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Differences Learning Outcomes and Objectives

The document discusses the differences between learning outcomes and learning objectives. Learning outcomes describe what students will be able to do upon completing a course, while learning objectives are statements defined by instructors that describe the intended goals of teaching. Both provide benefits such as communicating expectations and allowing for assessment of student progress.

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negmatovabarno67
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16 views24 pages

Differences Learning Outcomes and Objectives

The document discusses the differences between learning outcomes and learning objectives. Learning outcomes describe what students will be able to do upon completing a course, while learning objectives are statements defined by instructors that describe the intended goals of teaching. Both provide benefits such as communicating expectations and allowing for assessment of student progress.

Uploaded by

negmatovabarno67
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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EN C E S O F L E A R N I N G

THE ME : D I F F E R
A N D L E A R N I N G
O UTC O M ES N G
E S I N T E A C H I
OBJECTIV
N O KH O N N E G MAT O VA
PRESENTER : BAR
C H E R O F IBRAT SCH O O L.
U A G E T EA
ENGLISH LANG
BY THE END OF PRESENTATION YOU WILL BE ABLE TO:

• WHAT ARE LEARNING OUTCOMES AND OBJECTIVES;


• DIFFERENTIATE LEARNING OUTCOMES AND LEARNING OBJECTIVES;
• BENEFITS OF LEARNING OUTCOMES AND OBJECTIVES;
• EXAMPLES FOR LEARNING OUTCOMES AND OBJECTIVES.
WHAT ARE LEARNING OUTCOMES?
• LEARNING OUTCOMES ARE STATEMENTS THAT DESCRIBE THE KNOWLEDGE OR SKILLS STUDENTS
SHOULD ACQUIRE BY THE END OF A PARTICULAR ASSIGNMENT, CLASS, COURSE, OR PROGRAM,
AND HELP STUDENTS UNDERSTAND WHY THAT KNOWLEDGE AND THOSE SKILLS WILL BE USEFUL TO
THEM.

• LEARNING OUTCOMES ARE USER-FRIENDLY STATEMENTS THAT TELL STUDENTS WHAT THEY WILL
BE ABLE TO DO AT THE END OF A PERIOD OF TIME. THEY ARE MEASURABLE AND QUITE OFTEN
OBSERVABLE.

• GOOD LEARNING OUTCOMES EMPHASIZE THE APPLICATION AND INTEGRATION OF KNOWLEDGE.


INSTEAD OF FOCUSING ON COVERAGE OF MATERIAL, LEARNING OUTCOMES ARTICULATE HOW
STUDENTS WILL BE ABLE TO EMPLOY THE MATERIAL, BOTH IN THE CONTEXT OF THE CLASS AND MORE
BROADLY.
• GOOD LEARNING OUTCOMES FOCUS ON THE APPLICATION AND
INTEGRATION OF THE KNOWLEDGE AND SKILLS ACQUIRED IN A
PARTICULAR UNIT OF INSTRUCTION (E.G. ACTIVITY, COURSE PROGRAM,
ETC.), AND EMERGE FROM A PROCESS OF REFLECTION ON THE ESSENTIAL
CONTENTS OF A COURSE. MORE SPECIFICALLY, GOOD LEARNING
OUTCOMES:
ARE VERY SPECIFIC, AND USE ACTIVE LANGUAGE – AND VERBS IN PARTICULAR – THAT
MAKE EXPECTATIONS CLEAR. THIS INFORMS STUDENTS OF THE STANDARDS BY WHICH
THEY WILL BE ASSESSED, AND ENSURES THAT STUDENT AND INSTRUCTOR GOALS IN THE
COURSE ARE ALIGNED. WHERE POSSIBLE, AVOID TERMS LIKE UNDERSTAND, DEMONSTRATE,
OR DISCUSS THAT CAN BE INTERPRETED IN MANY WAYS.
Learning outcomes:
 state in clear terms what it is that your students should be able
to do at the end of a course that they could not do at the
beginning.
 focus on student products, artifacts, or performances, rather
than on instructional techniques or course content.
 are student-centered rather than instructor-centered.
 explicitly communicate course expectations to your students.
LEARNING OBJECTIVES:
• LEARNING OBJECTIVES ARE STATEMENTS THAT DEFINE THE EXPECTED GOAL OF A
CURRICULUM, COURSE, LESSON OR ACTIVITY IN TERMS OF DEMONSTRABLE SKILLS
OR KNOWLEDGE THAT WILL BE ACQUIRED BY A STUDENT AS A RESULT OF
INSTRUCTION.

