Learning outcome,Task and Topic analysis,Sequencing and chunking.Make a session plan( introduction, body, conclusion). Linking of Learning Outcomes with Teaching, Learning Activities and Assessment.

1. Learning Outcomes use in teaching and
learning
Presented By
Md. Mostak Uddin Thakur
Deputy Chief Chemist
Analytical Chemistry and Environmental Science Department
Training Institute for Chemical Industries(TICI)
Let us start!

2. learning outcomes
Planning of Training – at first write
1. Learning outcome
2. Task and Topic analysis
3. Sequencing and chunking
Then
• Make a session plan( introduction, body,
conclusion)

3. learning outcomes
Learning outcomes describe what students will learn in a
class or in a class session.
Moving from “What am I going to teach today?” to
“What do I want students to learn today?”
Learning outcomes articulates -
What students are able to do after instruction
Why students need to do this.

4. Some benefits of learning outcomes
• select content
• develop instructional strategy
• develop and select instructional materials
• construct tests and other instruments for
assessing and evaluating
• improve the overall program

5. Characteristics of Good Learning Outcomes
• SMART
(Specific/Measurable/Achievable/Relevant/Timely)
• Clear to the student & instructor
• Integrated, developmental, transferable
• Use discipline-specific competencies/standards
• “In order to” gets to the uniqueness and real world
application of the learning
• Use a variety of Bloom’s Taxonomy levels

6. Writing Learning Outcomes
Starts with-
• Learning Outcomes Formula
• Good Learning Outcomes Characteristics
• Bloom’s Taxonomy( level of knowledge)
• Learning Outcomes Exercise for your session
• Write Your Learning Outcomes

7. Learning Outcome Components
Three components of the SMART learning outcome
• Performance(do what?)
What should the learner be able to do as a result of the learning
• Standards ( how well?)
how well should the learners be able to do it? What level of
performance is required. It consider quality, quantity, efficiency
and accuracy.
• Conditions(Where and with what? )
Where and with what should learners be able to do?

8. Learning Outcome writing
• At the end of the session learners should be able to do
Performance Standard Condition
Slice chips Removing minimum
peel with equal size
within 25 seconds.
Given Knife, peeler,
chopping board and
potato.
Performance Standard Condition
Drive a fork lift From warehouse to
Bagging area and back
again.
Within 20 minutes.
Maintaining safety.
After one week training.
In the work place,
Carrying load 80-100
kg.

9. Learning Outcomes Formula
1. Time frame
2. Student focus
3. Action verb
4. Product/process/outcome

10. Using the Formula
• Time frame: “At the end of the class…”
• Student focus: “…students will be able to…”
• Action verb: “…Demonstrate…”
• Product/process: “…proficiency within the
laboratory by the correct use of the appropriate
equipment.”

11. Example-2:
• Time frame: “After completing the online
tutorial session…”
• Student focus: “…students will be able to…”
• Action verb: “…differentiate between…”
• Product/process: “…scholarly journals and
popular magazines.”

12. Bloom’s Taxonomy
• Classification of educational objectives
Published in 1956, revised in 2001(changes:
noun to verb, synthesis/creating becomes
highest level)
• Taxonomy = classification
• Cognitive levels (lower→ higher)
• Bloom’s Taxonomy provides a classification of
levels of intellectual behavior. These levels
represent the Cognitive Domain.

13. 1313
Bloom (1956) proposed that knowing is composed
of six successive levels arranged in a hierarchy.
1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

14. Bloom’s Levels (lowest → highest)
• Knowledge/Remembering
• Comprehension/Understanding
• Application/Applying
• Analysis/Analyzing
• Synthesis/Creating
• Evaluation/Evaluating
Evaluation
Knowledge

15. Bloom’s – Lower Levels
• Knowledge/Remembering
– Recalling previously learned information such as
facts, terminology, rules, etc.
– Answers may be memorized or closely paraphrased
from assigned material.
Action Verbs:
– Define, name, arrange, define, duplicate, label list,
memorize, order, recognize, relate, recall, reproduce,
list, tell, describe, identify, show, label, collect,
examine, tabulate, quote

16. Bloom’s – Lower Levels
• Comprehension/Understanding
– Ability to understand and interpret learned
information
– Answers must be in the student’s own words while
still using terminology appropriate to the course
material.
Action Verbs:
– Explain, summarize, distinguish between, restate,
classify, describe, discuss, explain, express,
interpret, contrast, predict, associate, estimate,
differentiate, discuss, extend, translate, review,
restate, locate, recognize, report

17. Bloom’s – Higher Levels
• Application/Applying
– Requires to put concepts or ideas to work in a new
situation or solving a new problem.
– May require identifying or generating examples
not found in assigned materials.
Action Verbs:
– Demonstrate, relate, apply, choose, demonstrate, arrange,
dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, calculate, complete, show,
examine, modify, change, experiment, discover

18. Bloom’s – Higher Levels
• Analysis /Analyzing
– Ability to break material down into its component
parts and to understand its underlying structure
– Require students to identify logical errors or to
differentiate among facts, opinions, assumptions,
hypotheses and conclusions
– Expected to draw relationships between ideas
Action Verbs:
– Estimate, diagram, analyze, appraise, calculate, categorize,
compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test, separate,
order, connect, classify, arrange, divide, infer

19. Bloom’s – Higher Levels
• Synthesis/Creating
– Opposite of Analysis
– Ability to use creativity to compose and design
something original
– Solve some unfamiliar problem in a unique way
Action Verbs:
– Combine, create, arrange, assemble, collect, compose,
construct, create, design, develop, formulate, manage,
organize, plan, prepare, propose, set up, rewrite, integrate,
design, generalize

