Remember, understand, apply, analyze. Evaluate, create, count Define describe Draw Identify label List Match Name outline point" read Recall Recite recognize record Repeat Reproduce select State Write. Associate compute convert Defend Discuss Distinguish Estimate Explain Extend Extrapolate generalize give examples Infer Paraphrase Predict Rewrite summarize. Add Apply calculate Change Classify complete compute demonstrate discover divide Examine Graph Interpolate manipulate modify Operate Prepare Produce Show Solve subtract Translate Use. Analyze arrange Breakdown Combine design Detect develop diagram Differentiate discriminate Illustrate Infer Outline point out Relate select Separate subdivide Utilize. Appraise Assess Compare conclude contrast Criticize critique determine Grade Interpret Judge justify measure rank rate support Test.
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At this level, a student can remember something, but may not really understand. Understand the ability to grasp the meaning of information (facts, definitions, concepts, etc.) that has been presented. Apply being able to use previously learned information in different situations or in problem solving. Analyze the ability to break information down taken into its component parts. Analysis also refers to the process of examining information in order to make conclusions regarding cause and effect, interpreting motives, making inferences, or finding evidence to support statements/arguments. Evaluate being able to judge the value of information and/or sources of information based on personal values or opinions. Create the ability to creatively or uniquely apply prior knowledge and/or skills to produce new and original thoughts, ideas, processes, etc. At this level, students are involved in creating their own thoughts and ideas. (Adapted from information from Ball State University accessed at mm ) 7, list of Action Words Related to Critical Thinking skills Here is a list of action words that can be used when creating the expected peoplesoft student learning outcomes related to critical thinking skills. These terms are organized according to the different levels of higher-order thinking skills contained in Anderson and Krathwohls (2001) revised version of Blooms taxonomy.
These skills are often referred to as critical thinking skills or higher-order thinking skills. Bloom proposed the following taxonomy bill of thinking skills. All levels of Blooms taxonomy of thinking skills can be incorporated into expected learning outcome statements. Recently, anderson and Krathwohl (2001) adapted Bloom's model to include language that is oriented towards the language used in expected learning outcome statements. A summary of Anderson and Krathwohls revised version of Blooms taxonomy of critical thinking is provided below. Definitions of the different levels of thinking skills in Blooms taxonomy. Remember recalling relevant terminology, specific facts, or different procedures related to information and/or course topics.
Both of these learning outcomes are stated in a manner that will make them difficult to assess. Consider the following: How do you observe someone understanding a theory or appreciating other cultures? How easy will it be to measure understanding or appreciation? These expected learning outcomes are more effectively stated the following way: The students will be able to identify and describe the major theories of human development. The students will be able to identify the characteristics of music from other cultures. 6, incorporating Critical Thinking skills Into Expected learning Outcomes Statements Many faculty members choose to incorporate words that reflect critical or higherorder thinking into their learning outcome statements. Bloom (1956) developed a taxonomy outlining the different types of thinking skills people use in the learning process. Bloom argued that people use different levels of thinking skills to process different types of information and situations. Some of these are basic cognitive skills (such as memorization) while others are complex skills (such as creating new ways to apply information).
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Learning outcomes have three major characteristics. They specify an action by the students/learners that is observable. They specify an action by the students/learners that is measurable. They specify an action that is done by the students/learners (rather than the faculty members). Effectively developed expected learning outcome statements should possess all three of these characteristics. When this is done, the expected learning outcomes for a course are earth designed so that they can be assessed (Suskie, 2004). 5, writing effective learning outcome statements when stating expected learning outcomes, it is important to use verbs that describe exactly what the learner(s) will be able to do upon completion of the course.
Examples of good action words to include in expected learning outcome statements: Compile, identify, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, critique, outline, or evaluate There are some verbs that are unclear in the. These words are often vague, have multiple interpretations, or are simply difficult to observe or measure (American Association of Law Libraries, 2005). As such, it is best to avoid using these terms when creating expected learning outcome statements. For example, please look at the following learning outcomes statements: The students will understand basic human development theory. The students will appreciate music from other cultures.
What role does this course play within the major? How is the course unique or different from other courses? Why should/do students take this course? What essential knowledge or skills should they gain from this experience? What knowledge or skills from this course will students need to have mastered to perform well in future classes or jobs? Why is this course important for students to take?