• LEARNING OBJECTIVES CAN INCLUDE 3 COMPONENTS: PERFORMANCE, CONDITIONS,


AND CRITERIA. PERFORMANCE ALL SMART LEARNING OBJECTIVES CONTAIN A
PERFORMANCE COMPONENT. THE PERFORMANCE STATEMENT DESCRIBES WHAT THE
LEARNER WILL KNOW OR BE ABLE TO DO IN SPECIFIC, MEASURABLE TERMS. THE
STATEMENT SHOULD CONTAIN AN ACTION VERB.
TYPES OF LEARNING OBJECTIVES:
• COGNITIVE:
HAVING TO DO WITH KNOWLEDGE AND MENTAL SKILLS

• PSYCHOMOTOR:
HAVING TO DO WITH PHYSICAL MOTOR SKILLS

• AFFECTIVE:
HAVING TO DO WITH FEELINGS AND ATTITUDES

• INTERPERSONAL/SOCIAL:
HAVING TO DO WITH INTERACTIONS WITH OTHERS AND SOCIAL SKILLS
BLOOM'S TAXONOMY
LEARNING OBJECTIVES VERSUS
LEARNING OUTCOMES
• FIRST, LET’S GET THE DEFINITIONS STRAIGHT. A LEARNING OBJECTIVE IS THE INSTRUCTOR’S PURPOSE
FOR CREATING AND TEACHING THEIR COURSE. THESE ARE THE SPECIFIC QUESTIONS THAT THE
INSTRUCTOR WANTS THEIR COURSE TO RAISE. IN CONTRAST, LEARNING OUTCOMES ARE THE ANSWERS
TO THOSE QUESTIONS. THEY ARE THE SPECIFIC, MEASURABLE KNOWLEDGE AND SKILLS THAT THE
LEARNER WILL GAIN BY TAKING THE COURSE.

• IT MIGHT HELP YOU TO THINK ABOUT THE DIFFERENCE IN TERMS OF PERSPECTIVE. LEARNING
OBJECTIVES ARE USUALLY VIEWED FROM THE INSTRUCTOR’S PERSPECTIVE (WHAT DOES THE
INSTRUCTOR WANT TO ACCOMPLISH?) WHILE LEARNING OUTCOMES ARE SEEN MORE FROM THE
LEARNER’S PERSPECTIVE (WHAT WILL THE COURSE TEACH ME, AS A LEARNER?). OF COURSE, THE TWO
ARE CLOSELY RELATED, BECAUSE A TRAINER’S OBJECTIVES WILL ULTIMATELY BE TRANSLATED INTO
THE LEARNER’S OUTCOMES, AS LONG AS THE COURSE SUCCESSFULLY SERVES ITS PURPOSE.
BENEFITS OF OBJECTIVES AND
OUTCOMES.

• AS MENTIONED ABOVE, LEARNING OBJECTIVES HELP FOSTER A SENSE OF


PURPOSE FOR ALL THE PARTIES INVOLVED. THEY ENABLE AUTHORS AND
TRAINERS TO SHIFT THEIR FOCUS FROM DELIVERY TO CREATING AN ENGAGING
EXPERIENCE FOR LEARNERS. LEARNERS AND ADMINISTRATION BENEFIT TOO.
LET’S REVIEW THE ADVANTAGES FOR EACH GROUP.
BENEFITS FOR LEARNERS
• ORIENTATION:
LEARNERS CAN GET A SENSE OF WHAT QUESTIONS THE COURSE WILL BE ASKING UPFRONT. THIS
ALLOWS THEM TO HAVE A BETTER IDEA OF THE SKILLS OR KNOWLEDGE CHANGES THEY’LL GO
THROUGH BY COMMITTING TO A COURSE.

• LEARNER ACTION:
SUBSEQUENTLY, KNOWING THE DESIRED LEARNING OBJECTIVES BEFOREHAND ENABLES
LEARNERS TO CHOOSE COURSES ACCORDING TO THEIR INTERESTS AND GOALS. THEY CAN REVIEW
SPECIFIC SECTIONS OF THE CONTENT, ENGAGE WITH THE MATERIAL SELECTIVELY, DETERMINE
WHETHER THEY NEED DIFFERENT LEARNING METHODS, DECIDE ON WHAT SECTIONS TO SKIP, OR
EVALUATE THEIR OWN PROGRESS THROUGHOUT THE COURSE.
BENEFITS FOR ADMINISTRATORS AND
MANAGEMENT
• BETTER ASSESSMENT: THE GOAL OF ANY ASSESSMENT IS TO MONITOR LEARNER PROGRESS AND PROVIDE
FEEDBACK TO THE LEARNERS. LEARNING OBJECTIVES CAN SIMPLIFY THIS PROCESS BY SERVING AS A GRADING
GUIDELINE. ADMINISTRATION CAN RELY ON LEARNING OBJECTIVES AS A CLEAR STANDARD FOR MEASURING
LEARNER PROGRESS AND ACHIEVEMENT, WHICH CAN ALSO LEAD TO MORE ACCURATE AND MEANINGFUL
FEEDBACK FOR LEARNERS.

