demonstrate their…
outcomes written to enable students
to demonstrate knowledge/
understanding/awareness/
intellectual curiosity
state
record
identify
clarify
describe
recognise
make distinctions
list
recount
discuss
recognise
respond to
disclose
define
name
indicate
explain
account
outline
refer to
illustrate
outcomes written to enable students
to demonstrate they can apply their
knowledge
apply
compute
calculate
demonstrate
discover
manipulate
modify
perform
predict
prepare
produce
relate
show
solve
use
outcomes written to enable students
to demonstrate the skill of analysis
analyse
compare
criticise
examine
appraise
debate
contrast
question
distinguish
outcomes written to enable students
to demonstrate the skill of synthesis/
creativity
arrange
plan
formulate
redefine
initiate
assemble
prepare
construct
propose
start
organise
design
develop
produce
create
outcomes written to enable students
to demonstrate the skill of evaluation
evaluate
estimate
measure
recommend
assess
criticise
compare
advocate
judge
appraise
discriminate
defend
When writing learning outcomes, avoid using words that are vague and which are more difficult to assess. This includes words and phrases such as:
We encourage you to adapt and build upon the material in any medium or format to suit your individual teaching purposes (for non-commercial purposes only). If distributing your adapted material, we ask that you credit the Centre for Teaching and Learning.
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This course is a general guide and will introduce you to the principles of good practice that can be applied to all writing. If you work on developing these, you will have strong basic (or ‘core’) skills to apply in any writing situation. For assistance with specific aspects of any course you are to study, always refer to any guidance notes or handbooks that have been provided.
This course won't solve all your difficulties immediately; developing your writing skills is an ongoing process, and one that involves frequent reflection on the way you tackle assignments. By the time you have come to the end of the course, however, we hope that you will be able to break down the task of essay or report writing into separate elements, identify which of these elements you want to work on, and develop an action plan to enable you to manage your own improvement.
How to use this course
You can use this course in a variety of ways. You can dip into it, choosing the sections that you feel are most relevant to your needs, or you can work through it from start to finish. However, we suggest that you don't use it in isolation but in conjunction with your current study, ideally while you are working on an assigment or report . It is essentially a workbook, and includes a number of activities, which we hope you will do as you study your chosen course. There is also an action plan. You can only really improve through practice. Like swimming, no-one learns assignment writing by reading a book, although it may give useful advice on technique.
Indiana University Indianapolis Indiana University Indianapolis IU Indianapolis
By the end of a program of study, what do you want students to be able to do? How can your students demonstrate the knowledge the program intended them to learn? Student learning outcomes are statements developed by faculty that answer these questions. Typically, Student learning outcomes (SLOs) describe the knowledge, skills, attitudes, behaviors or values students should be able to demonstrate at the end of a program of study. A combination of methods may be used to assess student attainment of learning outcomes.
Characteristics of Student Learning Outcomes (SLOs)
Student learning outcomes also:
Examples of Student Learning Outcomes
The following examples of student learning outcomes are too general and would be very hard to measure : (T. Banta personal communication, October 20, 2010)
The following examples, while better are still general and again would be hard to measure. (T. Banta personal communication, October 20, 2010)
The following examples are specific examples and would be fairly easy to measure when using the correct assessment measure: (T. Banta personal communication, October 20, 2010)
Importance of Action Verbs and Examples from Bloom’s Taxonomy
Assessing SLOs
Instructors may measure student learning outcomes directly, assessing student-produced artifacts and performances; instructors may also measure student learning indirectly, relying on students own perceptions of learning.
Direct Measures of Assessment
Direct measures of student learning require students to demonstrate their knowledge and skills. They provide tangible, visible and self-explanatory evidence of what students have and have not learned as a result of a course, program, or activity (Suskie, 2004; Palomba & Banta, 1999). Examples of direct measures include:
This example of a Student Learning Outcome (SLO) from psychology could be assessed by an essay, case study, or presentation: Students will analyze current research findings in the areas of physiological psychology, perception, learning, abnormal and social psychology.
Indirect Measures of Assessment
Indirect measures of student learning capture students’ perceptions of their knowledge and skills; they supplement direct measures of learning by providing information about how and why learning is occurring. Examples of indirect measures include:
Using the SLO example from above, an instructor could add questions to an end-of-course evaluation asking students to self-assess their ability to analyze current research findings in the areas of physiological psychology, perception, learning, abnormal and social psychology. Doing so would provide an indirect measure of the same SLO.
Bloom, B. (1956) A taxonomy of educational objectives, The classification of educational goals-handbook I: Cognitive domain . New York: McKay .
Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution . Sterling, VA: Stylus.
Maki, P.L. (2010 ). Assessing for learning: Building a sustainable commitment across the institution (2nd ed.) . Sterling, VA: Stylus.
Palomba, C.A., & Banta, T.W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education . San Francisco: Jossey-Bass.
Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker Publishing.
Revised by Doug Jerolimov (April, 2016)
AZ Writing | Sample Essays, Example Research Papers and Tips
Free essay samples, research paper examples and academic writing tips for students
An essay is a typical assignment at every high school and college. When students have language and literature as their major subjects, they will surely have to write essays frequently. This kind of written paper is very important for student’s self-development and background knowledge. Every student who wants to succeed in the humanities should learn to write essays correctly, because such disciplines as philosophy, philology, psychology, sociology, etc. require well-trained essay writing skills.
Essay writing is a brilliant exercise that can train a range of student’s skills. First, when one writes essays, he develops his writing skills and learns something new about the structure of different scientific texts. He writes long essays and very soon, he gains knowledge about writing of more complicated and important academic assignments, such as term papers, research papers and dissertations. Naturally, an essay is a basic paper and one should learn about its composition and style of writing before he starts working on other solid academic assignments. It is quite easy to prepare a successful term paper if you possess background knowledge about essay writing, because the manner of writing of scientific texts is practically the same.
Next, one is able to improve his knowledge about different topics, because every essay is a result of research of the definite problem. One has to read a lot before he prepares his essay. Students need to read textbooks, encyclopedias and articles in the Internet if they want to accumulate enough information about their problem and complete a successful essay.
Though it is impossible to remember all facts that have been found in these sources, students improve their background knowledge and become smarter and more intelligent.
Then, essay writing is very useful for the development of critical and analytical thinking skills. When one writes an essay, he breaks his complex topic into several subordinate ones in order to gain a better understanding of this main problem. This process is very difficult and students require many years of constant practice to master the skill of analytical thinking. Moreover, when one analyzes his problem, he tries to invent original approaches towards its research.
He tries to analyze this topic objectively and he applies only up-to-date and reliable methods that can be useful for the improvement of the quality of his essay. When one trains his critical thinking skills, it means that he strives to analyze his topic objectively and present his personal reasoned judgements about it.
Finally, students train their imagination and creativity when they write their essays, because every paper of this kind requires original approach, bold decisions and brand new ideas that will make the text sound interesting.
