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Writing Effective Learning Objectives

The document discusses the concept of constructive alignment in teaching and learning. It explains that constructive alignment means aligning learning outcomes, teaching methods, and assessment tasks so that they all work together to support the outcomes. It provides examples of verbs that can be used to write measurable learning outcomes at different levels of Bloom's taxonomy. It also provides guidelines for writing effective learning outcomes, such as using active verbs and making sure outcomes are assessable. The document emphasizes that learning outcomes should clearly state what students will know and be able to do as a result of a course or program.

Uploaded by

Alan Libert
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
76 views

Writing Effective Learning Objectives

The document discusses the concept of constructive alignment in teaching and learning. It explains that constructive alignment means aligning learning outcomes, teaching methods, and assessment tasks so that they all work together to support the outcomes. It provides examples of verbs that can be used to write measurable learning outcomes at different levels of Bloom's taxonomy. It also provides guidelines for writing effective learning outcomes, such as using active verbs and making sure outcomes are assessable. The document emphasizes that learning outcomes should clearly state what students will know and be able to do as a result of a course or program.

Uploaded by

Alan Libert
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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CONSTRUCTIVE ALIGNMENT the WHAT

Learning
Outcomes

the HOW
ACHIEVED?
REVIEW, IMPROVE, REDESIGN
Teaching
& Learning Assessment
Activities Tasks

USEFUL VERBS FOR WRITING LEARNING OUTCOMES


Remember Understand Apply Analyse Evaluate Create
arrange associate apply advertise appraise adapt BLOOM’S REVISED
cite classify calculate analyse argue anticipate
collect compare chart break down assess arrange TAXONOMY
define contrast choose categorize choose assemble
describe convert classify classify conclude collect
duplicate describe complete collect convince combine
enumerate estimate compute compare criticize compile
find explain construct connect critique construct
identify extend contribute contrast debate decide
locate generalize develop correlate decide design
memorize give examples discover criticize defend develop
record identify dramatize diagram determine facilitate
recognize interpret employ differentiate discriminate formulate
match justify experiment distinguish evaluate generate
relate locate extend divide grade generalize
select outline illustrate establish integrate imagine
name paraphrase implement examine interpret incorporate
label predict instruct explain judge individualize
list recognize interpret identify justify integrate
order report modify illustrate predict invent
quote restate operate infer prioritize modify
recall review participate investigate rate negotiate
repeat select practice order recommend organize
reproduce summarize predict outline reframe plan
select trace show prioritize score propose
show translate solve question select rearrange
state teach select support reconstruct
test separate value reorganize
(based on Greenleaf 2008)
use verify

Pre-structural Uni-structural Multi-structural Relational Extended abstract


fail identify combine apply create SOLO
incompetent name describe analyse formulate (verbs indicate levels
misses point follow simple enumerate argue generate of understanding)
procedure perform serial compare/ hypothesise
skills contrast reflect
list criticise theorise
explain
causes
relate
http://www.johnbiggs.com.au/academic/solo-taxonomy/ justify

WRITING EFFECTIVE
LEARNING OUTCOMES

CRICOS Provider 00109J


WHAT IS A LEARNING OUTCOME?

A MEASURABLE, OBSERVABLE AND SPECIFIC STATEMENT


THAT CLEARLY INDICATES WHAT A STUDENT SHOULD KNOW AND
BE ABLE TO DO AS A RESULT OF LEARNING.

Well-written learning outcomes contain the following parts:

level of condition of
action verb subject content
achievement performance
(if applicable)

WRITING LEARNING OUTCOMES


1. State clearly using future tense
By the end of this course, students will be able to...

2. Describe skills, abilities or knowledge required using appropriate verbs from chosen taxonomy
• formulate questions about...
• demonstrate the ability to...
• communicate ideas, procedures, results, andaction verb
conclusions using...
• describe, evaluate and communicate the impact of research in...

3. Learning outcomes should be assessable for skills/abilities/knowledge to required standard,


relevant to the course or program, attainable for the level of student and in the time given.
subject content

LEARNING OUTCOME EXAMPLES


NO level of
YES
Not clear, measurable or student focused Effective
• Be exposed to a comprehensive analysis of the social achievement
• Identify and explain the social costs of employment inequity
costs of employment inequity in Australian Society in Australian Society
• Creatively engage the project brief • Illustrate a marketing concept through the application of a
specified project brief
•
•
Participate in electronic communication
Appreciate mathematical fundamentals of computer
condition of
• Effectively communicate key concepts through electronic media
• Apply appropriate mathematical fundamentals to create
graphics techniques performance
effective computer graphic objects
• Engage with the notion of teaching as a profession • Demonstrate various applications of professional ethics in
teaching
•
(if applicable)
Have particular regard for the requirement for security • Design and defend an implementation plan for security
measures in a workplace measures in a workplace
• Understand all of the different aspects of the social • Explain the social impacts of new technologies
impacts of new technologies
WHY NOT? WHY?
Unable to measure students’ achievement Tasks are clear and measurable

EVALUATE LEARNING OUTCOMES


• Are they clearly expressed?

• Do they state what the students should learn?

• Does each one use an active verb suitable for the level of the course/program?

• Are the learning outcomes clearly relevant to the course?

• Do the learning outcomes provide a pathway for learning activities, teaching and assessment?

• Does each learning outcome have a task/s to assess whether it has been achieved?

• Do the learning outcomes align with the faculty and university strategic priorities and graduate identity?

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