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A B C D: Learning Outcomes

The document provides guidance on writing learning outcomes using the ABCD method of specifying the Audience, Behavior, Condition, and Degree of mastery. It explains that learning outcomes should be Specific, Measurable, Achievable, Relevant, and Time-bound. Additionally, the document outlines Bloom's revised taxonomy of cognitive skills, ranging from lower-order Remember and Understand domains to higher-order Analyze, Evaluate, and Create domains. Key verbs are provided for writing observable and measurable outcomes within each domain.

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Aditya Sharma
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92 views2 pages

A B C D: Learning Outcomes

The document provides guidance on writing learning outcomes using the ABCD method of specifying the Audience, Behavior, Condition, and Degree of mastery. It explains that learning outcomes should be Specific, Measurable, Achievable, Relevant, and Time-bound. Additionally, the document outlines Bloom's revised taxonomy of cognitive skills, ranging from lower-order Remember and Understand domains to higher-order Analyze, Evaluate, and Create domains. Key verbs are provided for writing observable and measurable outcomes within each domain.

Uploaded by

Aditya Sharma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Assessment Toolbox:

Learning Outcomes
Writing Learning Outcomes – ABCD Method

A B C D
Audience Behavior Condition Degree

Audience: Who are the student learners?


Behavior: What will the students be able to think, know, or do?
Condition: Under what circumstances/context will the learning occur?
Degree: How well or how much must the behavior be performed?

Condition Audience

Example: As a result of participating in the Leadership 101 Workshop, student employees


will explain three of the five leadership traits in Kouzes and Posner’s The Leadership Challenge.

Behavior Degree

List the main components of your student learning outcome:

Audience_____________________________________________________________________

Behavior______________________________________________________________________

Condition_____________________________________________________________________

Degree_______________________________________________________________________

Write your student learning outcome

Is your student learning outcome S.M.A.R.T.?

Specific: Be explicit about what will happen, where, and to whom


Measurable: Establish concrete criteria for success
Achievable: Know the outcome is something your students can accomplish
Relevant: The outcome must connect to your objectives, goals, and mission
Time specific: The outcome should be bound to a specific time frame
Assessment Toolbox:
Learning Outcomes
Bloom’s Revised Taxonomy of Learning Domains

Bloom’s Revised Taxonomy represents a continuum of increasing cognitive complexity from lower order
thinking skills to higher order thinking skills. This cognitive development is explained by six domains, from
fundamental memorization to advanced critical thinking skills. Bloom’s Taxonomy verbs are useful for
writing observable and measureable student learning outcomes.

REMEMBER: EXHIBIT MEMORY OF PREVIOUSLY LEARNED MATERIAL BY RECALLING FACTS, TERMS,


BASIC CONCEPTS, AND ANSWERS
define label name
describe list recall
identify match recognize

UNDERSTAND: DEMONSTRATE UNDERSTANDING OF FACTS AND IDEAS BY ORGANIZING, COMPARING,


TRANSLATING, INTERPRETING, GIVING DESCRIPTIONS, AND STATING MAIN IDEAS
classify extend relate summarize
contrast illustrate rephrase translate
demonstrate infer restate
explain outline show

APPLY: SOLVE PROBLEMS TO NEW SITUATIONS BY APPLYING ACQUIRED KNOWLEDGE, FACTS,


TECHNIQUES, AND RULES IN A DIFFERENT WAY
apply generalize organize solve
examine interpret operationalize utilize
employ model select

ANALYZE: BREAK DOWN KNOWLEDGE INTO PARTS AND SHOW ORGANIZATIONAL PATTERNS AND
INTERRELATIONSHIPS
analyze compare discover inspect
argue conclusion dissect simplify
categorize contrast distinguish

EVALUATE: PRESENT AND DEFEND OPINIONS BY MAKING JUDGEMENTS ABOUT INFORMATION,


VALIDITY
VALIDIDTYOFOFIDEAS, OR QUALITY OF WORK BASED ON A SET OF CRITERIA
IDEAS<
assess defend judge prove
choose determine justify rate
conclude disprove measure recommend
decide evaluate prioritize support

CREATE: COMPILE INFORMATION TOGETHER IN A DIFFERENT WAY BY COMBINING ELEMENTS IN A


IN
NEWA NEW PATTERN
PATTERN OR OR PROPOSING ALTERNATIVE SOLUTIONS
build create imagine plan
combine design improve test
compose develop invent
construct formulate modify

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's
taxonomy of educational objectives. New York: Longman.

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