There are a lot of writing websites which offer custom essay writing services for students. Feel free to contact SmartWritingService – essay service to get your academic paper written from scratch!
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Assessment, Improvement and Review
A Student Learning Outcome (SLO) states what students will know, understand, and be able to do as a result of an educational experience. Follow these guidelines to create SLOs for educational experiences, in programs, courses, and co-curricular activities.
Is appropriate for the level of performance expected from the educational experience, which may draw from Bloom's taxonomy .
Specifies the behavior the student will do using an action verb, such as the examples that align with Bloom's taxonomy .
Provides some detail regarding the context of the behavior, such as information related to the educational experience.
Identifies the quality or condition of performance expected as appropriate for the context (e.g., "clearly," "accurately," or "appropriately").
Is measurable and consistent with the assessments used.
Maintains simplicity by focusing on one action verb.
Avoids wording such as "know...," "understand...," "be familiar with...," "have increased knowledge of...," and "learn..."
UMD Program SLO examples:
Communication Sciences and Disorders: Students will demonstrate knowledge of the basic human communication process, including the biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis.
Liberal Education: Students will demonstrate knowledge of how cultural, social, and/or structural factors influence human social behavior.
Physics: Students will apply the laws of physics to new situations, both qualitatively and quantitatively.
Masters of Business Administration: Students will use appropriate quantitative tools and techniques to analyze business problems.
Masters of Music: Students will make stylistic and artistic choices in performance that reflect careful study and scrutiny of relevant historical and cultural practices.
KAML Supplemental Course Instruction: Students will evaluate sources based on information need and the context in which the information will be used.
The goal is where we want to be. The objectives are the steps needed to get there. As seen in this flow chart, the outcome and the learning objectives connect you with (and among) your students, the course content, assignments, and your teaching approach.
Course Goal / Learning Outcome | describes broad aspects of behavior which incorporate a wide range of knowledge and skill | Upon completion of this course the student will have reliably demonstrated the ability to use the conventions of grammar when creating paragraphs. |
Learning Objectives | tend to describe specific, discrete units of knowledge and skill can be accomplished within a short timeframe | Given a paragraph of ten sentences, the student will be able to identify ten rules of grammar that are used in its construction. |
Upon completion of the unit on plant growth and development students will be able to:
Either the student has or has not accomplished each one. These measurable objectives can then be used as the basis for your grading or another type of student assessment. For example, based on the first learning objective above, if a student is able to list all 5 plant hormones they earn 100% for the assignment if they can only list 4 plant hormones they earn 90%, and so on.
Developing a basic understanding of Bloom’s Taxonomy (Bloom et al., 1956) is a good place to start as you begin writing learning objectives.
Bloom’s Taxonomy in a nutshell: In the late 1940s a group of educators began classifying educational goals and objectives. The intent was to develop a classification system for three domains: the cognitive (mental skills or knowledge), the affective (feelings and emotional skills or attitude), and the psychomotor (manual or physical skills). The work that resulted in the cognitive domain was completed in 1956 and is commonly referred to as Bloom’s Taxonomy of the Cognitive Domain ( Bloom et al., 1956).
The major concept of the taxonomy is that educational objectives can be arranged in a hierarchy that moves from less to more complex levels of knowledge. The levels are successive; one level must be mastered before the next level can be reached.
The original levels published by Bloom et al. (1956) were ordered as follows: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
In 2001 Anderson and Krathwohl published a revised version of Bloom’s Taxonomy that reflected what has been learned in the forty or so years since it was first published. In summary, the changes reflect more outcome-focused modern education objectives and include switching the names of the levels from nouns to active verbs. The two highest levels have also been changed with the pinnacle level now being ‘create’. The revised levels are: Remember, Understand, Apply, Analyze, Evaluate and Create. View CELT’s Revised Bloom’s Taxonomy page.
Effective learning objectives need to be observable and/or measurable, and using action verbs is a way to achieve this. Verbs such as “identify”, “argue,” or “construct” are more measurable than vague or passive verbs such as “understand” or “be aware of”. As you design your course focus on creating clear learning objectives and then use these objectives to guide class assignments, exams, and overall course assessment questions.
Below are examples of action verbs associated with each level of the Revised Bloom’s Taxonomy. These are useful in writing learning objectives, assignment objectives, and exam questions.
Choose Describe Define Label List Locate Match Memorize Name Omit Recite Select State Count Draw Outline Point Quote Recall Recognize Repeat Reproduce
Classify Defend Demonstrate Distinguish Explain Express Extend Give Examples Illustrate Indicate Interrelate Interpret Infer Match Paraphrase Represent Restate Rewrite Select Show Summarize Tell Translate Associate Compute Convert Discuss Estimate Extrapolate Generalize Predict
Choose Dramatize Explain Generalize Judge Organize Paint Prepare Produce Select Show Sketch Solve Use Add Calculate Change Classify Complete Compute Discover Divide Examine Graph Interpolate Manipulate Modify Operate Subtract
Categorize Classify Compare Differentiate Distinguish Identify Infer Point out Select Subdivide Survey Arrange Breakdown Combine Detect Diagram Discriminate Illustrate Outline Point out Separate
Appraise Judge Criticize Defend Compare Assess Conclude Contrast Critique Determine Grade Justify Measure Rank Rate Support Test
Combine Compose Construct Design Develop Formulate Hypothesize Invent Make Originate Organize Plan Produce Role Play Drive Devise Generate Integrate Prescribe Propose Reconstruct Revise Rewrite Transform
View the interactive model of learning objectives which shows the relationship between the knowledge dimension and the cognitive process dimension .
Download and review Bloom’s Digital Taxonomy on this website
Content on sample learning objectives adapted from: Center for Teaching, Learning and Technology, Washington State University (2013).
Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . Longman.
Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain . Longmans, Green.
Head of Education Support
Published 15 Dec 2016 • 10 mins read
Learning Outcomes are the skills and knowledge that a student will be able to demonstrate upon completion of the learning process.
University policy requires that the overall learning outcomes for any particular scheme of study should identify the learning to be achieved by a ‘typical’ or ‘modal’ student.
They should be written in the context of the appropriate national subject benchmark statements produced by the Quality Assurance Agency.
The learning outcomes for a scheme should therefore reflect how this level is defined in the appropriate subject benchmark statements.
Typically this has been defined as representing “graduates straddling the boundary between a Lower and Upper Second class honours degree”, or as “the level of attainment reached by the typical student whose results fall into the main cluster”.
Learning outcomes for an individual should be written to identify the learning to be achieved by a ‘typical’ or ‘modal’ student.
They should be written in the context of the assigned level (i.e. level 1,2,3,4,S or M) of the module/unit of study, and should demonstrate that there is general progression within schemes of study. Taken together, the learning outcomes for all of the modules available within a scheme of study should reflect the outcomes for that scheme as a whole.
