Learning Outcomes
As educators, we all want to provide the best possible learning experiences for our students. One of the key components of achieving this goal is to define clear learning outcomes. Learning outcomes are specific, measurable statements that describe what learners should be able to do, know, or understand as a result of a particular learning experience.
Well-defined learning outcomes are essential for effective teaching and learning. They help ensure that instruction is focused and relevant, and that learners have a clear understanding of what is expected of them. By clearly stating learning outcomes, educators can also better align their teaching strategies and assessments with the intended outcomes.
On this page, we will provide practical guidance on how to align learning outcomes with lesson plans and activities, as well as how to assess and evaluate students' progress towards meeting those outcomes. Whether you are a seasoned educator or just starting out, the resources provided on this webpage will help you enhance your teaching and improve student learning outcomes.
By clearly defining learning outcomes, educators can create focused and relevant instruction, and provide students with a clear understanding of what is expected of them. We hope that this page will help you to better understand the importance of learning outcomes in effective teaching, and provide you with the tools you need to create effective and meaningful learning experiences for your students.
Well-defined learning outcomes are essential for effective teaching and learning. They help ensure that instruction is focused and relevant, and that learners have a clear understanding of what is expected of them. By clearly stating learning outcomes, educators can also better align their teaching strategies and assessments with the intended outcomes.
On this page, we will provide practical guidance on how to align learning outcomes with lesson plans and activities, as well as how to assess and evaluate students' progress towards meeting those outcomes. Whether you are a seasoned educator or just starting out, the resources provided on this webpage will help you enhance your teaching and improve student learning outcomes.
By clearly defining learning outcomes, educators can create focused and relevant instruction, and provide students with a clear understanding of what is expected of them. We hope that this page will help you to better understand the importance of learning outcomes in effective teaching, and provide you with the tools you need to create effective and meaningful learning experiences for your students.
Bloom's Taxonomy
Bloom's Taxonomy is a framework that classifies educational objectives and goals into a hierarchical structure. It was developed by educational psychologist Benjamin Bloom in the 1950s, and has since become one of the most widely used models for categorizing learning outcomes.
The taxonomy consists of six levels, which range from lower-order thinking skills to higher-order thinking skills. These levels include:
By categorizing learning objectives into these six levels, Bloom's Taxonomy provides a framework for educators to create learning activities and assessments that align with the intended learning outcomes. Research has shown that using Bloom's Taxonomy can improve student learning outcomes. In a study by Anderson and Krathwohl (2001), students who were taught using higher-order thinking skills achieved better learning outcomes than those who were taught using only lower-order thinking skills.
The taxonomy consists of six levels, which range from lower-order thinking skills to higher-order thinking skills. These levels include:
- Remembering - recalling information
- Understanding - comprehending information
- Applying - using information in a new context
- Analyzing - breaking down information into component parts
- Evaluating - making judgments about information
- Creating - generating new ideas or products
By categorizing learning objectives into these six levels, Bloom's Taxonomy provides a framework for educators to create learning activities and assessments that align with the intended learning outcomes. Research has shown that using Bloom's Taxonomy can improve student learning outcomes. In a study by Anderson and Krathwohl (2001), students who were taught using higher-order thinking skills achieved better learning outcomes than those who were taught using only lower-order thinking skills.
Construction of Learning Outcomes
When creating learning outcomes using Bloom's Taxonomy, it is important to consider the level of thinking required for the intended outcome. To do this, it can be helpful to use a verb chart that lists action words associated with each level of the taxonomy.
Here is an example of a verb chart for Bloom's Taxonomy:
Here is an example of a verb chart for Bloom's Taxonomy:
Level |
Action Words |
Remembering |
Recall, identify, list, label, name, define, locate |
Understanding |
Summarize, explain, describe, interpret, compare, contrast |
Applying |
Use, implement, demonstrate, solve, apply, illustrate |
Analyzing |
Analyze, compare, contrast, differentiate, organize, categorize |
Evaluating |
Evaluate, judge, critique, assess, justify, defend |
Creating |
Create, design, develop, construct, generate, produce |
Using this verb chart, educators can construct learning outcomes that align with the level of the appropriate level of taxonomy. For example, a learning outcome at the "Remembering" level might be, "Students will be able to recall the key events of a historical period." In contrast, a learning outcome at the "Creating" level might be, "Students will be able to design a new product that addresses a specific market need." Only one measureable verb can be used per outcome. If two measureable verbs are used such as identify and create then a student could possibly be able to successfully identify but not create. You would not be able to say the student successfully demonstrated knowledge of the outcome, because part of it was not accomplished.
The use of a Bloom's verb chart ensures you are including a measureable verb. If the verb isn't measureable, then you can not document the student's progress toward the outcome. For example, you can not use the word learn in an outcome. How would this be measured?
When creating learning outcomes, it is important to remember that each level of the taxonomy builds upon the previous level. Therefore, it is important to start with lower-order thinking skills and gradually move towards higher-order thinking skills as students develop their understanding and abilities. Bloom's Taxonomy aids in lesson planning as well as course design by providing educators with a clear way to differentiate between different levels of cognitive complexity. This can be particularly useful when designing assessments, as it allows educators to develop assessment tasks that are aligned with the intended learning outcomes and that provide students with opportunities to demonstrate their understanding and abilities at the appropriate level of cognitive complexity.
Each outcome should directly connect with an assessment to evaluate the student's progress towards the outcome.
By educators identifying the specific knowledge, skills, and abilities that students should be able to demonstrate in order to achieve the intended learning outcomes, they can more intentially develop instructional activities that provide students with opportunities to practice and develop the required knowledge, skills, and abilities. By using Bloom's Taxonomy to construct learning outcomes, educators can create focused and relevant instruction that aligns with their intended learning goals. This approach can lead to better learning outcomes for students and improved teaching effectiveness.
The use of a Bloom's verb chart ensures you are including a measureable verb. If the verb isn't measureable, then you can not document the student's progress toward the outcome. For example, you can not use the word learn in an outcome. How would this be measured?
When creating learning outcomes, it is important to remember that each level of the taxonomy builds upon the previous level. Therefore, it is important to start with lower-order thinking skills and gradually move towards higher-order thinking skills as students develop their understanding and abilities. Bloom's Taxonomy aids in lesson planning as well as course design by providing educators with a clear way to differentiate between different levels of cognitive complexity. This can be particularly useful when designing assessments, as it allows educators to develop assessment tasks that are aligned with the intended learning outcomes and that provide students with opportunities to demonstrate their understanding and abilities at the appropriate level of cognitive complexity.
Each outcome should directly connect with an assessment to evaluate the student's progress towards the outcome.
By educators identifying the specific knowledge, skills, and abilities that students should be able to demonstrate in order to achieve the intended learning outcomes, they can more intentially develop instructional activities that provide students with opportunities to practice and develop the required knowledge, skills, and abilities. By using Bloom's Taxonomy to construct learning outcomes, educators can create focused and relevant instruction that aligns with their intended learning goals. This approach can lead to better learning outcomes for students and improved teaching effectiveness.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman Publishing Group.
