{"id":3071,"date":"2017-01-25T16:55:21","date_gmt":"2017-01-25T16:55:21","guid":{"rendered":"https:\/\/blogs.tees.ac.uk\/lteonline\/?page_id=3071"},"modified":"2017-01-30T09:08:59","modified_gmt":"2017-01-30T09:08:59","slug":"learning-outcomes","status":"publish","type":"page","link":"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/learning-outcomes\/","title":{"rendered":"Learning Outcomes"},"content":{"rendered":"<h5><span style=\"font-size: 14pt;color: #ff6633\">Why Use Learning Outcomes?<\/span><\/h5>\n<p>Being clearer about what we want from our students helps us to make the important decisions such as:<\/p>\n<ul>\n<li>what we want them to know (knowledge and programme content)<\/li>\n<li>how we want them to learn it (teaching and learning strategies)<\/li>\n<li>how well they have learned it (assessment)<\/li>\n<li>how effective the programme has been (evaluation)<\/li>\n<\/ul>\n<h5><span style=\"font-size: 14pt;color: #ff6633\">Bloom\u2019s Taxonomy Simplified\u00a0<\/span><\/h5>\n<p>The best known of these structured hierarchies or systems of classification is the well worn and well used one produced by Bloom and his collaborators back in 1955 (see Figure 1).<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-3072\" src=\"https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2017\/01\/BLOOM-noresize.jpg\" alt=\"\" width=\"979\" height=\"592\" srcset=\"https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2017\/01\/BLOOM-noresize.jpg 979w, https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2017\/01\/BLOOM-noresize-300x181.jpg 300w, https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2017\/01\/BLOOM-noresize-768x464.jpg 768w\" sizes=\"(max-width: 979px) 100vw, 979px\" \/><br \/>\n<strong>Figure 1: Bloom\u2019s Taxonomy simplified<\/strong><\/p>\n<p>It is also worth considering elaborations of Bloom which may help when writing outcomes for different levels of an academic programme.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-3073\" src=\"https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2017\/01\/BLOOM_interrealtionship-noresize.jpg\" alt=\"\" width=\"872\" height=\"526\" srcset=\"https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2017\/01\/BLOOM_interrealtionship-noresize.jpg 872w, https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2017\/01\/BLOOM_interrealtionship-noresize-300x181.jpg 300w, https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2017\/01\/BLOOM_interrealtionship-noresize-768x463.jpg 768w\" sizes=\"(max-width: 872px) 100vw, 872px\" \/><br \/>\n<strong>Figure 2: Interrelationships between Bloom\u2019s cognitive levels<\/strong><\/p>\n<h5><span style=\"font-size: 14pt;color: #ff6633\">Writing Learning Outcomes<\/span><\/h5>\n<p>Following are useful suggestions worth considering when you are drafting your learning outcomes.<\/p>\n<table style=\"width: 584px\">\n<tbody>\n<tr style=\"height: 24px\">\n<td style=\"width: 564px;height: 24px\" colspan=\"2\"><strong>Figure 3: Suggestions &amp; considerations when writing learning outcomes<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 24.625px\">\n<td style=\"width: 12px;height: 24.625px\">1.<\/td>\n<td style=\"width: 552px;height: 24.625px\">Refer to University\u2019s credit level descriptors and subject benchmarks<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\"><\/td>\n<td style=\"width: 552px;height: 24px\">\n<ul>\n<li>Provides the essential framework for the writing of programme and module learning outcomes<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\">2.<\/td>\n<td style=\"width: 552px;height: 24px\">Think and plan strategically<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\"><\/td>\n<td style=\"width: 552px;height: 24px\">\n<ul>\n<li>Writing learning outcomes for particular modules is easier if they can be fitted into a systematic programme framework<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\">3.<\/td>\n<td style=\"width: 552px;height: 24px\">Be clear about your priorities for your students learning<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\"><\/td>\n<td style=\"width: 552px;height: 24px\">Some examples on how\u00a0important are the following for student learning;<\/p>\n<ul>\n<li>using evidence to support an argument<\/li>\n<li>explaining, discussing and evaluating concepts and theory<\/li>\n<li>communicating complex ideas in writing<\/li>\n<li>determining the reliability of evidence \u2013 factual accuracy.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\">4.<\/td>\n<td style=\"width: 552px;height: 24px\">Ensure the outcomes are accessible<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\"><\/td>\n<td style=\"width: 552px;height: 24px\">\n<ul>\n<li>Shift towards an outcomes driven approach has often led to a broader range of assessment approaches being used<\/li>\n<li>Description of the sort of evidence that will demonstrate the achievement of a learning outcome is important<\/li>\n<li>A very close link between outcomes and assessment criteria<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\">5.<\/td>\n<td style=\"width: 552px;height: 24px\">Be clear about the standards that learning outcomes describe<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\"><\/td>\n<td style=\"width: 552px;height: 24px\">\n<ul>\n<li>Describe the minimum requirement to pass a module thereby allowing the remaining percentage to be allocated according to the level of the student\u2019s achievement represented by assessment criteria<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\">6.<\/td>\n<td style=\"width: 552px;height: 24px\">Use accessible and accurate language (Refer Figure 1 and 4)<\/td>\n<\/tr>\n<tr style=\"height: 24px\">\n<td style=\"width: 12px;height: 24px\"><\/td>\n<td style=\"width: 552px;height: 24px\">\n<ul>\n<li>Audience for these statements won\u2019t just be other academics; students in particular will need to understand what is expected of them<\/li>\n<li>Keep your list of outcomes short<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table style=\"width: 584px\">\n<tbody>\n<tr>\n<td style=\"width: 554px\" colspan=\"2\"><strong>Figure 4: When writing learning outcomes<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 270px\">Avoid word like:<\/td>\n<td style=\"width: 249px\">Consider using words like:<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 270px\">\n<ul>\n<li>know, understand<\/li>\n<li>be familiar with<\/li>\n<li>become acquainted with<\/li>\n<li>have a good grasp of<\/li>\n<li>obtain a working knowledge of<\/li>\n<li>appreciate<\/li>\n<li>realise the significance of<\/li>\n<li>be aware of<\/li>\n<li>believe<\/li>\n<li>be interested in<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 249px\">\n<ul>\n<li>list<\/li>\n<li>describe<\/li>\n<li>evaluate<\/li>\n<li>state<\/li>\n<li>explain<\/li>\n<li>identify<\/li>\n<li>distinguish<\/li>\n<li>design<\/li>\n<li>construct<\/li>\n<li>solve<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>Why Use Learning Outcomes? Being clearer about what we want from our students helps us to make the important decisions such as: what we want them to know (knowledge and programme content) how we want them to learn it (teaching<\/p>\n","protected":false},"author":44,"featured_media":10727,"parent":3053,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"jetpack_post_was_ever_published":false,"footnotes":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Learning Outcomes - LTE Online<\/title>\n<meta name=\"description\" content=\"Why Use Learning Outcomes? 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