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Writing Learning Outcomes

for Course Planning & Syllabus Preparation

The syllabus is a planning tool. Writing it guides the instructor’s development of the course. The syllabus is a guide. Understanding it guides students’ engagement with the course it defines. The syllabus is a reference. Reading it informs colleagues, administrators, and accreditation agencies.

To work for all its users, the syllabus should communicate in a clear and detailed manner the course’s content, teaching approaches, requirements, expectations, and schedules—no mean feat, one requiring method.

Developing a syllabus methodically also improves the likelihood of finishing with clearly defined course goals and student learning outcomes, as well as coherent and appropriate assessment measures. This document outlines part of a workable method.

In the process of planning a course and building its syllabus, the instructor must decide which topics will be covered and, for each topic, the expected learning level that will be demonstrated by students. The instructor decides the topics in which students should demonstrate higher levels of thinking, and the instructor accordingly plans assessment measures focused on those topics. The end is a balance of measurable learning outcomes, and assessments aimed at them, that are attuned to the relative importance of the different topics taught by the instructor.

A very useful tool in planning for expected levels of teaching, learning, and assessment is Bloom’s (revised) taxonomy. Benjamin Bloom classified cognitive skills in six levels, from lower levels of thinking—remembering and understanding—to higher levels of thinking—applying, analyzing, evaluating, and creating.

Bloom’s taxonomy takes into account the learners’ thinking and knowledge-based abilities and it guides the instructor’s mapping out of plans for the course, providing an easy way to think about appropriate assessment tools.

When planning activities and assessment for course purposes the first step the instructor should take is to map out each topic to be studied in the course at the desired level of thinking and knowledge. The instructor’s next step is deriving the learning outcomes and matching assessment type for each topic.

Mapping Out Learning Outcomes and Assessment Levels

with Revised Bloom’s Taxonomy

This document focuses on cognitive domains and the dimensions of knowledge.

Detailed explanations for each domain and the use of this table follow below.

| |Cognitive processes |

| |(different levels of thinking) |

|Knowledge Dimension |Remembering |Understanding |Applying |Analyzing |Evaluating |Creating |

|(kinds of |Recognizing |Interpreting |Implementing |Comparing |Checking |Designing |

|knowledge) |Listing |Exemplifying |Carrying out |Organizing |Hypothesizing |Constructing |

| |Describing |Summarizing |Using |Deconstructing |Critiquing |Planning |

| |Identifying |Inferring, |Executing |Attributing |Experimenting |Producing |

| |Retrieving |Paraphrasing | |Outlining |Judging, Testing |Inventing |

| |Naming |Classifying | |Structuring |Detecting |Devising |

| |Locating |Explaining | |Integrating |Monitoring |Making |

| |Finding | | | | |Generating |

| |Recalling | | | | | |

|Factual | | | | | | |

|Conceptual | | | | | | |

|Procedural | | | | | | |

|Metacognitive | | | | | | |

How to use this table

Learning outcomes objectives (what the instructor plans that students will know or demonstrate by the end of the course) can be classified under one of the six domains in the Cognitive Domains dimension, and in one of the four categories of the Knowledge

Dimension of the table.

For example: an instructor, thinking of a specific theory that will be taught in the course, has the goal that students will be able to use the theory to analyze information provided. The instructor would also like students to be able to demonstrate this analytical ability in writing. This goal would map in Bloom’s taxonomy table, in the Cognitive Domains dimension, under Analyzing and, in the Knowledge Dimension, the ability to develop the analysis in writing would fall under Procedural.

| |Cognitive Domains |

| |(different levels of thinking) |

|Knowledge |Remembering |Understanding |Applying |Analyzing |Evaluating |Creating |

|Dimension (kinds | | | | | | |

|of knowledge) | | | | | | |

|Factual | | | | | | |

|(basic | | | | | | |

|terminology) | | | | | | |

|Conceptual | | | | | | |

|(principles, | | | | | | |

|theories, models, | | | | | | |

|etc.) | | | | | | |

|Procedural | | | |( | | |

|(specific skills | | | | | | |

|and abilities) | | | | | | |

|Meta-cognitive | | | | | | |

|(reflective) | | | | | | |

Then, in order to satisfy both, the instructor would design an assignment where students would be required to do a data analysis and write a report of findings.

In the syllabus under the Learning Outcomes section this goal would be:

“Students will be able to analyze given data sets and write a report of the findings.”

In order to plan learning outcomes and measure student learning based on learning outcomes we need to plan for the appropriate assessment. Following are descriptors for each of the cognitive levels and, following that, a list of questions to think about in designing the appropriate assessment for each level.

Categories of Cognitive Process

Remembering

Retrieve relevant knowledge from long-term memory.

