Program, Course, and Module Learning Outcomes
Each course will have program, course and module learning objectives. Prior to kickoff, the SME will be provided with a copy of the approved, unexpired curriculum document for the course. The program review process has established the Course Learning Outcomes (CLO) for each course. These can be found in the curriculum documents (UCO, CIS) that are delivered to initiate the course development process. If there are questions about the curriculum document, the program director and department chair will be able to provide additional insights. Module Learning Outcomes
*A current (less than five years) and approved curriculum document is required for LxD to design a course.
The SME will work with LxD to craft module level objectives.
A Module Learning Outcome (MLO) describes what the learner must be able to do or know in order to achieve the Course Learning Outcome. The MLOs should be clearly and directly linked to accomplishing the CLO it supports. So, while CLO can be broad and conceptual, MLOs should be specific, action-based, and measurable.
- Start with the course and program learning outcomes: The first step in designing module learning outcomes is to review the course and program learning outcomes. These outcomes should guide the development of module learning outcomes, as they represent the overarching goals for the course or program. Make sure you understand these outcomes thoroughly before moving on to module design.
- Use a backward design approach: Backward design is a useful method for designing learning outcomes that are aligned with course and program goals. This approach involves starting with the end in mind and working backward to identify the specific knowledge, skills, and abilities that students will need to achieve the desired outcomes. With backward design, you can ensure that your module learning outcomes are aligned with the overall course and program goals.
- Consider the learning materials: When designing module learning outcomes, you should also consider the learning materials that students will use to achieve the outcomes. Review the materials to identify the key concepts, skills, and knowledge that they cover. This will help you to develop module learning outcomes that are aligned with the materials and that support student mastery of the key concepts and skills.
- Choose appropriate assessments: To ensure that your module learning outcomes are aligned with assessments, you need to choose appropriate assessments that measure the desired outcomes. Consider what types of assessments will best measure the knowledge, skills, and abilities that students need to demonstrate to achieve the module outcomes. This will help you to design learning outcomes that are measurable and can be assessed through the chosen assessment methods.
- Use the Quality Matters rubric: The Quality Matters (QM) rubric is a helpful tool for ensuring that your learning outcomes are well-designed and aligned with course and program goals. Use the QM rubric to review your module learning outcomes and ensure that they meet the following criteria: are specific, measurable, achievable, relevant, and time-bound (SMART), are aligned with course and program outcomes, and support the development of higher-order thinking skills.
Quality Matters and SMART Learning Objectives
Let’s expand on the use of the QM rubric to ensure that module learning outcomes meet the criteria of being specific, measurable, achievable, relevant, and time-bound (SMART), aligned with course and program outcomes, and support the development of higher-order thinking skills.
- Specific: Module learning outcomes should be specific and clearly defined. They should describe what students will be able to do or know after completing the module. For example, "Students will be able to identify and explain the key features of effective communication strategies."
- Measurable: Module learning outcomes should be measurable and observable. This means that they should be written in a way that allows you to assess whether students have achieved the desired outcome. For example, "Students will be able to write a persuasive essay using appropriate evidence to support their argument."
- Achievable: Module learning outcomes should be achievable and realistic. This means that they should be challenging enough to promote student learning, but not so difficult that they are unattainable. For example, "Students will be able to identify the key elements of the scientific method and apply it to a research question."
- Relevant: Module learning outcomes should be relevant to the course and program learning outcomes. This means that they should directly contribute to achieving the overall goals of the course or program. For example, "Students will be able to analyze and evaluate ethical issues related to their field of study."
- Time-bound: Module learning outcomes should be time-bound and achievable within the time frame of the module. This means that they should be achievable within the allotted time for the module. For example, "Students will be able to analyze and critique a short story within a two-week period."
- Aligned with course and program outcomes: Module learning outcomes should be aligned with the course and program learning outcomes. This means that they should contribute to achieving the overall goals of the course or program. For example, if the course learning outcomes include the development of critical thinking skills, module learning outcomes should also support the development of these skills.
- Support higher-order thinking skills: Module learning outcomes should support the development of higher-order thinking skills such as analysis, evaluation, and synthesis. This means that they should promote deep learning and require students to apply their knowledge and skills to complex problems. For example, "Students will be able to evaluate the effectiveness of different strategies for addressing climate change."
By using the QM rubric to ensure that module learning outcomes meet these criteria, you can create learning outcomes that are clear, measurable, achievable, relevant, time-bound, aligned with course and program goals, and support the development of higher-order thinking skills. Bloom's Taxonomy is a helpful tool to aid in the development of learning outcomes that consider the complexity of learning. Course goals and learning outcomes should encompass the lower and higher order thinking skills.
Table below shows examples of learning outcomes, good and bad, based on Bloom's Taxonomy.
| Bloom's Taxonomy | Poor Example | Better Example | Difference/ Rationale |
|---|---|---|---|
| Remembering | Students will recall the names of the U.S. Presidents. | Students will identify the chronological order of U.S. Presidents and their corresponding political affiliations. | The good example specifies a measurable outcome that requires a higher level of cognitive processing. |
| Understanding | Students will understand the concept of photosynthesis. | Students will describe how the process of photosynthesis occurs and its importance to the environment. | The good example is more specific, measurable, and requires students to explain the concept in their own words, demonstrating a deeper understanding. |
| Applying | Students will apply mathematical formulas to solve problems. | Given a set of real-world problems, students will apply appropriate mathematical formulas to solve them. | The good example is more specific and measurable, and requires students to apply the formulas in real-world situations, demonstrating their ability to transfer knowledge. |
| Analyzing | Students will analyze a text. | Given a text, students will identify its thesis, main points, and supporting evidence, and evaluate its effectiveness. | The good example is more specific, measurable, and requires students to demonstrate their ability to analyze and evaluate a text. |
| Evaluating | Students will evaluate a product. | Given a product, students will compare and contrast it with similar products on the market and assess its strengths and weaknesses. | The good example is more specific, measurable, and requires students to compare and contrast the product, demonstrating a deeper level of critical thinking and analysis. |
| Creating | Students will create a presentation. | Given a research question, students will create a multimedia presentation that effectively communicates their findings and recommendations to their intended audience. | The good example is more specific, measurable, and requires students to demonstrate their ability to apply knowledge and skills to a real-world scenario. |
The difference column explains how the good examples of learning outcomes are more specific, measurable, and require a higher level of cognitive processing than the bad examples. This can help instructors to create better learning outcomes that effectively support student learning and success.
Resources for Bloom’s Taxonomy: What is Bloom’s Taxonomy?
Resources for Action Verbs: The Centre for Learning, Innovation & Simulation at The Michener Institute of Education at UNH.
