LEARNING OUTCOMES

Manoj Das
Retd. Prof.NITTTR, Kolkata
 What is OUTCOME?
• It indicates what we want to accomplish
• WHERE WE WANT TO GO?
• WHAT WE WANT TO BECOME?
 LEARNING OUTCOMES(LO)
• It is a description of a performance desired to be
exhibited by a learner (learning outcomes) after
completing an instruction.
• It is a learning outcome whose attainment can be
observed and measured.
• It describes an intended result of instruction rather
than process of instruction.
• These are specific and narrow in scope
• They can be accomplished in short time ranging
from hours to days.
• Their purpose is to design course,instructional
plan &Assessment
 Why Learning Outcomes?
These provide a sound basis for
• Selection and design of instructional content
and procedure
• Evaluating or assessing the success of
instruction
• Organizing the students’ own efforts and
activities for accomplishment of
instructional intents.
 Learning Objective
• Students will learn to apply Ohm’s Law

VERB
NOUN
Cognitive Process
Knowledge
Dimension
 Learning Outcome
• Students will be able to calculate the value
either voltage or current or resistance ,
given the values of other 2 using Ohm’s
Law in a given circuit
VERB
NOUN
Cognitive Process
Knowledge
Dimension
TAXONOMY OF OUTCOMES
 DOMAINS OF OUTCOMES
• COGNITIVE (HEAD)-deals with recall or
recognition of knowledge and development
of intellectual abilities or skills
• AFFECTIVE(HEART)-describes changes
in interest, attitudes & values and
development of appreciation & adequate
adjustments
• PSYCHOMOTOR(HAND)-deals with
neuromuscular coordination involving
motor skills.
COGNITIVE Process (Bloom-2000)
H
6. CREATE I
G
5. EVALUATE H
E
4.ANALYSE R
3. APPLY L
O
2. UNDERSTAND W
1. REMEMBER E
R
 1.REMEMBER- Retrieve relevant
knowledge from long-term memory

1.1 RECOGNIZING (Identifying)

Locating knowledge in long-term memory
that is consistent with presented material
1.2 RECALLING (Retrieving)
Retrieving relevant knowledge from any long-
term memory
 Remember
• The learner is able to recall, restate the
learned information
- recognize
- list
-describe
-identify
-name
- locate
-find
Can you RECALL information?
 Classroom Roles for Remember

Teacher Roles Student roles

• Directs • Responds
• Tells • Absorbs
• Shows Recognizes
• Examines • Memorizes
• Questions • Defines
• Evaluates • Describes
• Passive recipient
2. UNDERSTAND- Construct meaning from
instructional messages, including oral, written
and graphic communication.
2.1 INTREPRETING (Clarifying,
Paraphrasing, Representing, Translating)
Changing from one form of representation to
another
2.2 EXEMPLIFYING (Illustrating)
Find a specific example or illustration of a
concept or principle
 2. UNDERSTAND

2.3 CLASSIFYING (Categorizing,)

Determining that something belongs to a
category
2.4 SUMMARIZING (Abstracting,
Generalizing)
Abstracting a general theme or major
point(s).
2.5 INFERRING (Extrapolating, Predicting)
Drawing a logical conclusion from presented
information
 2. UNDERSTAND-.

2.6 COMPARING (Contrasting, Mapping,

Matching)
Detecting correspondences between ideas,
objects & the like
2.7 EXPLAINING (Constructing models)
Constructing a cause-and-effect model of a
system
 Understand
• The learner grasps the meaning of information
by interpreting and translating what has been
learned
-interpret - exemplify
- summarize - infer
- paraphrase -classify
- compare - explain
Can You Explain IDEAS or CONCEPTS?
 Classroom Roles for Understand

Teacher Roles Student roles

• Demonstrates • Explains
• Listens • Describes
• Questions • Outlines
• Compares • Restates
• Contrasts • Translates
• Examines • Demonstrates
• Interprets
• Active participant
3. APPLY- Carry out or use a procedure in a
given situation.