It should be clear how the outcomes for both individual modules and schemes of study match with relevant teaching, learning and assessment strategies, as well as the scheme aims, curriculum content and criteria used for assessment.
Since the University adopted the modular structure in 1995, schemes and modules have been described in terms of aims and objectives.
Some objectives are often written more in terms of teaching intentions and typically indicate the subject content that the teacher(s) intends to cover. Learning outcomes, on the other hand, are more student-centered and describe what it is that the learner should learn.
Modules will henceforth be written in terms of an aim, as currently, and learning outcomes. Learning outcomes replace objectives.
Current aim of module (which may be retained):
To develop knowledge, understanding and skills related to the recognition and interpretation of igneous and metamorphic rocks.
One of the current objectives of the module:
To explain the different magma geochemistries derived from partial melting of the mantle in different tectonic regimes.
How this current objective might be reformulated as a learning outcome:
Students should be able to demonstrate how magma geochemistry relates to partial melting of the mantle by contrasting the outcomes of this process in different tectonic regimes through the critical analysis of specific case studies.
To explain the biochemical basis of drug design and development.
To demonstrate the application of molecular graphics to drug design.
Students should be able to apply the principles underpinning the use of molecular graphics in the design of drugs to illustrate general and specific cases through a computer-based presentation.
To introduce students to modes of satiric writing in the eighteenth century.
To familiarise students with a number of substantive eighteenth century texts. Students will be trained in the close reading of language and its relation to literary form.
Students should be able to analyse the relationship between the language of satire to literary form by the close examination of a selected number of eighteenth-century texts in a written essay.
a. Learning outcomes should be developed with reference to specific higher education levels.
i.e. Learning outcomes are written for the levels specified in Senate Regulations for Undergraduate and Postgraduate Modular Schemes of Study (i.e. 1,2,3,4,S or M).
b. Learning outcomes should include an indication of the evidence that will show that the learning has been attained.
While learning outcomes do not need to explicitly refer to particular methods of assessment, they should include an indication of the standard of the performance that will demonstrate that the defined learning has been achieved. It should therefore be clear what a student needs to learn/do to attain that learning outcome.
c. Learning outcomes are statements of essential learning in relation to specified levels of achievement.
The learning described in learning outcomes is the learning that must be attained for the student:
d. Learning outcomes must relate to the criteria used for assessment.
Learning outcomes define the learning that should be achieved by the ‘typical’ or ‘modal’ student. It therefore follows that they should equate with the assessment criteria that apply to this level. If for example the benchmark statements describe the typical level equivalent to the 50-60% band, then the assessment criteria for the 50-60% band should reflect the general attainment of learning outcomes.
The assessment criteria either side of the 40% mark should also be used to differentiate between work that represents a ‘minimum pass’, and that which falls short of this mark.
e. The target audience
Learning outcomes are explicit statements of expectations in relation to identified standards of attainment aimed at a wide variety of audiences who need information on, and understanding of, the University’s requirements.
The audience will include students who might choose the module, External Examiners, employers and others who are interested in what the student has studied and is therefore expected to have learnt, and, not least, staff teaching on the module so that they can know what is expected of them.
Learning outcomes therefore have a major role in the establishment, maintenance and, importantly, articulation and communication of standards.
It is important to find the right words when writing learning outcomes. The following list of words and terms is provided as an aid in the familiarisation process.
Activities giving evidence of knowing may be described in terms of:
Define, describe, identify, label, list, name, outline, reproduce, recall, select, state, present, be aware of, extract, organise, recount, write, recognise, measure, underline, repeat, relate, know, match.
Activities giving evidence of comprehension may be described in terms of:
Interpret, translate, estimate, justify, comprehend, convert, clarify, defend, distinguish, explain, extend, generalise, exemplify, give examples of, infer, paraphrase, predict, rewrite, summarise, discuss, perform, report, present, restate, identify, illustrate, indicate, find, select, understand, represent, name, formulate, judge, contrast, translate, classify, express, compare.
Activities giving evidence of knowledge / understanding may be described in terms of:
Apply, solve, construct, demonstrate, change, compute, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, use, give examples, exemplify, draw (up), select, explain how, find, choose, assess, practice, operate, illustrate, verify.
Activities giving evidence of analysis may be described in terms of:
Recognise, distinguish between, evaluate, analyse, break down, differentiate, identify, illustrate how, infer, outline, point out, relate, select, separate, divide, subdivide, compare, contrast, justify, resolve, devote, examine, conclude, criticise, question, diagnose, identify, categorise, point out, elucidate.
Activities giving evidence of synthesis may be described in terms of:
Propose, present, structure, integrate, formulate, teach, develop, combine, compile, compose, create, devise, design, explain, generate, modify, organize, plan, re-arrange, reconstruct, relate, re-organise, revise, write, summarise, tell, account for, restate, report, alter, argue, order, select, manage, generalise, précis, derive, conclude, build up, engender, synthesise, put together, suggest, enlarge.
Activities giving evidence of evaluation may be described in terms of:
Judge, appraise, assess, conclude, compare, contrast, describe how, criticise, discriminate, justify, defend, evaluate, rate, determine, choose, value, question
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National software academy.
Published 06 Apr 2017 13 min read
A presentation on how the School of Computer Science and Informatics introduced a new type of degree, which is industry led and produces work ready students from day one utilising problem based learning
Published 06 Apr 2017 8 min read
Preparing students for employment - A new kind of curriculum
Dr andrew roberts.
Published 21 Jul 2021 15 mins read
This presentation from the 2021 Learning & Teaching Conference talks about how peer review of exemplar work allows students to compare their work to that of others and helps them to engage with the assessment criteria. Exemplar review was used as
Mae'r cyflwyniad hwn o Gynhadledd Dysgu ac Addysgu 2021 yn trafod sut mae adolygiad gan gymheiriaid o waith enghreifftiol yn caniatáu i fyfyrwyr gymharu eu gwaith â gwaith pobl eraill ac yn eu helpu i ymgysylltu â’r meini prawf asesu. Dyma
Dr katey beggan.
Published 16 Jan 2020 6 mins read
In this case study, medical student Katey Beggan talks about her experiences studying in a Peruvian hospital as part of her elective SSC. She talks about the differences in medical practise and compares her learning and teaching techniques with
Published 16 Jan 2020 19 mins read
Dr James Redman of Cardiff University's School of Chemistry presents at the Centre for Education Innovation's 2017 Learning & Teaching Conference on the outcomes of his Education Innovation Fund project of 'Electronic notebooks and portfolios for
The Learning Hub is designed by academics for academics and we would encourage you to share anything that supports, enhances or prompts reflection on teaching and learning here at Cardiff University. This is an opportunity to be an active part of the teaching community here at Cardiff, to share your expertise with your colleagues.
A virtual space supporting continual enhancement of the student learning experience.
