Wiki Page, GOTT Clover II: Resources for Learning Outcomes & Backward Design

Wiki Page
2016-08-25T13:30:52-06:00

Additional Information

A Model of Learning Objectives: Iowa State University - This includes a great interactive tool for exploring the different dimensions of the revised Bloom's Taxonomy. They also have the same content in a pdf handout (1.64MB).

Bloom's Cognitive Taxonomy is part of a set of three taxonomies developed at the same time: cognitive, affective, and psychomotor. For outcomes in the affective domain, Bloom's co-author Krathwhol developed an affective taxonomy focusing on learning outcomes that include emotion which can influence motivation, interest, cooperation, and teamwork. The University of Connecticut provides a table of Krathwhol's taxonomy with related verbs (pdf, 18k). There are multiple versions of the psychomotor domain which have been compiled for you to review and compare.

One alternative taxonomy to Bloom is Dee Fink's Taxonomy of Significant Learning (pdf, 360k). This is a non-hierarchical taxonomy that focuses on the interaction of 6 dimensions of significant learning.

Wiggins and McTighe's (2005) backward design model "Understanding by Design" also includes a taxonomy that integrates cognitive, affective, and metacognitive components. Their Facets of Understanding are also non-hierarchical and indicate different types of understanding. The instructor would select that appropriate facets based on the desired learning outcome. Their 6 facets are:

Explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.

Interpret by making sense of data, text, and experience through images, analogies, stories, and models.

Apply by effectively using and adapting what they know in new and complex contexts.

Demonstrate Perspective by seeing the bigger picture, recognizing different points of view and offering critical analysis

Empathize by perceiving sensitively and taking alternative perspective with an honest attempt at walking in another's shoes/

Show Self-Knowledge by perceiving personal styles, prejudices, projections, and habits of mind that both shape and impede their own understanding; they are aware of what they do not understand and why understanding is so hard.

Identifying Significant Learning Outcomes: Illinois State University - This offers an overview of learning outcomes for transformational learning goals.

Writing Learning Outcomes Handbook (pdf, 402k): Texas Tech University - This guide includes how to write learning outcomes, examples of course learning outcomes, and methods for assessing learning outcomes. It also has worksheets to help you develop expected learning outcome statements and plans for assessing the expected learning outcomes.

Canvas has a built-in Outcomes Tool that allows you to set up and track student outcomes in your course. For more information, please see the Canvas Outcomes Instructor Guide and your local teaching and learning center.

References

Biggs, J. B. (2003). Aligning teaching for constructing learning. (pdf, 64k) The Higher Education Academy whitepaper.

Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). San Francisco, CA: Jossey Bass:

Krathwol, D. A. (2002). A revision of Bloom's taxonomy: An overview Theory Into Practice, 41(4).

Mercado, C. A. (2008). Readiness assessment tool for an elearning environment implementation (pdf, 99k). Fifth International Conference on eLearning for Knowledge-Based Society, Bangkok, Thailand.

Suskie, L. (2004). Assessing student learning: A common sense guide Bolton, MA: Anker Publishing Company

Wiggens, G., & McTighe, J. (2005). Understanding by design, (2nd ed). Upper Saddle River, NJ: Pearson