20. Bloom’s – Higher Levels
• Evaluation/Evaluating
– Ability to evaluate a total situation, to judge the value
of information based on defined, fixed criteria.
– The most important part of the answer is the
justification and rationale for the conclusion
Action Verbs:
– Judge, critique, justify, discriminate, appraise, argue,
assess, attach, defend, predict, rate, support, evaluate,
recommend, convince, judge, conclude, compare,
summarize

21. Example
Examples: Knowledge
• Define the industrial heat transfer equipment used in process industry .
• List the criteria to be taken into account when caring for preserved test sample.
Examples: Comprehension
• Differentiate between UV-Vis spectrophotometer and Atomic Absorption
spectrophotometer
• Predict the genotype of cells that undergo meiosis and mitosis.
Examples: application
• Relate energy changes to bond breaking and formation.
• Show how changes in the polychromatic to monochromatic light in UV-Vis
spectrophotometer
Examples: Analysis
• Calculate the amount of silica in boiler water from the standard calibration graph.
• Identify and quantify sources of errors in titirimetric measurements.
Examples: Synthesis
• Integrate the concepts of programmable logic control and distribution control system in
control engineering.
• Relate the sign of enthalpy changes to exothermic and endothermic reactions.
Examples: Evaluation
• Evaluate marketing strategies for different electronic business models.
• Summarise the main contributions of Michael Faraday to the field of electromagnetic
induction.

22. Checklist for Learning Outcomes
• Includes a time frame?
• Focuses on students?
• Uses action verbs?
• Names a product or process?
• Measurable/observable?
• Prompts a measure/method?
• Will be useful for you to assess?

23. Assessment Methods
• Pre/post test evaluation
• Student Interviews
• Minute paper
• Exercise
• Standardized (Published) Test Instruments

24. Using Assessment Information
• Rewrite learning outcomes
• Identify problem areas, Change what you
do/how you teach
• Discuss with colleagues and faculty
• Revise assessment measures

25. Learning Outcomes as the Basis for
Designing Courses
5 Questions for Design a Course
1. What do you want the student to be able to do?
(Outcome)
2. What does the student need to know in order to do
this well? (Curriculum)
3. What activity will facilitate the learning?
(Pedagogy)
4. How will the student demonstrate the learning?
(Assessment)
5. How will I know the student has done this well?
(Criteria)

26. Linking of Learning Outcomes, Teaching and Learning Activities
and Assessment
1. Clearly define the learning
outcomes.
2. Identify the skills and
information that the learner
needs to become competent.
3. Task analysis deals with
practical skills
4. Topic analysis looks at key or
necessary information required
to meet the session outcome.
5. Choose a technique or
techniques to assess the
achievement of the learning
outcomes.
6. Assess the learning outcomes
and check to see how much and
how well they have learned
If the learning
outcomes are
clearly written,
the assessment is
quite easy to
plan!

27. Task Analysis /Topic Analysis
Task Analysis
• Task analysis involve
taking a complex
process and breaking it
into a series of simple
steps to complete the
task successfully.
Topic Analysis
• Relates to breaking down
information in more
manageable chunks.
Top down –big picture
Bottom down -Brainstorming

28. Chunking and Sequencing
• Chunking involves
breaking information
down into parts, 5-7
pieces of information at
a time can be store in
our short term memory.
• Sequencing is very
important because the
order in which material
is organized will impact
on how easily learners
comprehend the
materials.

29. Chunking and Sequencing
• Examine the array of
symbols for 15 seconds
and then look how
many symbols can
remember in order
from left to right
€? €*# €#&?*&?#*&? € &#*
• Study the symbols for
15 seconds and see
how many symbols can
remember in order
from left to right
€ € € € ???? ****&&&&####
Now think how important that information need logically for learner.

30. Activity
Example: How to make a cup of coffee
1. Develop a set of informal competency standard
2. Break the task down into stages
3. Create a set of steps to perform the tasks
4. Key points that relate to safety aspect.

31. 31
Linking Learning of Outcomes, Teaching and
Learning Activities and Assessment
Learning Outcomes Teaching and Learning
Activities
Assessment
Cognitive(knowledge)
(Demonstrate:
Knowledge, Comprehension,
Application, Analysis,
Synthesis, Evaluation)
Affective(Attitudes)
(Integration of beliefs, ideas and
attitudes)
Psychomotor( Skills)
(Acquisition of physical skills)
Lectures
Tutorials
Discussions
Laboratory work
Clinical work
Group work
Seminar
Peer group presentation etc.
•End of module exam.
•Oral exam
•Multiple choice tests.
• Reflective Essays.
•Reports on lab work.
• Student Interviews.
•Practical assessment.
•Poster display.
•Fieldwork.
•Clinical examination.
•Presentation.
•Portfolio evaluation.
•Performance.
•Project work.
•Production of artefact
etc.

32. Learning Outcomes for Today
At the end of this class learner be able to:
1. Describe what is meant by the term learning
outcome.
2. Discuss Bloom’s Taxonomy of Educational
Objectives.
3. Apply Bloom’s Taxonomy to help you to write
some learning outcomes.
4. Discuss the linking of Learning Outcomes to
Teaching and Learning activities and
Assessment.

33. Reference
• Reference: The University of Western Australia
http://www.teachingandlearning.uwa.edu.au/staff/policies/outcomes/guide
• TAFE Student online course access guide, NSW, Australia
• Learning achieved by the end of a course or program
KNOWLEDGE – SKILLS – ATTITUDES by shirley lesch, george brown college
• https://insidecbu.calbaptist.edu/ICS/icsfs/Assessment_Methods
• http://www.powershow.com/view4/460ffb-M2FiN/learning outcome