The chosen course proved a positive experience for students due to the achievement of an appropriate study atmosphere and the establishment of beneficial student-teacher relationships. Attaining the study group’s confidence permitted instituting a functional feedback mechanism, which allowed those in attendance to demonstrate their grasp of the learned material and give recommendations on bettering the course based on personal experience. Consequently, Student Learning Outcomes were sufficiently achieved, leaving both learners and their lector satisfied with the pupils’ level of attained knowledge and competencies.
Despite the overall success of the course, there remain choice aspects of it that require additional work and improvement to receive even better results. Unpredictable external circumstances, such as weather conditions, resulted in the loss of class time and, therefore, leaving the last chapter uncovered. The acquirement procedure for the e-book access code was not perfected, with numerous pupils opting not to attain it, which made the use of the Marketing Lab troublesome. Additionally, revisiting the length of Exam 1 is necessary due to the difficulty that the majority of students experienced with its timely completion.
Resolving these issues, as well as other minor problems noted over the length of the course, requires addressing their origins. To make the Marketing Lab a more significant part of the learning process, more homework could be assigned from it, integrating questions from the textbook that were not covered in class. Additionally, this would effectively compel students to procure and use the e-book access code. The inclusion of more case studies in the course would also be a useful strategy, which may permit learners to achieve a more profound and hands-on understanding of course material.
Paying increased attention to the ongoing pupils’ assessment becomes crucial under these conditions, making journal entries a viable tactic when checking their comprehension of material after each chapter. Permitting students to include their possible questions in these entries would make working with learners easier through creating facilitated lines of communication. Therefore, considering all of these changes, revising the length of Exam 1 and re-assessing its weight in the overall course evaluation process becomes a necessary step. This change would contribute to the achievement of a balanced grading system that would adequately reflect the work done by students throughout their learning process.
The success of the course may be linked to the effort put into professional development, which permits perfecting the teaching process to achieve better learning outcomes. Attending Blackboard and Digital Measures training made gaining a mastery of teachers’ resources and integrating them to the best of their use possible within the classroom setting. Additionally, the ITCL Symposium helped achieve a better understanding of course material and how it could be taught, the presentation on product development having become part of the classroom lectures. The participation in coaching and symposiums, therefore, not only presented a chance for sufficient professional growth but also permitted apperceiving additional educational materials.
Implementing modern educational methods, which integrate the benefits of new technologies inside a traditional classroom setting, makes possible the attainment of previously unreachable goals through a combined teaching approach. In this aspect, Blackboard training may claim the most significant impact on the quality of provided schooling since it helped improve the continuity of the educational process through the demonstration of useful virtual teaching techniques.
The benefit of learning through Blackboard is evident due to the possibility of pacing the internet-based learning process, making the received training self-controlled, even if based around deadlines. During training, these aspects proved decisive as there was no need for extensive traveling, providing all the necessary information in one easily accessible place.
This advantage may be carried over successfully into the learning process, either providing the educator with an additional platform for student-teacher communication or presenting a chance for a changeover into entirely internet-based learning. For pupils, this transition could mean heightened educational autonomy when planning their time, which may be a crucial additional professional skill.
Despite the positive impact of these provided chances for training, the brevity of the Faculty Annual Evaluation, which lasted one semester, poses significant issues to creating a continuous process of staff education. Additionally, the narrowness of the chosen courses’ topics, as well as their limitation to an in-house setting, poses a significant hindrance in achieving better professional results.
While a modernized approach to education, which focuses on the integration of technological advancements inside the classroom, may be beneficial to modern students’ understanding of the material, this attitude could be detrimental to traditional conceptions. However, as exercises and symposiums retain certain limitations, disputing the significant benefits that they provide to educators is not possible.
These current developments are a positive step towards achieving a better level of faculty performance, creating competent teachers that in turn can produce exceptional students. Advancing the already obtained results may be possible through continuing to provide employees with not only the possibility of professional growth but also presenting them with a broader variety of educational options and topics.
However, setting future goals for development based on the already achieved results becomes viable when considering the significant impact already imparted on the teaching staff. Therefore, setting goals for the coming year that pertain to expanding virtual education and developing online collaboration becomes appropriate and necessary for the continuation of staff growth. Taking additional steps to increase the provided variety of subjects, as well as the types of training offered, such as conferences and workshops, could present a chance to secure a steady reinforcement of teachers’ competencies. Since the already achieved results in educators’ training may be considered an accomplishment, this success should be supported and augmented.
It may be crucial to keep in mind that the process of education should equally benefit both students and teachers. To continue achieving excellent results and presenting pupils with the chance to learn from the best version of their educator it is necessary to keep giving adequate attention to self-improvement. Therefore, it becomes essential to outline specific SMART goals that are quantifiable and rely on accurate and measurable pre-determined goals that can be attained in a set time and may, therefore, be called realistic.
Predominantly, these SMART goals should be oriented towards developing professional competencies that may help teach management and marketing courses, as these subjects remain primarily taught courses. Attending two new specialized development courses, specifically tailored for those who teach marketing or management before the end of the next year could be a viable betterment option.
Another goal would be carrying out extra research on marketing tactics and management techniques before the start of the next semester and compiling the findings into ten cases for each course for students to solve. Personally forming these cases would permit creating not only a prerequisite for professional development through a study of modern practices but also provide learners with a unique and challenging educational experience.
Considering the assistance provided by technology, it may be necessary, as an educator, to continue integrating online resources into the education process. This aspiration makes mastering a new educational platform before the end of this semester essential objective, the success of which may be measured by the transfer of learning materials to the more modern program. Conducting at least two online examinations or assessments of pupils in the next semester is, therefore, an interdependent and reasonably achievable goal.
Additionally, it is necessary to integrate a virtual system of journal entries that would allow analyzing learners’ competencies as well as their acquired knowledge. Therefore, making journal entries a part of the next marketing and management courses could be an important SMART goal that may prove essential to stimulate students’ reflection regarding the courses’ goals. Incorporating modern technologies into the learning process should prove beneficial for learners who will seek employment in future job markets, which may have heightened expectations regarding the interdisciplinary skills of their staff.
These outlined short-term SMART goals are aimed at developing both professional and personal qualities in pupils and their educator alike. Consequently, the final goal should be related to receiving feedback from learners in both courses, which requires devising a communication from before the end of the current semester and making it accessible online. An omnipresent educational objective, therefore, is making sure that pupils feel confident and secure enough to communicate their possible grievances and suggestions.
IvyPanda. (2020, December 9). Student Learning Outcomes. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/
"Student Learning Outcomes." IvyPanda , 9 Dec. 2020, ivypanda.com/essays/student-learning-outcomes-course-reflection/.
IvyPanda . (2020) 'Student Learning Outcomes'. 9 December.
IvyPanda . 2020. "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.
1. IvyPanda . "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.
Bibliography
IvyPanda . "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.
