G.uide to Writing Module Learning Outcomes ROT{HTE ESPER€AI PASIGUI CEHTRAL COLI.EGES OF THE PHILIFPIHES ;l6UIDS TO WRMH6 HIODUTE TEARI{IT{6 OURCOMES ftONNI€ ESPERCAL PASl6Ul, College of Arts and Sciences -Central Colleges of the Philippines Contents: Introduction and Foreword What are Learning Outcomes? General Guidelines for Writing Learning Outcomes 56 Step-by-Step Guide to Writing your Module Learning Outcomes Addressing Common Problems Associated with Writing Module Learning Outcomes Domains of Learning and Choosing Action Verbs Action Verbs Categorized by Learning Domains Optional Critiquing Exercise Bibliography 34710 11 t4 15GUIDE TO WRffiilG MODUTE LEARtlll{G OURCOMES WHAT ARE LEARNING OUTCOMES? ontcomes ere statemen* ofwhat a learner is expected to o rndersttnd sndlor be able to demonstrste after eompletion cf a of fearning.n Source: ECTS Users' Guide, 2AA5. What is tbe difference befween module learning ontcomes and programme learning outcome? While learning outcomes at programme or award level are brod, module learning outcomes are more specific in deseribing what the student will be able to do. They determine tfte content, delivery and assessment of each module and along with oths moduls meet the proganm€ 0utccm€s. Example of a Prograrnme Learrling Or.rkome: Upon successful completion of the programrne a shrdent will be able to critically evaluate goblems and altemative solutioris in a wide variety of busines ard organizational contexts in different socio-cufhrral and political environments, Module learning outcomes serve the following purposes: r To irform students of what is expected of them. r To guide the lecturer in his or her approach to delivery ofcontsrt and assessment that foeuses on what the student will be able to do as a result of the learning. r To influence the domain and level of learning requircd of the delivery and assessment. r To fulfill the requirements of one or more proglarnme outcomes. Example of a ilod$le lramlng O$tcomel On successful completion of the mcdule students will be able to dis€uss how information technology can be used to help busirress organizations to sueed rrl their objectives. What is the difference between module learning outcornes and objectives? Objectives are statements of what the lecturer intends for the students and are generally part of a teacher-c€ntered approach. Learning outcomes are statements of what the student will be able to do or dsnonsffie as a result of their learning and hence are part ofa student-c€ntered approach. Example o,f an O$ective: Students will be taught the basic principhs of database searching. Example of a Learning Oukomei Students will be able to apply the prindples of database searching in a review of literaturc. RONNTE ESPERGAL pASlGUt, College of Arts and Sciencer -Central Colleges of the PhilippinesGUIDETO WRITI![6 MODUTE IEARiIING OURCOMES Guidelines for Writing Module Learning Outcomes he guidelines below are based on commonly accepted guidelines for writing rnodule learning mes, It is important to note that this is not a set of steadfast rules and there will be exceptians where ndividuaf guidelines may not be appropriate. The sedion on Addressing Common Prablems Associated witf't Learning Outcomes (p7) refers to some exceptions. Lcrrniag Outcomes describe the knowlcdge' skllls and comp*tcncier dr*t a nrpfurt krrncri$ expeded to demonstrNtr upon successful completion of a proeess of learniug. As :r gen*rnl guicie lcm.rr*ing *tl{eome* rqh*u[rN: . B e p r e c s d e d w i t h : onsu*essful c*mpletian of this modale, students will be ahle ta ... * Begln with an rctisr verb and ds$cribe smedring (knowledge, *ill or aritude) fi'rat is obrervab'le or measurable. r Use one actioa verb for each leaming outcome. r Focus on what you expect students to be able to demonstrate upon completion ofth€ module. r Be addressed in sonne way by the assessnent for the rnodule. r Be wdtt€sr in slear$hort srttcrices. r Be wriaen tc be understood by studen*, colleagues and extemal bodies. r Be free of ambiguous words and phrases. e Be rcither too broad n6r too specific -broad is at prograurme leveln specific at lecare level RONNIE ESPERgAL Pr6l6Ul, College of Arts and Sciences -Central Colleges of the Philippines6UIDE TO WRITIT{€ MOOUI,E TEARI{II{G OURCOMES A Step-by-step Guide to Writing Module Learning Outcomes To begin. take the list of current outcomes for the module from the existing module descriptor (or any other document iiyou have revised them). If you do not have an existing set of outcomes follow the instruction for writing a new set belorv. Also, have with you a popy of current assessments for the module that contribute to the iinal rnark {examination paper. assignment briefs etc). If you I-X) have an sxisfing set of outcornes tlegin here Sta:p t Write 4 to 6 Statcments 1. In language comprehensible to a typical slldent, writs 4 to 6 stakments of what it is a student would be expected to be able to demonstrate as a csnsequence of the learning associated with the module. 