Examples of learning outcomes

Examples of Learning Outcomes:

• Understands integral and differential calculus and uses them in problem solving
"Understand" is not an action word and does not describe what students will be able to do differently as a result of the course. A better outcome might be: “Applies concepts of integral and differential calculus to solve industrial and management engineering problems”

• Express numbers in scientific notation using the correct number of significant digits.
This statement describes a discrete skill, but not an overarching goal of a class. A better outcome might be: “Express and manipulate numbers effectively using the concepts of scientific notation, significant digits, and SI unit measurements.”

• Is able to apply learned information to projects.
Even though the statement talks about ability of applying information does not show exactly how that ability will be measured. A better outcome would be: “Formulates an experimental plan of data gathering to attain a stated objective (develop correlation, test a model, ascertain performance of equipment, etc.).”

• Develops a design strategy, including a plan of attack, decomposition of work into subtasks, development of a timetable. Suggests new approaches and improves on what has been done before. Develops several potential solutions and finds optimum.
This statement meets all the criteria.

• Is able to ientify unknown bacteria using gram stain, biochemical, and other microbiological methods for identification.
This statement meets all the criteria.

• Appreciate the difference between various forms of graphical representation.
This statement is vague and is not measurable. A better outcome might be: “Given a set of data, construct a time series, scatterplot, or histogram to show relationships between quantities.”

• The student has good writing skills.
This statement is too vague to be measurable. A better outcome might be: “Articulates ideas clearly and concisely. Organizes written materials in a logical sequence to enhance the reader's comprehension (paragraphs, subheading, etc.).”




Comparison of a syllabus in two formats: Content based and Learning Outcomes based.

Content based Syllabus

COURSE DESCRIPTION
This course teaches the fundamentals of Educational Psychology. The course covers diverse learning theories, classroom management, and classroom assessment techniques.
We will cover the aspect of human learning as imbedded in contextual factors such as SES, gender, culture, etc. (A typical content-focused course description lists the topics covered in the course, but does not include what the students will do or what is expected of them they will be able to demonstrate by the end of the course.)

COURSE GOAL
The purpose of this course is to provide the fundamentals of human learning and methods that teachers can use to measure the learning process in the classroom setting. (The goal focuses on the instructor since the instructor will provide the information. In fact shows what the instructor will do)

COURSE OBJECTIVES
1. To explain how the human mind learns.
2. To understand the different learning theories.
3. To illustrate the relationships between learning and assessment.
4. To learn different methods of classroom assessment.
5. To understand the different classroom management techniques by applying diverse learning theories
(These course objectives are again content oriented and list in fact the major topics that will be studied in the course. They show what the student will learn, and what the instructor will explain.)


Learning Outcomes based syllabus

COURSE DESCRIPTION
This course will enable students to gather information about several human learning theories. The students will be able to plan classroom management and assessment methods for a hypothetical classroom they were to teach. (This course description does not list the course content and topics to be studied, but describes what the student will be able to do upon successful completion of the course)

COURSE THEMES
Learning theories, classroom management and assessment techniques. (These are the themes addressed in the course.)

LEARNING OUTCOMES
When the students have successfully completed this course they will be able to:
- compare, contrast, and describe the similarities and differences of the learning theories presented in this course.
- critique the strengths and weaknesses of each learning theory as applied to diverse classroom management techniques.
- design and plan for different classroom management techniques according to the cognitive characteristics of learners they would teach and the specific learning theory used.
- use and craft appropriate assessment methods according to the learning theory used in teaching and the cognitive level that was planned to be assessed. (all learning outcomes show what the student will be able to do with the knowledge upon successful completion of the course)