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Chahira Nouira
Anthony F. Camilleri
Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education
Simon Paul Atkinson
For universities to remain relevant and competitive in a global market of Higher Apprenticeships and work-based learning provision there will need to be a much clearer articulation of the benefits accrued by students in their ‘graduateness’. A review of 20 UK institutions, 80 undergraduate modules and some 435 individual intended learning outcomes (ILOs) being taken by students in 2014-15 reveals the lack of definition of ILOs in terms of skills development attractive to employers. This paper argues that employability should be more clearly articulated in the ILOs specified at module level and that the development of employability skills at an institutional level requires sustained attention to ensuring transparency in module designs to ensure student choice and measurable skills acquisition is possible.
Ivana Batarelo Kokić
Current research on the implementation of the entrepreneurship programs in higher education commonly focuses on the distinction between business and non-business programs. The special focus of this pilot study is Higher Education Institutions (HEI) offering non-business programs. The quantitative section of the larger study of strategic piloting, implemented by SEECEL in cooperation with national partners, focused on the higher education institution (HEI) as unit of change to test the impact of the entrepreneurial learning SEECEL ELKCA instrument on a student’s entrepreneurship-related learning outcomes. The pilot study recommendations are related to the validity of the developed questionnaire and further implementation of entrepreneurial learning in an HEI. The internal consistency of the entrepreneurship-related learning outcomes scale indicates the high validity of the questionnaire. It is possible to conclude that further efforts should be made to incorporate entrepreneurial competences in teacher training programs and also to develop further entrepreneurship modules designed by SEECEL in non-teacher training HEIs to improve entrepreneurial competence in relation to the higher levels of learning in the cognitive domain and the affective domain. Additional data analysis revealed non-teacher training and teacher training HEIs that experienced significant changes in several entrepreneurial competence domains. These institutions should serve as examples of good practice and mentors. The current societal circumstances and the requirements to develop entrepreneurial universities demand additional efforts from higher education institutions and universities in implementing entrepreneurship education in current university programs.
Theoretical considerations and practical approaches to foster employability in a dynamic industry: This paper outlines processes for developing higher quality training and qualification programmes, in particular in regard to internet-sector jobs. In addition, it includes development guidelines for identifying training requirements and writing learning outcomes. This document was prepared as part of the PIN (ProInternet) Thematic Network Project, Agreement no. 2009-2204/001-001, under the auspices of the Leonardo da Vinci Programme. In was written in conjuction with Work Package 3, Labelisation, Certification and Normalisation. Work-package leader was teh DEKRA Akademie GmbH, located in Stuttgart, Germany; primary co-authors were the FOM Hochschule in Essen, Germany and the hellenic Open University in Patras, Greece. It was published as FOM Arbeitspapier Nr. 34.
Bright Ziso
Leilani Escalada
CATALINA ULRICH HYGUM
This Cedefop reference publication maps and analyses the shift to learning outcomes in education and training policies and practices across Europe. Bringing evidence on the development of national policies from 33 countries, the study examines progress made in recent years (2009 onwards) and attempts to capture the character of political reform at national, institution and local levels. Ten case studies in nine countries produce new empirical evidence on the presence of learning outcomes approaches in the design and delivery of programmes and curricula for teacher education programmes. Based on extensive literature review, interviews conducted with various stakeholders in curriculum policy-making and practice, focus groups and on-site visits, findings show how learning outcomes approaches increasingly feature as catalysts for policy and practical reform, influencing education and training practice. This publication also reveals the diversity of uses of the learning outcomes approaches being applied and highlights the complexity of implementing learning-outcomes centred policies and developing appropriate strategies at both systemic and subsystemic levels.
Stephen Adam
This chapter explores the nature and functions of learning outcomes in the context of the Bologna educational reforms. Section 1 explains what they are and where they originate. Section 2 explores their practical application and multiple functions, and provides a schematic summary. Section 3 places them in the context of current pedagogical reform and highlights their relationship to curriculum development - teaching learning and assessment. Section 4 establishes their centrality to the Bologna Process and the successful completion of the European Higher Education Area. Finally, the concluding section 5 points to some important issues associated with their application in the immediate future.
The Curriculum for Spatial Citizenship Education serves as a guiding foundation for creating local curriculum approaches of Spatial Citizenship (SC) teacher education and training across the European Higher Educational Area (EHEA). Thus, it addresses all stakeholders related to that special field of teaching and learning at secondary school as well as higher education, and for in-service teacher training. This paper outlines the development process of the Spatial Citizenship Curriculum within the progress of the Comenius project Spatial Citizenship (SPACIT). Giving an example of implementation, this paper also introduces a framework of a blended-learning in-service teacher training course.
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Weaving together narratives from almost three dozen college students, a book from the Aspen Institute’s CEO proposes a new way to think about college outcomes.
By Johanna Alonso
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Johns Hopkins University Press | Daniel Bayer
In his new book, Mindset Matters : The Power of College to Activate Lifelong Growth ( Johns Hopkins University Press ), Daniel Porterfield, president and CEO of the Aspen Institute, as well as a former president of Franklin & Marshall College, argues that higher ed institutions should strive for a new goal: pushing students to develop a growth mindset.
The term, popularized by psychologist Carol Dweck in a 2006 book, Mindset: The New Psychology of Success, refers to a person’s belief in their own ability to grow and improve their skills and intelligence. By contrast, people with a fixed mindset believe intelligence and abilities are static and cannot be changed. Porterfield, who also served as a faculty member and senior vice president for strategic development at Georgetown University, argues that imbuing students with growth mindsets—the ability to see themselves as lifelong learners, capable of adapting to new circumstances and environments—is especially important in the 21st century, as new technology creates an ever-changing career landscape for graduates.
The book draws on interviews with Franklin & Marshall students about what elements of their college career led them to success, emphasizing stories of flexibility and perseverance in the face of challenges, to explore the core questions: How do universities cultivate these skills? When, where and how in students’ college experience do they learn to learn?
In an interview with Inside Higher Ed , Porterfield discussed the book and how his ideas about students’ mindsets reflect ongoing questions about the purpose of college. The conversation has been edited for length and clarity.
Q: What made this concept of developing a growth mindset stick out to you as an underrecognized goal of higher education?
A: Two factors led me to identify the development of growth mindsets as a key benefit of a strong college education. One was that I was a very hands-on professor who also lived on campus in faculty housing at Georgetown University, and then I was very student-focused president at Franklin & Marshall College. And from the testimonies of my students and mentees over the years, I saw that, again and again, students or young graduates described key learning moments that gave them new confidence in their ability to drive their own future development. That was one of the great takeaways of a valuable college education—that they learned how to learn, they learned they were good at learning, they learned they love learning.
The second was that, like many, I’ve been reading all the articles and observing for myself the rapidly escalating pace of change in our society because of technology, demographics, new communications, connections that allow people to be in dialogue with people that, in previous eras, they never would have been able to talk with. And I just realized that the changing nature of the economy, in particular, required agility and confidence in being able to keep learning and keep growing.
