Learning Outcomes & Objectives

Source: Rema Devi Menon (IBMM) 30 October 2003 Immersion Course for KDPM Mathematics Major

Behavioral Objectives & Learning Outcomes

At the end of this lecture students will be able to list out the characteristics that differentiate between BO & LO.
Given 5 statements student will identify correctly at least 4 of the given BO & LO.

What are objectives?

Behavioral objectives, learning objectives, instructional objectives, and performance objectives are terms that refer to descriptions of observable student behavior or performance that are used to make judgments about learning. is a skill that requires practice, feedback, and experience.

Objectives
Are the heart of learning objectives and lesson plans. They are a highly effective way to indicate, and communicate to others, specific, observable student behavior. Behavioral verbs describe an observable product or action. Teachers and others make inferences about student learning on the basis of what a student does or produces.

Rationale for Behavioral objectives

Basis for lesson planning
They clarify the intent of instruction.
Basis for making the best possible inferences about whether learning has occurred.
Learning cannot be seen directly. Behavioral objective helps the teacher measure what has been taught/learnt. By stating his objectives in behavioral terms, the teacher focuses his attention upon the purpose of all instruction -- learning.

Basis for devising instructional strategies that will effectively lead students to learn what is intended to be learnt.
Clear objectives of instruction help the teacher in selecting the best possible method/technique for teaching.

Serve to clarify the purposes and intent of instruction to others

the teacher should be able to tell all who are interested what he expects his students to learn from instruction. able to tell / communicate to others in a consistent, orderly, and efficient manner.

Writing Behavioral Objectives

Parts of a behavioral objective are: 1. Conditions / (syarat)
2. Behavioral Verb / (perlakuan)
(a statement that describes the conditions under which the behavior is to be performed) (an action word that connotes an observable student behavior) (a statement that specifies how well the student must perform the behavior).

3. Criteria / (kriteria atau kadar)

Condition
the circumstances, commands, materials, directions, etc., that the student is given to initiate the behavior.
Given 10 match sticks, student will be able to

Behavioral verb
Denotes an observable action, or the creation of an observable product.
Sample
identify, name, describe List of behavioral verbs Verbs used for Maths Sample of maths lesson
Lesson on subtraction Investigation I Investigation II Everyday Maths

Quality

Blooms taxonomy Understanding Comprehension Application Analysis Synthesis Evaluation

Most Complex

Complex

Least Complex

Indeterminate

Apply a rule
define describe interpret

classify
demonstrate diagram estimate

distinguish
identify measure name

compose
construct label read

predict

evaluate
locate

order
state a rule

solve
translate

Assessment
An assessment is specifically designed to determine whether the learners have actually learned what was intended. Example: Objective
Assessment
Name the 3 parts of writing behavioral objectives.

Student will name the 3 parts of a behavioral objective.

Criteria
how well the behavior must be performed to satisfy the intent of the behavioral verb.
Given a list of the first 100 numbers arranged in ascending order (conditions), the student will identify (verb) at least nine prime numbers (criteria).

http://school.discovery.com/lessonplans/progra ms/everydaymath/

 The learning outcomes are statements of what students are expected to know and do at an indicated grade; They comprise the prescribed curriculum.
http://www.bced.gov.bc.ca/irp/curric/lo.html

Learning Outcomes

What are learning outcomes?

Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning activity. Learning outcomes are statements that specify what learners will know as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.

Writing Learning Outcomes

Intended Learning Outcomes After following this lecture, you will be able to: 1. list ... 2. evaluate ... . . . N. explain ...

Remember
The key word is DO and the key need in drafting learning outcomes is to use active verbs. Note how words such as give, use and have a view are used in the following examples:

Examples:
At the end of this lecture you will be able to: state what is meant by a learning outcome give reasons why learning outcomes are valuable in designing a lecture use learning outcomes when planning and writing a lecture have a view as to whether you think they better enable you to describe to students what they are expected to learn from your material.

Learning outcomes help instructors more precisely to tell students what is expected of them. By doing this, educationalists assert that they:
help students learn more effectively. They know where they stand and the curriculum is made more open to them. make it clear what students can hope to gain from following a particular course or lecture. help instructors to design their materials more effectively by acting as a template for them. help instructors select the appropriate teaching strategy, for example lecture, seminar, student self-paced, or laboratory class. It obviously makes sense to match the intended outcome to the teaching strategy. help instructors more precisely to tell their colleagues what a particular activity is designed to achieve. assist in setting examinations based on the materials delivered.

Why learning outcomes?

ensure that appropriate assessment strategies are employed.

Writing learning outcomes

Think of what you expect students to be able to do / to know before going through your lecture/teaching. NOW think of them after they have read it. What should they now be able to do as a result of reading it? always try to use active words. try writing them! try writing them, and then ask a colleague or student whether they know what is expected of them.

Characteristics of good learning outcomes

Three distinguishing characteristics:
The specified action by the learners must be
Observable, Measurable, done by the learners.

Sample action verbs

ACTION VERBS for Overt behaviour (actions that are observable & measured):
compile, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, critique

[Certain verbs are unclear and subject to different interpretations in terms of what action they are specifying. These types of verbs should be avoided.]

ACTION VERBS for Covert behaviour (actions that cannot be observed or measured):
know, become aware of, appreciate, learn, understand, become familiar with

Vague outcomes: Participants will understand the nine reasons for conducting a needs assessment.

Examples

Participants will develop an appreciation of cultural diversity in the workplace.

[If you ask a simple question ("Can it be measured?"), you see readily that these learning outcomes have shortcomings. They are not measurable. The same outcomes can be modified by changing the action verbs.]

Modified & clear outcomes: Participants will list nine reasons for conducting a needs assessment.

Participants will summarize in writing their feelings about cultural diversity in the workplace.
[Learners now have a much better idea of what is expected of them.]

References
NCGIA GISCC Learning Outcomes http://www.ncgia.ucsb.edu/education/curricula/giscc/uni ts/format/outcomes.html BC Ministry of Education - Curriculum - Prescribed Learning Outcomes http://www.bced.gov.bc.ca/irp/curric/lo.html American Law Libraries - Writing Learning Outcomes http://www.aallnet.org/prodev/outcomes.asp