Learning Outcomes and

Assessment

Using Writing to Learn in

the Disciplines
Georgia State University
What are learning outcomes?
What are learning outcomes?

 goal statements tied directly to the educational

needs addressed by a course, assignment, etc.
What are learning outcomes?

 goal statements tied directly to the educational

needs addressed by a course, assignment, etc.
 focused on observable and assessable actions or
behaviors
What are learning outcomes?

 goal statements tied directly to the educational

needs addressed by a course, assignment, etc.
 focused on observable and assessable actions or
behaviors
 used to communicate expectations
What are learning outcomes?

 goal statements tied directly to the educational

needs addressed by a course, assignment, etc.
 focused on observable and assessable actions or
behaviors
 used to communicate expectations
 expressed in key verbs
What are learning outcomes?

 goal statements tied directly to the educational

needs addressed by a course, assignment, etc.
 focused on observable and assessable actions or
behaviors
 used to communicate expectations
 expressed in key verbs
 used to assess student work and educational
practices
Example

At the end of the semester, you will know the

key figures of speech and how they function in
literary works.
versus
At the end of the semester, you will be able to
identify key figures of speech and interpret
them in literary works.
The difference between the two?
The difference between the two...

 practical problem in the first statement: how do you

observe knowledge? What does it mean, exactly, to
know?
The difference between the two

 practical problem in the first statement: how do you

observe knowledge? What does it mean, exactly, to
know?
 identify and interpret (2nd statement), however,
describe readily observable and assessable activities
The difference between the two

 practical problem in the first statement: how do you

observe knowledge? What does it mean, exactly, to
know?
 Identify and interpret (2nd statement), however,
describe readily observable and assessable activities
 these verbs also describe activities that when
successfully completed signal specific forms and
levels of knowledge and critical thinking skill
Learning outcomes and critical
thinking

Well-formed learning outcomes . . .

Learning outcomes and critical
thinking

Well-formed learning outcomes

 tie directly to specific types and levels of knowledge
and critical thinking within a discipline.
Learning outcomes and critical
thinking

Well-formed learning outcomes

 tie directly to specific types and levels of knowledge
and critical thinking within a discipline
 target the levels of knowledge and skill that educators
wish to inculcate in students
Learning outcomes and critical
thinking

Well-formed learning outcomes

 tie directly to specific types and levels of knowledge
and critical thinking within a discipline.
 target the levels of knowledge and skill that educators
wish to inculcate in students
 precisely communicate our expectations to students
(and to "overhearing" audiences as well, such as
administrators reviewing departmental syllabi)
Learning outcomes and critical
thinking

Benjamin Bloom’s
taxonomy of learning
in the cognitive
domain:
Learning outcomes and critical
thinking

Benjamin Bloom’s
taxonomy of learning
in the cognitive
domain:

Knowledge
Learning outcomes and critical
thinking

Benjamin Bloom’s
taxonomy of learning
in the cognitive
domain:

Comprehension
Knowledge
Learning outcomes and critical
thinking

Benjamin Bloom’s
taxonomy of learning
in the cognitive
domain:

Application
Comprehension
Knowledge
Learning outcomes and critical
thinking

Benjamin Bloom’s
taxonomy of learning
in the cognitive
domain:
Analysis
Application
Comprehension
Knowledge
Learning outcomes and critical
thinking

Benjamin Bloom’s
taxonomy of learning
in the cognitive
Synthesis
domain:
Analysis
Application
Comprehension
Knowledge
Learning outcomes and critical
thinking

Benjamin Bloom’s
taxonomy of learning Evaluation
in the cognitive
Synthesis
domain:
Analysis
Application
Comprehension
Knowledge
Verbs in written learning outcomes

Bloom’s categories of critical thinking generate

sets of verbs that can be used in learning
outcomes

example
Learning outcomes and assessment
Learning outcomes and assessment

 assignments should have explicit learning

outcomes that tie directly into course learning
outcomes (and by extension to disciplinary
learning outcomes)
Learning outcomes and assessment

 assignments should have explicit learning

outcomes that tie directly into course learning
outcomes (and by extension to disciplinary
learning outcomes)
 assessment instruments should measure
students’ performance relative to the
specified learning outcomes for the
assignment
Our website

Learning Outcomes:
http://wac.gsu.edu/content/resources/outcomes

WAC@GSU:
http://wac.gsu.edu