,
scientific terms, labels,
vocabulary, jargon, symbols or
representations; and specific
details such as knowledge of
events, people, dates, sources of
information.
Conceptual • Subject-specific Knowledge of classifications and
Knowledge classifications and categories, principles, theories,
categories models or structures of a
• Subject-specific principles subject.
and generalisations
• Theories, models,
structures
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QA at Programme Level
Bloom’s Taxonomy (Revised)

Four Knowledge Domains

Procedural • Skills and algorithms Knowing how to do
Knowledge • Techniques and methods something: performing skills,
• Criteria for determining algorithms, techniques or
when to use appropriate methods.
procedures
Metacognitive • Strategic knowledge The process or strategy of
Knowledge • Knowledge about cognitive learning and thinking; an
tasks, including appropriate awareness of one’s own
contextual and conditional cognition, and the ability to
knowledge control, monitor, and
• Self-knowledge regulate one’s own cognitive
process.

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QA at Programme Level
Bloom’s Taxonomy (Revised)
Six Cognitive Process Skills
Levels / Cognitive Categories 19 Cognitive processes
Create Generating, Planning,
Put elements together to form a coherent or functional Producing
whole; reorganise elements into a new pattern or structure

Evaluate Checking, Critiquing

Make judgments based on criteria and standards
Analyse Differentiating, Organising,
Break material into its constituent parts and determine Attributing
how the parts relate to one another and to an overall
structure or purpose
Apply Executing, Implementing
Carry out or use a procedure in a given situation
Understand Interpreting, Exemplifying,
Construct meaning from instructional messages, including Classifying, Summarising,
oral, written, and graphic communication Inferring, Comparing,
Explaining
Remember Recognising
Retrieve
13th December 2024 relevant knowledge from long-termMMU-NLT
memory Recalling 11
QA at Programme Level
Bloom’s Taxonomy (Revised)
Six Cognitive Process Skills
Levels / Cognitive Other verbs
Categories
Create Generate, plan, compose, develop, create, invent, organise,
construct, produce, compile, design, devise
Evaluate Rank, assess, monitor, check, test, judge
Analyse Analyse, break down, compare, select, contrast, deconstruct,
discriminate, distinguish, identify, outline
Apply Implement, organise, dramatise, solve, construct,
demonstrate, discover, manipulate, modify, operate, predict,
prepare, produce, relate, show, solve, choose
Understand Illustrate, defend, compare, estimate, explain, classify,
generalise, interpret, paraphrase, predict, rewrite,
summarise, translate
Remember Define, describe, identify, know, label, list, match, name,
outline, recall, recognise, reproduce, select, state, locate
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QA at Programme Level
Bloom’s Taxonomy (Revised)
Two Dimensions: Knowledge Levels and Cognitive Process
Skills
Levels Remember Understand Apply Analyse Evaluate Create
Factual ELO1/ ELO4/
Knowledge Test A Project
Conceptual ELO2/ ELO4/
Knowledge /Test A Project
Procedural ELO3/
Knowledge Learning
Activity 1/
Journal
Meta-
cognitive
Knowledge