• Recognizing identifying

• Recalling retrieving

Understanding

Construct meaning from instructional messages, oral, written, & graphic communication.

• Interpreting clarifying, paraphrasing, representing, translating

• Exemplifying illustrating, instantiating

• Classifying categorizing, subsuming

• Summarizing abstracting, generalizing

• Inferring concluding, extrapolating, interpolating, predicting

• Comparing contrasting, mapping, matching

• Explaining constructing models

Applying

Carry out or use a procedure in a given situation.

• Executing carrying out

• Implementing using

Analyzing

Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.

• Differentiating discriminating, distinguishing, focusing, selecting

• Organizing finding coherence, integrating, outlining, parsing, structuring

• Attributing deconstructing

Evaluating

Make judgments based on criteria and standards.

• Checking coordinating, detecting, monitoring, testing

• Critiquing judging

Creating

Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.

• Generating hypothesizing

• Planning designing

• Producing constructing

Knowledge Dimensions

Factual Knowledge

Factual Knowledge is knowledge that is basic to specific disciplines. This dimension refers to essential facts, terminology, details or elements students must know or be familiar with in order to understand a discipline or solve a problem in it.

Conceptual Knowledge

Conceptual Knowledge is knowledge of classifications, principles, generalizations, theories, models, or structures pertinent to a particular disciplinary area.

Procedural Knowledge

Procedural Knowledge refers to information or knowledge that helps students do something specific to a discipline, subject, or area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies.

Metacognitive Knowledge

Metacognitive Knowledge is awareness of one’s own cognition & cognitive processes—to include contextual and conditional knowledge and knowledge of self. It is strategic or reflective knowledge about how to go about solving problems or perform cognitive tasks.

Thinking About

Level-Appropriate Assessment in Your Syllabus

The table below suggests possible types of assessment for the respective cognitive levels. As shown below higher order thinking levels require more elaborate assessment methods.

|Cognitive dimensions | |Potential assessment |

|(thinking levels) |Sample sentence starters |activities and projects |

|REMEMBERING |REMEMBERING |REMEMBERING |

|Recognising |What happened after ...? |Make a list of the main concepts. |

|Locating knowledge in memory that is |How many ...? |Make a time line of events. |

|consistent with presented material. |What is ...? |Make a facts chart. |

|Synonyms: Identifying... |Who was it that ...? |Write a list of any pieces of information |

|Recalling |Can you name ...? |you remember. |

|Retrieving relevant knowledge from |Find the meaning of … |What content information can you remember?|

|long-term memory. |Describe what happened after … |Make a chart showing … |

|Synonyms: Retrieving, |Who spoke to ...? |Make an acrostic. |

|Naming |Which is true or false ...? |Define the main components. |

| |Identify who … |Respond to true/false or matching items |

| |Name all the … | |

| |List the factors … | |

|UNDERSTANDING |UNDERSTANDING |UNDERSTANDING |

|Interpreting |Can you write in your own words …? |Cut out, or draw a timeline to show a |

|Changing from one form of representation to|How would you explain …? |particular event. |

|another |Can you write a brief outline ...? |Illustrate what you think the main idea |

|Synonyms: Paraphrasing, Translating, |What do you think could have happened next |may have been. |

|Representing, Clarifying... |...? |Write a short essay, or respond with a |

|Exemplifying |Who do you think ...? |short answer, to the question based on the|

|Finding a specific example or illustration |What was the main idea ...? |main topic. |

|of a concept or principle |Clarify why … |Retell the topic in your own words. |

|Synonyms: Instantiating, Illustrating... |Illustrate the … |Write a summary report of the event |

|Classifying |Does everyone act in the way that … does? |Explain in your own words the definition |

|Determining that something belongs to a |Draw a story map. |of the … |

|category (e.g., concept or principle). |Explain why characters acted in the way |Illustrate what you think the main idea |

|Synonyms: Categorizing, Subsuming |that they did. |was. |

|Summarizing |Explain the theory of … |Describe the cause-effect relation. |

|Drawing a logical conclusion from presented|Compare the data and report … |Interpret the paragraph from the point of |

|information. |Classify in the correct category … |view of … |

|Synonyms: Abstracting, Generalizing |Draw the main idea … |Classify the data according to the given |

|Inferring | |categories … |

|Abstracting a general theme or major point | |Review the theoretical base and draw the |

|Synonyms: Extrapolating, Interpolating, | |main ideas … |

|Predicting, Concluding | |Discuss the modifications in … |

|Explaining | |Interpret the statement … |

|Constructing a cause-and-effect model of a | |Give examples based on the theoretical |

|system. | |concepts … |

|Synonyms: Constructing models... | |Based on the information you gather infer |

| | |the conclusion. |

|APPLYING |APPLYING |APPLYING |

|Executing |Can you write in your own words? |Construct a model to demonstrate how it |