Q: This seems to go against the narrative that college is about developing either critical thinking skills or career skills. What are your thoughts on that dichotomy?
A: To me, the kind of education that focuses on critical thinking and the kind of education that focuses on workplace readiness are actually complementary: two sides of one coin for promoting a growth mindset. Because in order to hold a growth mindset, the student needs to have actually learned or grown; second, has to know they’ve learned or grown; third, has to know how to learn or grow in the future; and fourth, ideally, sees themselves as a learner and a grower. Those four steps towards acquiring a growth mindset can be facilitated through vocational learning, through liberal arts learning, through workplace experience in two-year colleges and four-year colleges and graduate schools and volunteer activity.
Q: What makes college a particularly good place for developing a growth mindset?
A: Growth mindsets can be ignited in many different contexts. What makes the residential college distinctive is the 24-7 environment of learning, day and night. Second, the plethora of faculty mentors available to work directly with students. Third is a constant team atmosphere, where students, all day long, are on different teams: at work, in class, in their activities, in the residential community. Fourth, the residential college setting as a youth setting full of 18- to 23-year-olds who are excited about new ideas. They’re creating their own inventions, they’re connecting with one another, they’re learning and evolving. So, it’s a very dynamic, rich environment with students from all walks of life.
The key factor, though, with all that, is that the individual student needs to take responsibility for her or his learning.
Q: In recent years, there’s increasingly been a narrative of students not caring, being argumentative with their professors, cheating with AI or whatever it happens to be—behaviors that don’t necessarily align with an eagerness to learn and challenge themselves. Do you believe this narrative is accurate, and how does that play into the goal of promoting the development of a growth mindset?
A: In the book, I interview about 30 to 35 students about what it was that made their college experience transformational and how do they move to believing that they could lead their learning for their entire lives. In every case, there was an engaged professor or another university educator who took the time, through what I’ll call a “pedagogy of involvement,” to get to know a student and to hear that student’s sense of hope and aspiration for why they were in college, and then to nourish it and feed it by challenging them and by introducing them to methods by which they could develop their own learning, whether it’s research methods or play-writing methods or critical reading and thinking methods.
That engagement of involved and caring adults with aspirational students is the magic where great learning happens.
Most faculty that I know are so dedicated to their students that they will, as they get to know them, use any means they can have to help them learn and grow. I write about some faculty at Franklin & Marshall who mentored students in research techniques. Others helped them learn how to research the background for a historical drama play that one wrote. Still others helped students think about the dynamics of sameness and difference in the classroom and feel that they, though underrepresented numerically in terms of their background, really belonged in the class and in the school. Again and again, I saw the presence of caring and involved adults as the X factor that allowed students to tap in to what’s great in them to make college count.
Q: In your interviews, students focused more on their “learning journeys” versus the end results of their college educations. What does this tell you about student success and what should colleges take away from this?
A: The value of thinking about the learning journeys is that we can then improve the journeys. We can then say, “Where weren’t students learning? What didn’t go right? How do we facilitate more learning?” There was a period of time when educators said, “A great school recruits terrific students then gets out of their way.” I think that’s an empty pedagogy. I think we should get in the way of students by helping those students to be able to craft their education learning journey and then pursue it.
So, one thing that colleges can do differently, or even better, is maybe think about an alternative transcript to the one we have now, which just describes the courses you’ve taken and the grades you’ve achieved, and instead, build another kind of transcript, perhaps complimentary, where the students are perpetually assessing, “What am I learning now? And what do I want to learn next?” It’s like the transcript becomes a portfolio of goals for learning, efforts to achieve that learning and then insights about what came as a result of that learning.
A second thing I think colleges can do to facilitate growth mindsets is to spend more time early in the college experience, helping students see and feel that they are responsible for their education and that they can take the wheel and make the choices they want to make. And if they don’t pursue their education assertively, that’s on them. Part of their responsibility is to give their best.
Q: Right now, colleges are trying to figure out what it means to give someone an education, not knowing if the world they’re going into is still going to have that job in five years. How can a growth mindset help address this problem?
A: We have to prepare students for a dynamic world where the nature of work and citizenship will change rapidly, because that is a fact. It’s happening. AI is one manifestation, but there’s a plethora of good and bad information coming at citizens all the time, and we also have to prepare young people to be able to separate good information from bad, the wheat from the chaff, so they can actually trust the information sources that they have.
So, I think that the role of higher education is even stronger today, not weaker, because of technological change. The college experience gives us a four-year shot at helping students become independent, self-driven learners, confident consumers of information and more effective at working with and partnering with one another. Those are all key attributes of all jobs for the future. Can you learn? Can you work with others? Can you separate good from bad information? College has a big role to play in facilitating that.
I also think that we want to encourage innovation and creativity, whether it’s creating new businesses, new uses of information gleaned from the large data sets that we now have access to, new ability to pursue research with much more information at our disposal. The way I would think of it is that the information revolution, which now is leading to the artificial intelligence revolution, makes college that much more important for preparing people who will do advanced research, who will lead businesses, who will serve as diplomats, who will be leaders in society, and we want them not to fear change but to be able to manage change.
How might you distinguish one from a human-composed counterpart?
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Good morning. As a little kid in Scotland, I remember my dad told me the ruling Labour Party was bad for business. Barely 30, he was an entrepreneur trying to support three kids in a land of strikes, power cuts, inflation and high taxes. We moved to Canada before the Conservative Margaret Thatcher became Britain’s prime minister in 1979.
Labour’s back! With yesterday’s U.K. election, Keir Starmer is set to become Britain’s first Labour prime minister in 14 years, promising to be both “pro-business and pro-worker.” (Click here for the Labour Party Manifesto —a term that some might associate with communism, until they see the accompanying photo of Starmer.)
Will this left-leaning centrist party be better for business than the right-leaning centrist party it’s displaced? Many suspect so, considering the volatility, years of wage stagnation and sluggish growth under the Tories. After all, the Conservatives instigated Brexit , brought us leaders who flouted COVID protocols or were outlasted by a head of lettuce . Prime Minister Rishi Sunak could have waited until 2025 to call an election, but he decided to call it early.
I asked two pundits I respect to weigh in on the impact of Labour’s win. Ian Bremmer, founder and president of Eurasia Group, called it “a much-needed positive story,” adding that “a Labour government is going to be good for the United Kingdom’s standing in the world and its economic outlook.” Moreover, a victory for Starmer would “allow him to deliver political stability and policy certainty—something the U.K. has been sorely missing for much of the last decade. Moreover, I expect Starmer to implement a coherent economic policy and a major reset with the European Union—both of which will improve the outlook for domestic and international investors.”
I also asked Azeem Azhar to weigh in. Along with being founder of Exponential View, the British thinker co-chairs the Global Futures Council on Complex Risk for the World Economic Forum. In his view, last night’s Labour win will prompt “businesses of all types, but particularly startups and climate tech firms, to breathe a sigh of relief. The promise of stable, disciplined government will unlock investment. Bosses who have been keeping their powder dry and investors worried about political volatility will be reassured. I expect an increase in investment and a growing belief in Britain’s tech and climate tech sectors.”