• BEFORE YOU CAN DEFINE LEARNING OBJECTIVES YOU NEED TO IDENTIFY WHAT LEVELS OF LEARNING YOU
WANT LEARNERS TO ACHIEVE. THE INDUSTRY STANDARD FOR THIS IS BLOOM’S TAXONOMY, WHICH HAS SIX
LEVELS OF LEARNING. THE MOST BASIC LEVEL OF LEARNING IS ‘REMEMBERING’, AND THE HIGHEST LEVEL OF
LEARNING IS ‘CREATING’.

• EASY GENERATOR HELPS SUBJECT MATTER EXPERTS (WITHOUT A DIDACTICS BACKGROUND) CREATE EFFECTIVE
LEARNING OBJECTIVES WITH OUR LEARNING OBJECTIVES MAKER THAT HAS SEAMLESSLY INTEGRATED BLOOM’S
TAXONOMY INTO THE SOFTWARE AND ALLOWS THE AUTHORS TO CREATE AN OBJECTIVE WITH FOUR EASY STEPS.
BENEFITS OF OUTCOMES FOR STUDENTS
AND FOR INSTRUCTORS
• BY FOCUSING ON THE APPLICATION OF KNOWLEDGE AND SKILLS LEARNED IN A COURSE AND ON THE
INTEGRATION OF KNOWLEDGE AND SKILLS WITH OTHER AREAS OF THEIR LIVES, STUDENTS ARE MORE
CONNECTED TO THEIR LEARNING AND TO THE MATERIAL OF THE COURSE.

• THE EMPHASIS ON INTEGRATION AND GENERALIZABLE SKILLS HELPS STUDENTS DRAW CONNECTIONS BETWEEN
COURSES AND BETWEEN COURSEWORK AND OTHER KINDS OF KNOWLEDGE, ENHANCING STUDENT ENGAGEMENT.

• STUDENTS UNDERSTAND THE CONDITIONS AND GOALS OF THEIR ASSESSMENT.

• THE PROCESS OF DEVELOPING LEARNING OUTCOMES ITSELF OFFERS AN OPPORTUNITY FOR REFLECTION ON THE
CONTENT OF THE COURSE IN THE CONTEXT OF ITS POTENTIAL APPLICATIONS. DEVELOPING LEARNING OUTCOMES
MEANS THAT THE CONTEXT OF THE LEARNING WILL ALWAYS BE EMPHASIZED, AND COURSES FOCUS ON THE
KNOWLEDGE AND SKILLS THAT WILL BE MOST VALUABLE TO THE STUDENT NOW AND IN THE FUTURE.

• LEARNING OUTCOMES POINT TO USEFUL METHODS OF ASSESSMENT.

• LEARNING OUTCOMES ALLOW INSTRUCTORS TO SET THE STANDARDS BY WHICH THE SUCCESS OF THE COURSE
WILL BE EVALUATED.
EXAMPLE OF LEARNING OUTCOMES:
• BY THE END OF THIS COURSE, STUDENTS WILL BE ABLE TO:
• IDENTIFY AND DESCRIBE THE POLITICAL, RELIGIOUS, ECONOMIC, AND SOCIAL USES OF ART IN
ITALY DURING THE RENAISSANCE

• IDENTIFY A RANGE OF WORKS OF ART AND ARTISTS


• ANALYZE THE ROLE OF ART AND OF THE ARTIST IN ITALY AT THIS TIME
• ANALYZE THE ART OF THE PERIOD ACCORDING TO OBJECTIVE METHODS
• LINK DIFFERENT MATERIALS AND TYPES OF ART TO THE ATTITUDES AND VALUES OF THE PERIOD
• EVALUATE AND DEFEND THEIR RESPONSE TO A RANGE OF ART HISTORICAL ISSUES
THANKS FOR ATTENTION!

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