2. Use this new set of statements (outccmes) as your basis-If you il{} \fiT have an existing set ofautcontes begin here $t*p { Rephrase existing ts statements l. Take the existing se* of outcomeVobjectives' 2. Write, in tanguage comprehensible to a typical studenL wls it is the shdent rmuld be expected to be able to demcnsate as a qrns€{1ueflc€ ofdre leaming associated with each. 3. Use this new set of statements (outcomes) as your basis-.tlclr ? Cheek all demonstrable clements of assessmenb are inclnded I .Check through the curr€nt asse$sment instruments (continuous and terminal) for the module and list broadly what the assessment is asking students to demonstrate as a result of their learning on the module. 2.Revise your new list of outcomes to rofle{t any changes as a result of checking the assessmsot or to add a new staternent for any element that is missing. St*p "3 Rewrite outcomes as rearnins Qutcomes Clroose an action verb for wh outcome fiat will best reflect whaf students are rquird to demonstrate. Be careful to choose a verb that reflects the gp and level of learning you wish the studentto be able to dernonstrate. Sitep "$ Critique your set of Learning Outcomes Use the 6eneral Cuideliaes on page 5 to critique your set of lerning outcomes and make final revisions. rnry ftnd it urcfttl ftsrt alto b ute tlre cectton qr Addressing Common ROilNtE ESPERGA! pASl6Ul, College of Arts and Sciences -Central Colleges of the PhilippinesGUIDS TO WRITIT{G MODULE LEARHIITG OURCOMES ddressing Common Problems Associated with riting iVlodule Learning Outcomes ne appi'oach to writing learning outcornes is to recognize and understand common problems. This section es you through an explanation of common problems associated with the writing of learning es and offers examples and solutions. it also demonstrates how to critique a set of learning es for common problems as a means to preparing you to write your own" 8.9 {'rlx* nrcn i'rt;irlemg: 1. Language is too vague or too specific for module level 2. Use of ambiguous words and phrases 3. There are too many learning outcomes 4. There are too many verbs in one learning outcome 5. Ovenxe of the same verb 6. lnappmpriate cognitive level Use of progression Ixarning outcomes are not realistic Learning outcomes that are not, or €annot be, assessed Language is too vague or too specific for module level This is where learning outcomes are either written at a broad level rnore suitable fcr a programme or where the language is tao prescriptive describing actions of a student that may be achievable at the end of a specific lecture rather than an entire module. 3. Use of amtliguous words and phrases This refers tc the use of vague terms like know, understand, learn, be fomiliar with, be exposed to, be acquaircted with, be ilwctre of, appreciate, ete. The main problem with using these verbs/phrases is that they are not universally understood so students or another lecturer may interpret them differently. Questions to consider are: how can you be sure that the students know or understand? and how can they dernonstrate that they know or understand? ou may find it useful to use the iquing exercise on page 14 to ify these common problerns in a le before you begin work on ycur learning module learning outcomes i example of rn ost€ome t{rat ie too specilie i :t I Studenb will be able to outli*e the tunctisns of i I marketing within a financial institution. i ,i I L_"***_",.".._*_ I fxample of an ostcom€ wilft anrbiguqrs rrlordsi i Students will be able to understand the function, istructure and components of the musorheladebl i system. l.--_-_-..* Suggested alternative: Students will be able to exolain the function, structure and components of the musculoskeletal system. T;ps: e Focns on what the student will acfually be able to demonstrate. r Look at the verb used in the relating elemect of the assessment as a guide. . Use the verbs list at the back of the guidelines for altemative verbs, RONNTE ESPERGAT PA5l6Ul, College of Arts and Sciences -Central Colleges of the PhillppinesGUIDETO WRITING MODULE tEARNIilG OURCOMES 3. There are too many learning outcomes It is recommended at module level to have between four and six learning outcomes. 