Welcome your thoughts, and more news below.
Diane Brady [email protected] Follow on LinkedIn
Southwest’s poison pill
On Wednesday, Southwest Airlines said it will adopt a “poison pill” targeting activist investor Elliott Management. In June, Elliott bought $1.9 billion of stock and accused the airline’s leaders of having a “stubborn unwillingness to evolve.” Southwest’s shares have dropped over 20% in the past 12 months. Fortune
Apple gets an AI board seat
Apple’s app store chief Phil Schiller is reportedly getting an observer seat on ChatGPT developer OpenAI’s board. Fortune’ s David Meyer suggests the new board seat is Microsoft-backed OpenAI trying to hedge its bets, as it works with Apple to get OpenAI products on devices like the iPhone. Microsoft, too, is hedging, investing in French AI startup Mistral and poaching the founder of Inflection AI. Fortune
Birmingham biotech
Alabama politicians like U.S. Sen. Katie Britt and Rep. Terri Sewell want funding from the Department of Commerce to help make Birmingham, Ala., a biotech hub. Investing in Birmingham will help “onshore key aspects of the supply chain,” they write in a Fortune commentary piece. Congress is currently considering legislation that would restrict U.S. federally-funded providers from working with Chinese biotech companies. Fortune
Rishi Sunak may have lost his $177,000 Prime Minister gig, but a multimillion-dollar corporate payday awaits the man richer than King Charles by Ryan Hogg
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The workplace attention span is dead: 60% of employees can’t go 30 minutes without getting distracted by Sasha Rogelberg
How Four Seasons CEO Alejandro Reynal uses ‘Inbox Zero’ and a Montblanc pen to lead the world’s most luxurious hospitality group by Peter Vanham
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Amsterdam has long wanted to keep ‘nuisance’ tourists away. First, it banned new hotels and now, it plans to ban cruises by Prarthana Prakash
T his edition of CEO Daily was curated by Nicholas Gordon.
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07 Jul 2024 • 4 min
Understanding how technology is reshaping the way we learn is essential in today's fast-paced world. One groundbreaking tool making waves in education is the Edgenuity AI detector. This innovative technology is not only enhancing how students learn but also fostering new levels of educational efficiency and innovation. Let's delve into the world of Edgenuity AI detector and discover how it is revolutionizing the educational landscape.
Imagine having a smart assistant that helps you learn better. That's precisely what Edgenuity AI detector is all about. It uses Artificial Intelligence (AI), which is like a super-smart computer program, to help teachers and students in the learning process. This technology is like having a virtual teacher who can understand how you learn best and tailor education to suit your needs.
Improving education is vital for students to succeed in school and beyond. With the help of technology like the Edgenuity AI detector, students can have a more personalized learning experience. This means that each student can learn at their own pace, making education more effective and enjoyable. By embracing educational enhancements like AI technology, we can open up new doors of learning possibilities for students everywhere.
How edgenuity ai detector works, benefits of edgenuity ai detector, challenges and limitations, future of educational technology, frequently asked questions (faqs), data collection and analysis.
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The Edgenuity AI Detector works by collecting data on student performance and learning patterns. It takes in information from quizzes, assignments, and other activities to analyze how well a student is understanding the material. This data is then used to provide insights to teachers and students on areas for improvement and strengths.
Using the data collected, the AI Detector creates personalized learning experiences for students. This means that each student receives materials and activities tailored to their specific needs and learning style. For example, if a student is struggling with a particular concept, the AI Detector can provide additional resources and support to help them grasp the idea better.
One of the significant benefits of using the Edgenuity AI Detector is the enhancement of student performance. By analyzing data and learning patterns, this innovative technology can provide valuable insights into areas where students excel and where they may need additional support. This personalized approach to learning helps students reach their full potential by tailoring educational experiences to their specific needs.
Teachers also benefit from the efficiency and effectiveness of the Edgenuity AI Detector. By automating data collection and analysis processes, educators can focus more on guiding students through their learning journey and providing targeted support where necessary. This technology empowers teachers to make data-driven decisions, ultimately maximizing their impact on student success.
Unleash the power of AI in education with Edgenuity's AI Detector! Check out how this innovative tool can transform learning experiences. [insert link]
Integrating advanced technologies like the Edgenuity AI detector into educational settings comes with certain challenges and limitations that need to be carefully considered. Let's explore some of the potential hurdles that educators and students may face.
One significant challenge is the issue of privacy when using AI detectors in schools. With the collection and analysis of student data, there is a need to ensure that sensitive information is protected and not misused. Educators and administrators must prioritize safeguarding student privacy and implementing robust security measures to prevent any breaches.
Another challenge is the need for adaptation and training when incorporating AI technology like the Edgenuity AI detector. Educators may face difficulties in adjusting to new tools and methodologies, requiring comprehensive training to effectively utilize these resources in the classroom. Investing in professional development and support for teachers is essential to maximize the benefits of AI technology in education.
In the future, educational technology is likely to see a significant integration of AI (Artificial Intelligence) technology like the Edgenuity AI detector. This means that more schools and educational institutions will utilize AI to enhance learning experiences for students. AI can help teachers understand each student's unique learning style and adapt their teaching methods to suit individual needs.
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As technology continues to advance, so too will the innovation in learning platforms. With the help of AI technology like the Edgenuity AI detector, learning platforms are evolving to become more dynamic and engaging. Students can expect to have access to interactive and personalized learning experiences that cater to their specific strengths and weaknesses. This innovation will revolutionize the way students engage with educational content, making learning more accessible and enjoyable.
In conclusion, the Edgenuity AI detector is a powerful tool that is revolutionizing education through innovation, efficiency, and personalized learning experiences. By harnessing the power of artificial intelligence, this technology is enhancing the way students learn and teachers instruct, ultimately leading to improved academic outcomes and a more engaging educational environment.
With the integration of AI technology in educational practices, we are witnessing a shift towards more dynamic and tailored learning experiences. The future of educational technology is bright, with AI detectors like Edgenuity paving the way for a more effective and innovative approach to learning. As we continue to embrace these advancements, we can expect to see significant improvements in student performance and overall educational outcomes. The Edgenuity AI detector is at the forefront of this educational transformation, shaping the way we teach and learn in the digital age.
The Edgenuity AI Detector is a tool that uses Artificial Intelligence (AI) to help students and teachers improve the learning experience. It can analyze data to understand how students are performing and provide personalized recommendations for their education.
The Edgenuity AI Detector enhances education by allowing students to receive personalized learning experiences tailored to their individual needs. It helps teachers track student progress more efficiently and provides insights to enhance academic outcomes.
