Outcomes, Objectives, & Bloom's Taxonomy

Overview of the differences between Course Learning Outcomes (CLOs) and Learning Objectives 

Course Learning Outcomes are the foundation for the entire learning experience. Outcomes are broad statements of the overarching goals of a course and describe the knowledge, skills, and abilities that learners are expected to master upon completion. They are "course level" statements. Course learning outcomes have several purposes:

• • 1. Guidance for Design: Provide a clear, measurable set of expectations for learners. They anchor designers in the purpose of the course and inform the creation of content, activities, and assessments. 

    2.  Alignment: Learning outcomes help the designer ensure alignment between the course content, activities, and assessments. Instructional designers structure the learning experience to build the learner's knowledge toward achieving the objectives. 

    3. Assessment and Evaluation: Course learning outcomes also guide the development of assessments because they define the criteria for how learner performance is measured. Assessments should be designed to evaluate how well a learner meets the CLOs.

EXAMPLES OF COUSE LEARNING OBJECTIVES:

Examples typically begin with the learner and provide an action verb.

1. Learners will demonstrate proficiency with adding and subtracting fractions with unlike denominators and by using models to justify their steps. 

2. Educators will describe how proficiency with adding and subtracting fractions with unlike denominators provides access to algebra in middle and high school math courses. 

Learning Objectives provide a framework for instructional designers to create focused and effective learning experiences. They help break down the broader CLO statements into manageable, achievable steps and serve as building blocks or steps that contribute to the attainment of CLOs. They are clear and measurable, marking milestones in developing a learner's understanding. They also serve as the basis for assessment writing and evaluating learner proficiency. Some things to keep in mind when developing objectives:

1. Be Specific and Clear

2. Use Action Verbs such as "identify," "analyze," "create," "compare," "evaluate," and "apply."

3. Focus on Measurability

4. Align to Course Learning Outcomes

5. Keep Objectives Manageable and Realistic

6. Consider the Sequence of the Objectives (move from simple to complex)

7. Align with Bloom's Taxonomy

EXAMPLES OF LEARNING OBJECTIVES

1. By the end of this module, learners will be able to clearly explain how the identity property is vital when adding or subtracting fractions with unlike denominators. 

2. By the end of this module, learners will be able to describe how different models show the identity property at work when creating common denominators (common units).  

Overview of Bloom's Taxonomy

Bloom's Taxonomy is a framework created by Benjamin Bloom in the 1950s. It was later revised by a group of cognitive psychologists in 2001. It is arranged in a hierarchical structure. Understanding Bloom's Taxonomy provides a structured guide for choosing and creating learning objectives and activities because the instructional designer can deliberately choose what part of the hierarchy best suits the activity in order to meet the desired outcome. The taxonomy consists of 6 levels representing 6 cognitive domains:

• 1. Remembering: Involves recalling information and is the most basic of the cognitive demands in Bloom's. Usually this is recall of facts, terms, or basic concepts. This is the appropriate level to use when the goal is to ensure learners have a foundational understanding of key concepts.

  2. Understanding:  Involves grasping the meaning of information. Learners demonstrate comprehension and might summarize or explain in their own words. This is the appropriate level to use when the goal is to summarize, interpret, or paraphrase content.

  3. Applying: Involves using knowledge in new and practical situations. Learners apply knowledge to solve problems or complete tasks. This is the appropriate level to use when the goal is to apply principles or procedures in real-world scenarios.

  4. Analyzing: Involves critical thinking. Learners break down information and then identify patterns, relationships, or structures. This is the appropriate level to use when the goal is to to compare, contrast, or evaluate information.

  5. Evaluating: Involves making judgments based on criteria. Learners might critique, appraise, and defend viewpoints. This is the appropriate level to use when the goal is to make informed judgments or assessments.

  6. Creating: Involves generating new ideas, products, or solutions. This is the highest cognitive level.  This is the appropriate level to use when the goal is to encourage learners to design, invent, or construct new knowledge.