4. Tao many verbs in one learning outcome Too many aetion verbs in one learning outcome can be confusing as it may not be clear which action is the most important for the student to be required to demonstrate. In the example oppositg consider if the focus for this otrtcome is on wheth€r students can work in groups at wherher they can apply basie pinciples and how this outsome is, or should be, assessed. fiff3[i Tbere may be instances, where two verbs are co-dependent and consebuently relevant to ofie learning outcome as seen in the elornple below: Stu&nts will be abb b rqnizeard salrc4ohtffi--relatir€ to the basic concepts of chemical reactions' 3is$: r If you harre bo many ouffifies !ffir rnay wart to corEider lyh€**€r sore of the leaming s$6Gts could be combined. . You rnay&dde th* a particularoutsrr€ is rTrore relevant to a speciflc lecture than the entire module in which c6e you may wish to r€rftoYe iL r use yqrr *essment and what [t b rn€arrrirtg to prompt you. Exalpie don@tts rirl{r loo marq ucr!* Sh,rdenb $tll ha\,€ worH in srynall grcrp ard mrcklered tfe apdkatim d hic $ftci& b difierent lrdustrial prucess€s. lips: . You rnay ryant to question whe&er mre of the qrtcomes could be combined. r Yor rnay decide tfiat a gar&ularqttorne b fftot€ relevant to ao individual lec&.1rc than th€ efiUre module and remove it, . Use ycur assssment and what it is'me$trrilxg to lead you to the lfi6t rebvant verb. 5. Overuse of the same verb In sosre cases, particulaly when finding an altemative for ambigrous wod#ptuases such as lotow, wtderstand at be famiTiar with, there can be a tendency to find a solution for one learning outcome and repeat it for otlers. fira1T$:, !:gl&. In scme dFcipline such as math there may be a need for repetitive use bf words such c'solve'or'calculate' where there is no alternative required or poosible. Ti$ei r Ask what the leaming outcom€ requires the student to demonstrate to ensure that *hat is required of tte student determlnes the cficgt verb. r Usetteverbe li.*attre backof Ste guidelinesb suggest verbs for difiercnt learnlng dornaire. . When you replace a verb rgonsider the dcrnain of leaming it implie€ to e*sure yotr do not el&rthe levd of leaming or alignm€nt to ttE ass€rnertt. Addressing Common Prablems contd. RONNTE ESpERGAI PASl6Ul, College of Arts and Sciences -Central Colleges of the Philippines6UIDE TO WRITING MODULE LEARNING OURCOMES Addressing Common Problems contd. 6. Inapprapriate c*gnitive level This is where there is an over use of verbs &at require students to deapnstrate knowledge where they may also be required to demonstrate a deeper learning such as analysis, synthmis and evaluation. I i:t:"1 . Choose the verb based on the relevantdomain cf leaming (see Domains of Learning on p9). o Use the verb list at the back to select a verb relevant to the level of learning reguired. 7. Use af progres$isn iu lcnrning outromes This is where a learning outeome refers to improvement in learning or other phrases that irnply progression. Progression is difFrcult to rneasure as the student would need to demonstrate levels of, learning at varying points of tirce. [t may b best to remove the reference lo progression Sugg€st€d Albrna6ve: Students will be able b dernonstrate a proffciency in presentation skills. Aamfle d'prognsbn ln a barnlng osbrs Studenb will have an increased ptafkiency in 8" Lcarning outcomes that are nct prectical Thi$ is uthere lerning otrtcomes are not realizable due to caffiFai*ts of tinre and/or trsources. Fo'r example a leming outcome might demand an assessrnent loadtoo great fortlrc students cr forthet ?ii, j r Conskier the workload and tssrrces d bdr yourself ard your sfr.dents in reffiion to eadt leaming qrtcome and the modute leaming outcofires as a s€t, 9. Oufcornes thaf are not" or cannot, be n*sessed As the traditianal te*chs-ce*terd approach involved writing objectives &am the paint of view of what the lecnrs intended to ddiver, some lwting outsrires can dfus the delivry of corsent only md re not cover€d arrywbtre in the asse*sment of the rnodule. ii$:: r Check that sctr leaming outcorne is addresed in some way by msessment. . Check that all elemenb of the asessment have been induded in the set cf leaming outcon6. RONNTE ESPERGAL pASlGUt. College of Arts