Writing Effective Learning Outcomes
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Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
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Writing Effective Learning Outcomes
- 1. Writing Effective Learning Outcomes Joe McVeigh Jenny Bixby TESOL New Orleans, Louisiana, USA March 19, 2011
- 2. Joe Jenny
- 10. TESOL presentation rubric The proposal abstract is well written and provides an explicit statement of participant outcomes and how they will be achieved. Excellent The proposal abstract is clearly written and provides a general statement of participant outcomes and how they will be achieved. Good The proposal abstract is adequately written and includes a statement of participant outcomes, but needs more detail Satisfactory The abstract gives some ideas about outcomes, but needs to specify how they will be reached during the presentation Fair The proposal abstract needs work on sentence structure and fails to give outcomes Poor Clarity of proposal and participant outcomes Evaluation criteria
- 14. What does a good student learning outcome look like? S M A R T tudent-centered easurable ction-oriented esults-driven ailored to specific programs
- 28. Questions
- 30. Download copies of handout and PowerPoint slides at www.joemcveigh.org/resources Thank you !
Editor's Notes
- [Here is one definition of outcome] Some people may still use the term objectives. Not so critical which term you use. But there is a conceptual difference between an objective and an outcome.
- [Here is one definition of SLO]
- [Notes: SLOs should reflect several levels of learning, from knowledge to the ability to think critically and solve problems.]
- Think first of the final outcome. What do you want students to be able to do? Decide what ACCEPTABLE EVIDENCE will be that they reach the outcome.NEXT think of what they will need to learn. What GAPS in knowledge do they have? What do I need to teach them? How will I teach. PLAN the learning experiences. British Council--clear explanation
- S- focus on the output from the students, not teacher input (activities and materials) M--what had how well they have learned. Assessment along a continuim--performance, writing self-check, quiz or test. the assessment should align with the TASK. A--action verbs--outcomes that are measurable and observable R--keep your focus on the end results, not the means; don’t describe the experiences T- course, level, department, school or college
- [There are six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. For SLOs, we can focus on simplify into three categories: Knowledge, comprehension and application, and synthesis]