CTD Sp14 Weekly Workshop: Learning Outcomes

Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca #ctducsd
ctd.ucsd.edu
resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/
April 16, 2014
12:00 – 12:50 pm
Center Hall, Rm 316
Unless otherwise noted, content
is licensed under a Creative Commons
Attribution-Non Commercial 3.0 License.
CTD WEEKLY WORKSHOP:
LEARNING OUTCOMES
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Scholarly approach to teaching:
Learning Outcomes2
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
(goals, objectives)
assessment
(Apr 30)
alt to lecture
(Apr 23)
peer instruction,
(May 7, 14)

(Image: NASA)
Learning Outcomes
3

Introductory “Astro 101”
Learning Outcomes4
This course covers Chapters
1. Mercury
2. Venus
…
8. Neptune
9. other objects
10. Formation of the Solar System
 deduce from patterns in the
properties of the planets, moons,
asteroids and other bodies that the
Solar System had single formation
event.
 reconstruct the formation and
evolution of various bodies in the
Solar System by interpreting the
presence (and their appearance)
or absence of craters
 provide notable examples of how
comets influenced history, art and
science
Course with Learning OutcomesTraditional Course Syllabus

Learning outcomes
Learning Outcomes5
 completes the sentence, “By this end of this
lesson/unit/course, you will be able to…”
 begins with an action verb (“deduce”) (more below)
 tells the students what they must do to demonstrate
they “understand” the concept
 deduce from patterns in the
properties of the planets, moons,
asteroids and other bodies that the
Solar System had single formation
event.

What is the Value of Course-Specific
Learning Outcomes?
Learning Outcomes6
Simon & Taylor [1] asked students to complete this
sentence:
For me, the use of learning goals in this course is…
They received 597 responses from students in computer
science and microbiology. Responses were put into
categories that emerged from the responses.

Learning Outcomes
7
Simon & Taylor (2009)

Learning outcomes are valuable to…
Learning Outcomes8
 the students
 reveals what the instructor is looking for (no guessing
what “understand” means.)
 big picture of the next part of the course
 allows student to check that s/he has mastered the
concept (especially when studying later)
 the instructor
 crystallizes what the instructor actually cares about
 helps the instructor
 choose clicker questions for peer instruction in class
 write the final exam

…choose clicker questions for PI
Learning Outcomes9 ClassAction http://astro.unl.edu/classaction/

…write the final exam
Learning Outcomes10
(10 marks) List 3 patterns of the Solar System as a
whole. Then, outline in some detail the current model for
the formation of the Solar System. In particular, make
sure you explain how the observed patterns and
regularities are related to this theory of formation.

several LOs giving big
picture, attitudes,
behaviors
(likely) can’t be
assessed with a single
exam question
supported by many
topic-level LOs
(if not, why not?)
many LOs defining
what it means to
“understand” at this
level (freshman, etc.)
can be (should be)
repeatedly assessed on
homework, exams
 support one or more
course-level LOs
(if not, why not?)
11
Learning Outcomes
Course-level LOs Topic-level LOs

Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes
12
Course-level LO #2
Course-level LO #3Course-level
learning outcome (LO) #1
Topic-level
LO
Topic-level
LO
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LO
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LO
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LO
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LOTopic-level
LO
Topic-
level LO
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level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-level
learning outcome

Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes
13
Course-level LO #2
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-level
LO
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level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO Topic-
level LO
Topic-
level LO
Topic-level
LO
Topic-level
learning outcome

Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes
14
Course-level LO #2
Topic-level
LO
Topic-level
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Topic-level
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Topic-level
LO
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LOTopic-level
LO
Topic-
level LO
Topic-
level LO
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level LO
Topic-
level LO
Topic-
level LO Topic-
level LO
Topic-
level LO
Topic-level
LO
Topic-level
learning outcome

Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes
15
Course-level LO #2
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-level
LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
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level LO
Topic-
level LO Topic-
level LO
Topic-
level LO
Topic-level
LO
Topic-level
learning outcome
sync your LOs see ASTR 310 handout

Writing topic-level LOs
Learning Outcomes16
Writing learning outcomes is hard because you have to
 recognize
 declare
 (admit)
what you want your students to be capable of doing.
A good start is picking the verb describing the action
the students will perform to demonstrate their mastery
of the concept.