and Sciences -Central Colleges of the PhilippinesGUIDETO WRITING MODULE LEARITIIITG OURCOMES mains of Learning and Choosing Action Verbs hen writing learning outcomes you will need to decide what type of learning students will be monstrating by each learning outcome. Domains of learning are commonly used as a guide to writing earning outcomes as they €ncompass the various levels of learning; the Cognifive domain involving :hought processes, the Affective domain involving attitudes and values, and the psychomotor domain nvolving physical skills. (Bloom et al, 1956i. These domains are comnnonly referred to as knowledge, tnd attitudes and are sutlined in greater detail below. The CognifiveDamain If a leaming outcome requires studeilts to dernonstrate thought processes, the six categories of the cognitive domain opposite will help you to decide what level of cognition is requird. Use the list of verbs on Fge I I to help you choose an action verb relevant to this domain. The Affective Domain lf a learning outcome requires students to demonstrate their attitudes or values or to integrate beliefvalues, ideas ad atitudes of others they will be demonsfding learning thncugh the affective domain. Choosing an action verb to demonstrats feelings and emotions is not always easy. Use the list of verbs on page 11 to help you cloose an artion yert relevant to this domain. The Psychomotor Domain If a le*rning outcome requires students to physically demonstrate skills such as to conduct laboratory experiments, music pieces, physical education techniques or mia,oteaching skills. Writing learning outcomes in this domain is simpler as it is easy to decide on a action verb for physical activities. The list of action verb on page I I might help when deciding on a relwant or altemative action verb in this donnain. lftowledge Stsdent knows semething and ca* recall in&rmation (llst, reeall, draw. write) Comprshcnaion Shjdent und€rEtands $hat Eery know (dwcribe! rcport. rccognize) Applicaton Studentcan ap$y soaet*q in a diffetlerit cofltext {drme. lind, show) Inalyele Studefit can break somehiftg do$rn inb aornponenls (ontrat detect, seoarate) swteclt ShJdent c6n cre& sornd$rE neY9 thnough analysis {combine, create, ikl} Evaluafon S&deot can make Judgrnen€ about *mething (Asess. argu€, rate) Sample of verbs for the aflective domain: Adhere Acc€Ft tletrnd Integrate ludge Share Appraise Practice Sspport Question Yalue Discuss Sarnple of verbs for the psychomotor domain: Adlpt Adjuet Build Calibrate Constru(t Detect Examine l{easure Operate Perform nefine Test RONilt€ ESPERGAL pASl6Ul, College of Arts and Sciences -Central Colleges of the PhilippinesGUIDE TO WRITIHG MODULE IEARNIf{G OURCOMES Action Verbs Categorized by Learning Domains CffiIIIITTYE I}OIVTAIN: Learning which involves fiought proeesses e.g. understandirg analyzing, evaluating. There are six cdegories in tte cognitive domain: koowledge, compreheirsion, ap,pticaticrL analysis, synthesis and evaluation. 1, Knorrledge: Arrange Enumerate Name Recite Reproduc Collect Examirie Order Recognize Select Count Find 0utline Recollect Show Define Identify Present Record State Describe l-abel Point Recount Tabulate Draw Li st Quote Relate Tell Duplicate Match Recall Repeat Write 2, Compreheneiron: Associate Decode Explain Indicate Restate Change Defend Express lnfer Rewrite ClariS Describe Exfend Interpret Review ClassiS Differentiate Extrapolate Locate Select Compute Discriminate Generalize Paraphrase SpeciS Consfi.rct Discuss Cive examples Predict Solve Conlrast Distinguish Identifu Recagnize Sunmarize Convert Estimate Illustrate Repoft Translate 3. Applie*tion: Add Compute Experiment Operate Select Applv Construct Find Organize Show Assess Demonstrate Graph Plot Simulate Calculate Develop Iliustrate Practice Sketch Change Discover Interpret Predict Solve Choose Divide Interview Prepare Subtract Classify Dramatize Manipulate Produce Transfer Collect Employ Map Relate Translate Cornplete Examine Modify Schedule Use RONNTE ESPERGAT PASIGUI, College of Arts and Sciences -Central Colleges of the PhilippinesGUIDETO T'ITRITING MODUIE lEARf{IilG OURCOMES Action Verbs Categorized by Learning Domains COGNITM IIOMAIN contd.. trarni*g whieh involves thought prosesses, e.g. understanding analyzing evaluating. 4. An*lysie: 5. Synthesis: 6. Evaluetionl Analyze Connect Differentiate Gr*up Point out Appraise Contrasi Discover ldentify Question Arrange Criticize Discriminate lllustrate Relate Break down Debate Distinguish Infer Rec