This resource on Learning Outcomes has provided several arguments for the use of learning outcomes supported by a variety of theories. Outcome Based Education and its focus on student centeredness, clarity, and flexibility were discussed along with key principles that state “all students can learn and succeed, but not on the same day in the same way”, and that successful learning promotes future successful learning (Spady, 1998, p. 19). Learning outcomes are how the institution controls the conditions that directly affect learning. 

We then looked at the importance of learning outcomes for the ministry, quality assurance processes, and to address the changing currency of post-secondary education. We also explored the value that learning outcomes provide through an educator’s lens. We then identified the process of education and how it occurs in an outcome-based education manner. 

We looked at the theory and practice of constructive alignment and backwards design and how these contribute to a positive student-centered learning environment. We then explored the four components of a Learning Outcome structure:

1. Sentence Stem
2. Measurable Verb
3. Knowledge Skill or Attitude
4. An indication of how this KSA will be demonstrated

We looked at theories and practices that support these structures including Bloom’s Taxonomy of learning, domains of learning, conditions and criteria. We then looked at the types of Learning Outcomes and how these influence the structural components. We explored some challenges with Learning Outcomes and solutions to those challenges. We spoke about the line of competency development and finally spoke about aligning assessments with Learning Outcomes as recommended by constructive alignment theory. We explored the next steps in constructive alignment theory specifically aligning instructional practices and reflective practice for the instructor. And finally, we put it all together in a format that will facilitate the development of Learning Outcomes of any type at any level. Lastly, we amalgamate all the components into a format that streamlines the creation of Learning Outcomes, regardless of their type or level.

Learning outcomes are a critical component of modern education. You can see this in how prominently they are featured within our course leaf course management software, how prominently they are used by some universities for recruitment and by how much emphasis KPU is placing on learning outcomes as an indicator of curricular quality. It is important to note that the process of developing outcomes never finishes, it is iterative and as time progresses, needs change and the outcomes must change to reflect that.

REFERENCES

Bloom, B. S. (1968). Learning for mastery. Evaluation Comment (UCLA-CSIEP), 1(2), 1–12.

Bloom, B. S. (1976). Human characteristics and school learning. McGraw-Hill. ISBN: 978-0070061170

Bloom, B. S. Engelhart, M. D. Furst, E. J. Hill, W. H. & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. David
McKay Company. ISBN: 9780679302094.

Chan, C. K. Y., Fong, E. T. Y., Luk, L. Y. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1-10. DOI: https://doi.org/10.1016/j.ijedudev.2017.08.010

Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723–733.

Hussey, T., & Smith, P. (2008) Learning outcomes: A conceptual analysis. Teaching in Higher Education, 13(1), 107-115. DOI: 10.1080/13562510701794159

McAlpine, I., Weston, C., Beauchamp, C., Wiseman, J., & Beauchamp, J. (1999). Building a metacognitive model of reflection. Higher Education, 37(2),
105-31. DOI: 10.1023/A:1003548425626

Meyer, S. M., & Niekerk, S. E. (2008). Nurse educator in practice. Juta and Company Ltd. ISBN: 978-0-7021-7299-1.

Uys, L., & Gwele, N. (2005). Curriculum development in nursing: Process and innovation. Routledge. ISBN: 0415346290.

Spady, W. G. (1988). Organizing for results: The basis of authentic restructuring and reform. Educational Leadership, 46(2), 4–8.

Spady, W. G. (1994) Outcome-based Education: Critical Issues and Answers. Arlington, VA: American Association of School Administrators, in Killen, R. (2000) ‘Outcomes-based education: principles and possibilities. Unpublished manuscript, University of Newcastle, Faculty of Education.

Spady, W. G. (1998). Paradigm lost: Reclaiming America’s educational future. American Association of School Administrators. ISBN: 0-87652-232-0.

Spady, W. G., & Marshall, K. (1994). Light, not heat, on OBE. The American School Board Journal, 181(11), 29–33.

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd edition). ASCD. ISBN: 978-1-4166-0035-0

SUPPORT

Teaching & Learning Commons offers workshops on Learning Outcomes periodically. For information on workshop please review Commons Workshops Calendar (Click here)

If your department requires a customized workshop on Learning Outcomes, please contact the Teaching & Learning Commons.

If you require a consultation on learning outcomes, please contact the Teaching & Learning Commons.