Learning Outcomes

Question 1

a stated expectation of what someone would have learned

Answer 1

Learning Outcomes

Question 2

what learners are expected to know and be able to do

Answer 2

Outcome

Question 3

key part of any system diagram; measurable and quite often observable; sharpen focus on student learning

Answer 3

Learning Outcomes

Question 4

clear statement of what the learner is supposed to be able to do, think about, and/or evaluate at the study unit, and how well such results should be considered to achieve`

Answer 4

Learning outcomes

Question 5

sets out both substance of learning and how to demonstrate its achievement

Answer 5

Learning outcome

Question 6

MORSE: Learning objectives is not only intended to direct the content and development of the study group but also form the basis for evaluation. On the other hand, learning outcomes are related to higher learning outcomes set by the University in the form of standard and/or course/discipline-specific graduate attributes

Answer 6

False, True

both pertains to learning outcomes

Question 7

T or F: Because of the clear linkage to assessments and learning outcomes, students achieve learning outcomes to differing degrees

Answer 7

True

Question 8

MORSE: Learning objectives are not simple assumptions that describe the content/syllabus of the unit. These the statements about what the students wants to do.

Answer 8

Both statements are false.

• Outcomes not objectives
• what the teacher wants to do

Question 9

Matching type: Objective vs Outcomes

can range from general curriculum into more specific learning and to even more specific behavioral objectives

Answer 9

Objective

Question 10

Matching type: Objective vs Outcomes

may be expressed as intentions on the part of the lecturer

Answer 10

Objectives

Question 11

Matching type: Objective vs Outcomes

has the most power in informing teaching and learning, whether it be called a learning outcome, learning objective, or some other names

Answer 11

Outcomes

Question 12

Matching type: Objective vs Outcomes

clarifies intention

Answer 12

Outcomes

Question 13

Matching type: Objective vs Outcomes

squarely focused on the learner and is performance oriented, beginning with an action verb and signalling the desired level of performance

Answer 13

Outcomes

Question 14

True or False

A learning outcome is an unambiguous statement of what the learner is expected to achieve and how he/she is expected to demonstrate that achievement.

Answer 14

True

Question 15

T or F

An effective set of learning outcome statements informs and guides both the teacher and the students

Answer 15

True

Question 16

Identify whether for the teacher or student

Learning outcomes informs about the content of teaching and which strategies are to be utilized

Answer 16

Teacher

Question 17

Identify whether for the teacher or student

Learning outcomes enable sorts of learning activities/tasks to be given out

Answer 17

Teacher

Question 18

Identify whether for the teacher or student

Learning outcomes enable giving out appropriate assessment tasks and course evaluation

Answer 18

Teacher

Question 19

Identify whether for the teacher or student

the set of learning outcomes provide them with a solid framework to guide their studies and assist them to prepare for their assessment

Answer 19

Student

Question 20

Identify whether for the teacher or student

Learning Outcomes provide a point of articulation with graduate attributes in the program and/or university level

Answer 20

Student

Question 21

In writing learning outcomes, the usage of c____ language is required so that it is understandable by students and potential clients

Answer 21

clear

Question 22

Effective learning outcomes should (5):

Answer 22

• Identify important learning requirements such as the content of learning — the range and type of knowledge, skills, and values required
• Use clear language understandable by students and other potential clients
• Link to generic and/or course graduate attributes
• be achievable and assessable; and
• relate to explicit statements of achievement such as level of understanding required

Question 23

T or F

Remember to consider the student’s perspective when writing learning outcomes and ask what the student should be able to know and do at the end of this unit that they could not do at the beginning

Answer 23

True

Question 24

T or F

Start your learning outcomes statement with

Answer 24

action verb

Question 25

T or F

In writing learning outcome statements, one must focus only on what is important and avoid the trivial

Answer 25

True

Question 26

An outcome statement should capture in an integrated way which domains to demonstrate the attainment of the outcome? (3)

Answer 26

• cognitive
• affective
• psychomotor

CAP from Bloom’s taxonomy

Question 27

MORSE: Learning outcomes must be written in short sentences to maintain clarity. It should also relate to program learning outcomes

Answer 27

Both True

Question 28

Set of three hierarchal models
used to classify educational learning objectives into levels
of complexity and specificity.

Answer 28

Bloom’s taxonomy

Question 29

This domain in Bloom’s taxonomy refers to knowledge or mental skills

Answer 29

Cognitive

Question 30

what are the LOTS and HOTS of the Cognitive domain?

Answer 30

• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering

First ones are the HOTS (higher order thinking skills) - from New Domain

Question 31

This domain in Bloom’s taxonomy refers to the attitude or self, or growth in feelings or emotional areas

Answer 31

Affective

Question 32

HOTS and LOTS in the Affective Domain

Answer 32

• Characterizing
• Organizing
• Valuing
• Responding
• Receiving

Question 33

This domain in Bloom’s taxonomy refers to the skills, may it be manual or physical

Answer 33

Psychomotor

Question 34

HOTS and LOTS in Psychomotor Domain

Answer 34

• Origination
• Adaptation
• Complex Overt Response
• Mechanism
• Guided Response Set
• Perception

Question 35

Pertaining to HOTS of Cognitive Domain

putting elements to form a functional whole and reorganizing elements into a new structure or pattern by planning or producing

Answer 35

Creating

Question 36

HOTS of Cognitive domain

making judgments based on criteria and standards through checking and critiquing

Answer 36

Evaluating

Question 37

HOTS of Cognitive Domain

about breaking material into parts and determining how the parts interrelate to each other or to an overall structure or purpose

Answer 37

Analyzing

Question 38

LOTS of Cognitive Domain

refers to situations where learned material is used in products such as diagrams, models, interviews, simulations, and presentations

Answer 38

Applying

Question 39

LOTS in Cognitive Domain

about constructing meaning from different types of function, be they written or graphic

Answer 39

Understanding

Question 40

LOTS in Cognitive Domain

when memory is used to produce definitions, facts, or lists, or to recite and retrieve information

Answer 40

Remembering

Question 41

Writing Learning Outcomes depends on the following factors (3):

Answer 41

• Range of learning Intentions
• Length
• particular discipline/course specific or generic graduate attributes people wish to develop

Question 42

As a reference for a single semester class, how many statements in unit outline may be appropriate?

Answer 42

4-6

(from book, pg. 31)

Question 43

a soundproof for students that particular qualities have been established in some way

Answer 43

Linking learning outcomes to graduate attributes

Question 44

Evaluates the degree in which students have achieved the intended learning outcomes of the project

Answer 44

Assessment

Question 45

T or F:

Each outcome should be measured

Answer 45

True

Question 46

MORSE: Single assessment task cannot measure the level of accomplishment of a number of related learning outcomes. As such, assessments should be given multiple times in relation to the amount of outcomes.

Answer 46

Both False.

Question 47

Steps in writing Unit Outcomes (4)

Answer 47

• Identify the content of unit topic according to the type of knowledge
• Identify the cognitive process from Bloom’s taxonomy and appropriate verb
• Identify the condition/requirement of the verb
• Phrase the Unit Outcomes

Question 48

What are the four types of knowledge according to Biggs (1999)?

Answer 48

• Declarative knowledge (knowing what or about the content)
• Procedural knowledge (knowing how)
• Conditional knowledge (knowing when)
• FUnctioning knowledge (knowing how to employ first three types of knowledge)