|Applying knowledge (often procedural) to a |How would you explain …? |works. |

|routine task. |Can you write a brief outline ...? |Make a diorama to illustrate an event. |

|Synonyms: Carrying out … |What do you think could have happened next |Make a portfolio about the areas of study.|

|Implementing |...? |Apply the equation to the following |

|Applying knowledge (often procedural) to a |Who do you think ...? |problem … |

|non-routine task. |What was the main idea ...? |Calculate the need based on … |

|Synonyms: Using |Clarify why … |Show the procedure that best applies to … |

| |Illustrate the … |Demonstrate the theoretical definition … |

| |Does everyone act in the way that … does? |Make up a puzzle game. |

| |Draw a story map. |Write a textbook about this topic for |

| |Explain why a character acted in the way |others. |

| |that they did. |Implement the main ideas to the following |

| | |problem … |

| | |Solve the equation … |

| | |Design a simulation based on the main idea|

|ANALYSING |ANALYSING |ANALYSING |

|Differentiating |Which events could not have happened? |Design a questionnaire to gather |

|Distinguishing relevant from irrelevant |If ... happened, what might the ending have|information. |

|parts or important from unimportant parts |been? |Write a commercial to sell a new product. |

|of presented material. |How is ... similar to ...? |Make flow chart to show the critical |

|Synonyms: Discriminating, Selecting, |What do you see as other possible outcomes?|stages. |

|Focusing, Distinguishing, |Why did ... changes occur? |Construct a graph to illustrate selected |

|Organising |Can you explain what must have happened |information. |

|Determining how elements fit or function |when ...? |Make a family tree showing relationships. |

|within a structure. |What are some or the problems of ...? |Show the distinction between … |

|Synonyms: Outlining, Structuring, |Can you distinguish between ...? |Compare and contrast the following |

|Integrating, Finding coherence |What were some of the motives behind ...? |elements and draw the conclusion … |

|Attributing |What was the turning point? |Write a biography of a person studied. |

|Determining the point of view, bias, |What was the problem with ...? |Prepare a report based on the |

|values, or intent underlying presented | |investigation of factual and theoretical |

|material. Synonyms: Deconstructing | |info. provided. |

|Comparing | |Analyze the data and draw main conclusions|

|Detecting correspondences between two | |compared to ideas from theory … |

|ideas, objects, etc | | |

|Synonyms: Contrasting… Matching | | |

|...Mapping... | | |

|EVALUATING |EVALUATING |EVALUATING |

|Checking |Is there a better solution to ...? |Conduct a debate about an issue of special|

|Detecting inconsistencies or fallacies |Judge the value of ... What do you think |interest. |

|within a process or product. |about ...? |Make a booklet about five rules you see as|

|Determining whether a process or product |Can you defend your position about ...? |important. Convince others. |

|has internal consistency. |Do you think ... is a good or bad thing? |Form a panel to discuss views. |

|Synonyms: Testing, Detecting, Monitoring |How would you have handled ...? |Write a letter to ... advising on changes |

|Critiquing |What changes to ... would you recommend? |needed. |

|Detecting the appropriateness of a |Do you believe ...? How would you feel if |Write a half-year report. |

|procedure for a given task or problem. |...? |Prepare a case to present your view about |

|Synonyms: Judging |How effective are ...? |... |

| | |Evaluate the team presentation and give |

| | |feedback on what was good, what needs to |

| | |be improved and how. |

|CREATING |CREATING |CREATING |

|Generating |Can you design a ... to ...? |Invent a machine to do a specific task. |

|Coming up with alternatives or hypotheses |Can you see a possible solution to ...? |Design a building to house your study. |

|based on criteria |If you had access to all resources, how |Create a new product. Give it a name and |

|Synonyms: Hypothesizing |would you deal with ...? |plan a marketing campaign. |

|Planning |Why don't you devise your own way to ...? |Write about your feelings in relation |

|Devising a procedure for accomplishing some|What would happen if ...? |to... |

|task. producing |How many ways can you ...? |Write a TV show play, puppet show, role |

|Synonyms: Designing |Can you create new and unusual uses for |play, song or pantomime about ... |

|Producing |...? |Design a record, book or magazine cover |

|Inventing a product. |Can you develop a proposal which would ...?|for ... |

|Synonyms: Constructing |Can you give a better idea? |Sell an idea. |

| |What would be an alternative to …? |Devise a way to ... |

| | |Complete a design and test the product. |

| | |Write the report. |

| | |Reorganize the elements into a new pattern|

| | |and plan the necessary resources … |

References

Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.

Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay.

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Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school. Upper Saddle River, NJ: Merrill Prentice Hall.

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