Using the Edgenuity AI Detector can lead to improved student performance and enhanced teacher efficiency. Students can receive targeted support, while teachers can better manage and guide student progress, ultimately leading to better educational outcomes.
One challenge is ensuring the privacy of student data when using AI detectors in educational settings. Additionally, adapting to new technologies and providing adequate training for educators are crucial for effective implementation.
Looking ahead, AI technology is expected to become more integrated into educational practices, offering dynamic and engaging learning experiences for students. Learning platforms will continue to evolve, driven by AI innovation, to shape the future of education.
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Learning outcomes. After studying this course, you should be able to: understand what writing an assignment involves. identify strengths and weaknesses. understand the functions of essays and reports. demonstrate writing skills. Previous Introduction. Next 1 Good practice in writing.
When writing learning outcomes to represent the aims and practices of a course or even a discipline, consider: ... and philosophical contexts in a two-page written essay. STEM Learning goals. By the end of this course, students will be able to describe the steps in planning a research study, including identifying and formulating relevant ...
Student Learning Outcomes reflect the curriculum, and as curriculum evolves, learning outcomes change. Three guiding principles frame the review of existing SLOs: recency, relevance, and rigor. Recency has to do with the degree to which the outcome reflects current knowledge and practice in the discipline.
7. • In writing learning outcomes it is important to keep in mind that we assess what is taught . Find learning outcomes that are a source of objective data for assessment, indicating clearly what learners have to understand, know and/or be able to do . All learning outcomes have to be observable and measurable .
Learning outcome examples adapted from, Nelson Baker at Georgia Tech: [email protected]. How Bloom's works with Quality Matters. For a course to meet the Quality Matters standards it must have learning outcomes that are measurable. Using a verb table like the one above will help you avoid verbs that cannot be quantified, like: understand, learn, appreciate, or enjoy.
The following are recommended steps for writing clear, observable and measurable student learning outcomes. In general, use student-focused language, begin with action verbs and ensure that the learning outcomes demonstrate actionable attributes. 1. Begin with an Action Verb. Begin with an action verb that denotes the level of learning expected.
Learning outcomes describe what students should be able to do by the end of a teaching session or course. They are related to, but different from, teaching aims, which instead describe broadly what the session or course is about and its overall purpose. Writing learning outcomes can help you to plan your teaching, for example, by prioritising ...
WEL L-W RITTE N O U T C OME S 3 21 Further, well-written learning outcomes are SMART (Greenleaf, 2008): S pecific. M easurable (assessable, demonstrable). A ttainable by students at current level and matched to purpose of the course. R elevant for students, course, program and degree. T ime-bound or can be completed in the time given. This is illustrated in the example below:
One advantage of using the modes to develop learning outcomes is that many rhetoric texts provide help in writing based on the modes. For example, the typical handbook will include sections on writing a "Comparison/Contrast" essay or an "Extended Definition"; some writing textbooks also provide samples of writing that primarily demonstrate one ...
their essays demonstrate). This statement would be classified as a program outcome (writing 2 essays) rather than a learning outcome (the learning that would be expected from writing two essays). Developmental Outcomes Developmental outcomes illustrate the affective dimensions you desire to instill or enhance.
SLO: Write essays that deliberately connect audience and purpose in a variety of genres. 2. SLO: Support a complex thesis statement with sophisticated evidence. 3. SLO: Demonstrate proficiency in evaluating, integrating, and documenting sources. ... than 3-5 student learning outcomes to be on your Course outline of record (COR) as the overall ...
1 Good practice in writing. This course is a general guide and will introduce you to the principles of good practice that can be applied to all writing. If you work on developing these, you will have strong basic (or 'core') skills to apply in any writing situation. For assistance with specific aspects of any course you are to study, always ...
Clearly defined and intentionally integrated course learning outcomes can: 1) help to organize, structure and enhance student learning; 2) improve communication with students and other instructors regarding the important concepts and skills covered in a course; and, 3) improve assessment practices (Simon and Taylor, 2009).
How to Write Learning Outcomes Purvis & Winwood 2 Identifying learning outcomes is key to planning courses and their constituent elements. Course and programme descriptors, module descriptors, and individual learning sessions or activities all attract ... • confusing the learning task and the outcome e.g., 'write an essay on post modernism'. This
A combination of methods may be used to assess student attainment of learning outcomes. Characteristics of Student Learning Outcomes (SLOs) Describe what students should be able to demonstrate, represent or produce upon completion of a program of study (Maki, 2010) Rely on active verbs that identify what students should be able to demonstrate ...
Essay writing is a brilliant exercise that can train a range of student's skills. First, when one writes essays, he develops his writing skills and learns something new about the structure of different scientific texts. He writes long essays and very soon, he gains knowledge about writing of more complicated and important academic assignments ...
Writing Clear and Appropriate SLOs. A Student Learning Outcome (SLO) states what students will know, understand, and be able to do as a result of an educational experience. Follow these guidelines to create SLOs for educational experiences, in programs, courses, and co-curricular activities. Is appropriate for the level of performance expected ...
The writing and use of learning outcomes shifts the focus to e ective learning and teaching and. can lead to greater transparency for students and all stakeholders involved in higher education ...
Keywords:Writing learning outcomes, Narrative writing learning outcomes, Persuasive writing learning outcomes * PhD Scholar, IER University of the Punjab, ... Narrative essay writing C2, BM2, SLO: Write a persuasive/argumentative essay on a given topic: Essay title may require argumentative
Effective learning objectives need to be observable and/or measurable, and using action verbs is a way to achieve this. Verbs such as "identify", "argue," or "construct" are more measurable than vague or passive verbs such as "understand" or "be aware of". As you design your course focus on creating clear learning objectives ...
Learning outcomes for an individual should be written to identify the learning to be achieved by a 'typical' or 'modal' student. They should be written in the context of the assigned level (i.e. level 1,2,3,4,S or M) of the module/unit of study, and should demonstrate that there is general progression within schemes of study.
Course Reflection: Essay Introduction. The chosen course proved a positive experience for students due to the achievement of an appropriate study atmosphere and the establishment of beneficial student-teacher relationships. Attaining the study group's confidence permitted instituting a functional feedback mechanism, which allowed those in ...
3.1 Writing learning outcomes in the cognitive domain Using correct verbs 8 Bloom's taxonomy is frequently used for writing learning outcomes, since it provides a ready-made structure and list of verbs. It can be argued that the use of the correct verbs is the key to the successful writing of learning outcomes.
Weaving together narratives from almost three dozen college students, a book from the Aspen Institute's CEO proposes a new way to think about college outcomes. In his new book, Mindset Matters: The Power of College to Activate Lifelong Growth (Johns Hopkins University Press), Daniel Porterfield, president and CEO of the Aspen Institute, as well as a former president of Franklin & Marshall ...
Good morning. As a little kid in Scotland, I remember my dad told me the ruling Labour Party was bad for business. Barely 30, he was an entrepreneur trying to support three kids in a land of ...
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