Goals, Objectives, and Learning Outcomes

Summary

This video script explains the distinction between goals, objectives, and learning outcomes in course design. Goals are broad, abstract aims like fostering critical thinking or creativity. Objectives break these down into specific actions or content to be covered, such as case studies or texts. Learning outcomes describe the measurable, observable results of student learning, focusing on what students can do after completing the course. The script emphasizes the importance of using measurable action verbs to create clear, effective learning outcomes, helping both instructors and students understand and assess expectations.

Takeaways

• 😀 Goals represent the broad, overarching aims of a course or activity, such as fostering critical thinking or creativity.
• 😀 Objectives are specific actions and strategies that the instructor plans to use to achieve the goals of the course.
• 😀 Learning outcomes describe what students can actually do as a result of the course and must be measurable and observable.
• 😀 The difference between objectives and learning outcomes is that objectives are instructor-intended actions, while outcomes are student achievements.
• 😀 Goals are broad and abstract, while objectives and outcomes become progressively more concrete and action-based.
• 😀 Using action verbs in learning outcomes is crucial for clarity and measurability, as verbs like 'learn' and 'understand' are too vague.
• 😀 Bloom's Taxonomy offers a guide for choosing action verbs that correspond to different levels of learning, from lower-level to higher-level outcomes.
• 😀 Clearly defining goals, objectives, and learning outcomes helps both instructors and students understand the purpose and expectations of the course.
• 😀 The structure of a syllabus or project typically begins with goals, followed by objectives and then learning outcomes.
• 😀 A well-written learning outcome uses measurable, observable verbs and provides clear expectations for students' abilities after completing an activity.
• 😀 It's essential to continuously review and differentiate between objectives (planned actions by the instructor) and learning outcomes (actual student achievements).

Q & A

What are the three main components that every syllabus should include?

Every syllabus should include goals, objectives, and learning outcomes.

How do goals, objectives, and learning outcomes relate to one another in a course?

Goals set the general aims of the course, objectives lay out the actions required to achieve those goals, and learning outcomes reflect what students will be able to do as a result of the instruction.

What is the difference between objectives and learning outcomes?

Objectives describe what the instructor plans to do in the course to meet the goals, while learning outcomes describe what students will actually be able to do after completing the course.

What are goals in the context of a syllabus?

Goals are the largest category and typically refer to the broad, overarching aims of a course, such as critical thinking, creativity, or the transfer of knowledge.

Why is it important for learning outcomes to be measurable and observable?

Learning outcomes must be measurable and observable to assess student learning effectively. This ensures that instructors can evaluate if students have achieved the desired knowledge or skill.

What is the role of action verbs in writing learning outcomes?

Action verbs are essential for making learning outcomes measurable and observable. They specify the actions students will perform, such as 'define', 'analyze', or 'compare', making it clear what students will be able to do.

How can Bloom’s Taxonomy help in writing learning outcomes?

Bloom's Taxonomy helps identify the appropriate action verbs for different levels of learning, ranging from lower-level tasks like 'define' to higher-level tasks like 'design' or 'justify'.

What is the difference between the wording of goals and learning outcomes?

Goals are more general and abstract, while learning outcomes are specific, measurable, and action-based, detailing what students will actually be able to do.

Why should you avoid words like 'learn', 'know', and 'understand' in learning outcomes?

Words like 'learn', 'know', and 'understand' are not observable actions, making it unclear how to assess student performance. It's better to use verbs that specify observable behaviors, such as 'analyze' or 'evaluate'.

What role do objectives play in the structure of a syllabus?

Objectives are the detailed plan or actions that instructors will undertake to meet the broader goals of the course, including activities such as case studies, lectures, or discussions.