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learning-outcomes.md

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Learning Outcomes

Ensuring focused goals

Writing down a short list of high-level goals gives me a focus for every aspect of the course:

Syllabus

Course outline (advertising the course to prospective students)

Weekly schedule

How do we characterize "kinds of outcomes"?

Bloom's cognitive levels

  • Above principles all from this category

Process skills/Program outcomes

  • Presenting arguments typical to the field
  • Critically assessing within genres typical to the field
  • Reading diagrams typical to the field
  • Team work
  • Use of instruments, tools, or methods typical to the field
  • Applying key principles across a range of domains

Values

  • Some of the most heartfelt yet also most difficult to incorporate
  • In a content-based course (and discipline!) these tend to be pushed into subtext
  • I write these in terms of choices I want the students to consider

Example: How two learning outcomes drove a suite of activities

Cognitive outcome:

Make appropriate tradeoffs of consistency versus availability for different features in a design.
Level: Create

Process skill:

Reading diagrams typical to the field

Presentations organized around a consistency-availability diagram:

Scalability versus availability diagram

Assignments 5 and 6 asked students to design systems using these tradeoffs

Final exam

  • Review used a modified form of the diagram

Scalability versus availability only

  • Exam asked them to locate different assignments on the same diagram

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How do we characterize "degrees of mastery"?

Bloom's taxonomy of cognitive outcomes

  1. Original---1959
  2. More recent---2002, more flexible
  • Recall, Understand, Apply, Analyze, Evaluate, Create

Biggs's SOLO

  • Prestructural
  • Unistructural
  • Multistructural
  • Relational
  • Extended abstract

ICE

  • Ideas
  • Connections
  • Extensions

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