Bloom’s Taxonomy [2,3]
Learning Outcomes17
transform or combine ideas to create
something new
think critically about and defend a position
break down concepts into parts
apply comprehension to unfamiliar situations
demonstrate understanding of ideas
and concepts
remember and recall factual information
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember

Bloom’s Taxonomy [2,3]
Learning Outcomes18
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
higher order thinking
lower order thinking

Bloom’s Taxonomy Verbs
Learning Outcomes19
develop, create, propose, formulate,
design, invent
judge, appraise, recommend, justify,
defend, criticize, evaluate
compare, contrast, categorize, distinguish,
identify, infer
apply, demonstrate, use, compute, solve,
predict, construct, modify
describe, explain, summarize, interpret,
illustrate
define, list, state, label, name, describe
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember

Driver’s Ed 101: How to Drive in CA
The whiteboards are labelled Q1, Q2,… Your group
will concentrate on the DMV Test Question matching
your board’s question.
Task: Write a learning outcome
that your group’s question assesses.
(refer to Wieman handout
for Bloom’s Taxonomy verbs)
Learning Outcomes20

1. “Back-engineer” LOs from exams
Learning Outcomes21
Use last year’s (or several years’) final exam. For each
good question, ask yourself
 What is this question assessing? What is the learning
outcome I want students to demonstrate to properly
answer this question?
 Is that the outcome I want, or is it too low (or high)?
When you have a list of LOs,
 Does it cover everything I want for this course?
 Have I over- or under-represented any concepts?

2. Draft LOs from course outline
Learning Outcomes22
Work your way through the list of topics. For each topic,
decide
 What do I want students to be able to do, to
demonstrate they “get” this topic?
 Don’t worry about drafting many low-level LOs.
When you revise, you’ll start grouping them into
higher-level LOs.

Share your LOs with your students
Learning Outcomes23
 (good) publish them as a document along side your
syllabus
 (better) publish them with your syllabus AND include
relevant learning goals in your lecture slides at the
beginning of each topic, even each class.
 Be wary of reading them aloud: the students may not yet
have the knowledge (or jargon) to appreciate the LOs. The
LOs will be there when they study.
 Don’t worry about “spoon-feeding” them – help the
students do exactly what you feel demonstrates
understanding

Scholarly approach to teaching:
Learning Outcomes24
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
(goals, objectives)
assessment
(Apr 30)
alt to lecture
(Apr 23)
peer instruction,
(May 7, 14)

References
Learning Outcomes26
1. Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal
of College Science Teaching, 39, 2, 52-57. PDF available at
www.cwsei.ubc.ca/SEI_research/files/LifeSci/Simon_Taylor_ValueOfCourseSpecificLG.pdf
2. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.
New York: David McKay Co Inc.
Adapted from Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning.
Teaching, and assessing: A revision of bloom's taxonomy of educational objectives.
Revised Bloom’s Taxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html
3. Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals Workshop.
www.cwsei.ubc.ca/resources/learn_goals.htm
4. California DMV Sample Class C Written Test 5
www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm

Bloom’s Taxonomy of the Cognitive Domain
(Levels of Learning)
Learning Outcomes
Center for Teaching Development ctd.ucsd.edu
Adapted from Carl Wieman (2007)
www.cwsei.ubc.ca/resources/learn_goals.htm
6 Create: transform and combine ideas to create something new
develop, create, propose, formulate, design, invent
5 Evaluate: think critically about and defend a position
judge, appraise, recommend, justify, defend, criticize, evaluate
4 Analyze:: break down concepts into parts
compare, contrast, categorize, distinguish, identify, infer
3 Apply: apply comprehension to unfamiliar situations
apply, demonstrate, use, compute, solve, predict, construct, modify
2 Understand: demonstrate understanding of ideas, concepts
describe, explain, summarize, interpret, illustrate
1 Remember: remember and recall factual knowledge
define, list, state, label, name, describe

CTD Sp14 Weekly Workshop: Learning Outcomes

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CTD Sp14 Weekly Workshop: Learning Outcomes