2005 Summer Teaching Enhancement Academy Opportunity

Guiding Student Learning from Objectives to Outcomes

Module One: Learning Outcomes

Learning Outcomes

After completing this module, the learner will successfully be able to: 

1. Differentiate between course description, course objectives, and learning outcomes. (Analysis)
2. Write specific learning outcomes containing the three elements necessary for modules or units. (Application)
3. Categorize learning outcomes into one of the six domains of learning. (Analysis)
4. Critique learning outcomes based on sound teaching/learning principles. (Evaluation)

• As means of an introduction to this module, please read the following online articles:
  • Student Learning Outcomes Assessment: A Component of Program Assessment (2005) by Heidi M. Anderson, PhD, Deborah L. Moore, MS, Guadalupe Anaya, PhD, and Eleanora Bird, MS
  • A Literature Review of Mager (1984), Preparing Instructional Objectives by Cheryl Cottle.
• Summary PowerPoint Presentation.

Additional Reading Outside of Class

• Review three examples for formatting objectives in the online article entitled Techniques & Methods for Writing Objectives & Performance Outcomes that compares the work of Mager, Gagne, and ABCD.  Many of the objectives written in education contain the PERFORMANCE expected but not the CONDITION or the CRITERIA that is required to achieve the objective. It can then be assumed that the CONDITION is normal classroom environment and the CRITERIA is a passing grade.
• To be able to write objectives you will need to review the examples of verbs in the online article entitled Learning Domains or Bloom's Taxonomy. 
• Review the examples of objectives provided in the online article entitled Bloom et al.'s Taxonomy of the Cognitive Domain.
• Read the online article entitled Benjamin Bloom's Taxonomy of Behavioral Objectives.

• Evaluate the learning outcomes for the following modules with Mager's three criteria for objectives, categorize them into one of the educational domains, and further categorize them using Bloom's six domains of learning utilizing the Quick Guide to Writing Learning Objectives and Bloom's Taxonomy. Examine the learning outcomes for this continuing nursing education course and determine if the learning outcomes reflect Mager's three criteria.
   
  • Nursing Care of Adult Clients with HIV
     
    • Upon completion of the course, the learner will successfully be able to:
       
      1. Differentiate between the HIV-1virus and the HIV-2 virus.
      2. Review the statistics provided by the CDC regarding number of cases, ethnicity, and territory.
      3. Review the process of HIV transmission.
      4. Examine the diagnostic procedures used to test for HIV infection.
      5. Compare and contrast the signs and symptoms of HIV and AIDS.
      6. Recognize the signs and symptoms of various opportunistic infections.
      7. Review the treatment options available for clients with HIV/AIDS.
      8. Discuss the nursing care of adults with HIV/AIDS.

Discuss your evaluations of the Online Assignment with another member of the class. Compare your answers regarding whether the learning objectives contain Mager's criteria and whether the learning objectives can be categorized into one of Bloom's domains.

• Write/rewrite four outcomes for your course that include Mager's three criteria.
  • To assist with writing/rewriting your outcomes, utilize the Quick Guide to Writing Learning Objectives.
• Edit your outcomes so that each outcome falls into at least four of Bloom's domains of learning.
  • To determine which domain and verb is most appropriate for your objectives, utilize the online chart entitled Instructional Strategy Selection Chart. 

References

A Quick Guide to Writing Learning Objectives. Available online: http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html

Anderson, H., Moore, D., Anaya, G., and Bird, E. (2005). Student Learning Outcomes Assessment: A Component of Program Assessment. Available online: http://www.ajpe.org/view.asp?art=aj690239&pdf=yes#ref1

Benjamin Bloom's Taxonomy of Behavioral Objectives. Available online: http://hs.riverdale.k12.or.us/~dthompso/exhibition/blooms.htm

Cottle, C. (1996). A Literature Review of Mager (1984), Preparing Instructional Objectives. Available online: http://fcis.oise.utoronto.ca/~ccottle/mager.html

Huitt, W. (June, 2004). Bloom et al.'s Taxonomy of the Cognitive Domain. Available online: http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html

Learning Domains or Bloom's Taxonomy. Available online: http://www.nwlink.com/~donclark/hrd/bloom.html

Mager, R. F. (1984). Preparing Instructional Objectives (2nd ed.). Belmont, CA: Lake Publishing Company.

Techniques and Methods for Writing Objectives and Performance Outcomes. Available online: http://classweb.gmu.edu/ndabbagh/Resources/Resources2/objective_formats.htm

Return to Summer Academy 05