This section of a syllabus is distinct from the course description section that many faculty members already use. While the course description provides general information regarding the topics and content addressed in the course, the course purpose goes beyond that to describe how this course fits in to the students educational experience in the major. 4, expected learning outcomes expected learning Outcome (definition) An expected learning outcome is a formal statement of what students are expected to learn in a course. Expected learning outcome statements refer to specific knowledge, practical skills, areas of professional development, attitudes, higher-order thinking skills, etc. That faculty members expect students to develop, learn, or master during a course (Suskie, 2004). Expected learning outcomes are also often referred to as learning outcomes, student learning outcomes, or learning outcome statements. Simply stated, expected learning outcome statements describe:. What faculty members want students to know at the end of the course and. What faculty members want students to be able to do at the end of the course.
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Informal methods for assessing student learning outcomes include Classroom Assessment Techniques (CATs) such as class discussion, non-graded quizzes, etc. Both formal and informal assessment methods are used to investigate how the well students have acquired the learning outcomes for the course. For information on programmatic or departmental learning outcomes and assessment contact. Andrea mcCourt at email protected or (806) 742-1505, texas Tech University, office of Planning and Assessment. 3, course purpose one of the first steps in identifying the expected learning outcomes for a course is identifying the purpose of teaching in the course. By clarifying the purpose of the course, faculty can help discover the main topics or themes related lab to students learning. These themes help to outline the expected learning outcomes for the course. The course purpose involves the following:.
Criteria for grade determination indicates how the methods of assessment will be used to determine the final grade for the course (may include percent or weight associated with specific assignments test 20, project 30, etc. And categories for scores into grades a 90-100, b 80-89, etc.). Obviously, other approaches to determining final grades are possible but a statement of how the grade is determined should be included. Expected learning outcome - a formal statement of what students are expected to learn in a course (synonyms for expected learning outcome include learning outcome, learning outcome statement, and student learning outcome). Evaluation making a judgment about the quality of students learning/work and assigning a grade based on that judgment. Evaluation activities (such as exams, papers, etc.) are often seen as formal ways to assess the expected learning outcomes for a course. Methods for assessing student learning outcomes this term refers to any technique or activity that is used to investigate what students are learning or how well they are learning. Formal methods for evaluating student learning outcomes include graded quizzes, exams, papers, homework assignments, argumentative etc.
and Cross (1993) developed a variety of techniques/activities than can be used to assess students learning. These cats are often done anonymously and are not graded. These activities check on the class learning while students are still engaged in the learning process. An example of a cat is a nongraded quiz given a few weeks before the first exam. Course description a formal description of the material to be covered in the course. This description is usually taken or adapted from the course description found in the universitys course catalog. Course purpose the course purpose describes the intent of the course and how it contributes to the major. The course purpose goes beyond the course description.
This handbook will provide information on exactly what expected learning outcomes are and what methods can be used to assess them. This handbook is designed to assist faculty with the process of developing expected learning outcomes and methods for assessing those outcomes in their courses. This handbook begins by providing basic information related to (1) course you purpose; (2) expected learning outcomes; (3) methods for assessing expected learning outcomes; (4) criteria for grade determination; and (5) a course outline. The second section of the handbook provides a work area to aid in the development of these elements. Expected learning Outcomes for this handbook: After reading and completing this handbook, individuals will be able to: Prepare a description of the course as well as a written statement regarding the courses purpose; Construct/develop expected learning outcomes for the course; Create an assessment plan that. 2, outcomes and assessment terminology this publication uses some terminology related to expected learning outcomes and assessment. A brief glossary of terms has been provided below for reference purposes. Assessment of expected learning outcomes the process of investigating (1) what students are learning and (2) how well they are learning it in relation to the stated expected learning outcomes for the course.
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Identifying the key concepts or skills that students report are expected to learn during specific courses. Writing effective learning outcome statements. Writing and Assessing course-level Student learning Outcomes. Office of Planning and Assessment Texas Tech University (806). Writing and assessing course-level expected learning outcomes although the term Expected learning Outcome may be new, the process of identifying the key concepts or skills that students are expected to learn during specific courses is not. Many people are more familiar with the terms course objective or course competency. Expected learning outcomes are really very similar to both of these concepts, so if you already have course objectives or competencies, you are close to having expected leaning outcomes for your class.