3.1 EXECUTING (Carrying out)

Applying a procedure to a familiar task
3.2 IMPLEMENTING (Using)
Applying a procedure to an unfamiliar task
 Apply
• The learner makes use of information in a
context different from the one in which it was
learned.
-Implement
-Carry out
-Use
-Execute
Can You USE the information in another familiar
situation?
 Classroom Roles for Apply

Teacher Roles Student roles

• Shows • Solves problems
• Facilitates • Demonstrates use of
• Observes knowledge
• Evaluates • Calculates
• Organizes • Compiles
• Questions • Illustrates
• Constructs
• Active recipient
 4. ANALYZE- Break material into its
constituent parts and determine how the parts
relate to one another and to an overall structure
or purpose

4.1 DIFFERENTIATION (Discriminating,

Distinguishing, Focusing, Selecting)
Distinguishing relevant from irrelevant parts or
important from unimportant parts of a
presented material
 4. ANALYZE-

4.2 ORGANIZING (Finding, Coherence,

Integrating,Outlining, Structuring)
Determining how elements fit or function
within a structure
4.3 ATTRIBUTING (Deconstructing)
Determine a point of view, bias, values or intent
underlying presented material.
 Analyse
• The learner breaks learned information into its
parts to best understand that information
-Compare
-Organize
-Deconstruct
- Attribute
- Find
- Structure
Can You BREAK the information into parts to
explore understanding & relationship?
 Classroom Roles for Analyse

Teacher Roles Student roles

• Probes • Discusses
• Uncovers
• Guides
• Argues
• Observes
• Thinks deeply
• Evaluates
• Examines
• Acts as a resource • Questions
• Questions • Investigates
• Organizes • Inquires
• Active participant
 5. EVALUATE- Make judgments based on
criteria and standards.

5.1 CHECKING (Coordinating, detecting,

monitoring, testing)
Detecting inconsistencies or fallacies within a
process or product; determining whether a
process or product has internal consistency;
detecting the effectiveness of a procedure as
it is being implemented
 5. EVALUATE- Make judgments based on
criteria and standards.

5.2 CRITIQUING (Judging)

Detecting inconsistencies between a product
and external criteria, determining whether a
product has external consistency; detecting
the appropriateness of a procedure for a
given problem
 Evaluate
• The learner makes decisions based on in-depth
reflection, criticism & assessment
-Check
- Hypothesize
- Critique
- Judge
- Test
- Monitor
Can You JUSTIFY a decision or course of
action?
 Classroom Roles for Evaluate

Teacher Roles Student roles

• Clarifies • Judges
• Compares
• Accepts
• Critiques
• Guides
• Questions
• Argues
• Decides
• Selects
• Justifies
• Active participant
6. CREATE- Put elements together to forma
coherent or functional whole; reorganize
elements into a new pattern or structure
6.1 GENERATING (Hypothesizing)
Coming up with alternative hypotheses based
on criteria
6.2 PLANNING (Designing)
Devising a procedure for accomplishing some
task
6.3 PRODUCING (Constructing)
Inventing a product
 Create
• The learner creates new ideas and information
using what has been previously learned
-Design
- Construct
- Plan
- Produce
- Invent
- Make
Can You GENERATE new products, ideas
or ways of viewing things?
 Classroom Roles for Create

Teacher Roles Student roles

• Facilitates • Designs
• Extends • Formulates
• Reflects • Plans
• Analyses • Modifies
• Evaluates • Creates
• Proposes
• Active participant
Knowledge Dimensions
 A. FACTUAL KNOWLEDGE
• The basic elements students must
know to be acquainted with a
discipline or solve problems in it.
Aa- Knowledge of Terminology
Ab- Knowledge of specific details &
elements
 B. CONCEPTUAL KNOWLEDGE
• The interrelationships among the
basic elements within a larger
structure that enables them to
function together.
Ba- Knowledge of classifications &
categories
Bb- Knowledge of principles &
generalizations
Bc- Knowledge of theories, models,
structures
 C. PROCEDURAL KNOWLEDGE
• How to do something, methods of
enquiry & criteria for using skills,
algorithms, techniques & methods
Ca- Knowledge of subject specific skills&
algorithms
Cb- Knowledge of subject specific
techniques & methods
Cc- Knowledge of criteria for determining
when to use appropriate procedures
D. METACOGNITIVE KNOWLEDGE
• Knowledge of cognition as well as
awareness about knowledge of one’s
cognition
Da- Strategic knowledge
Db- Knowledge about cognitive tasks
Dc- Self-knowledge
 Taxonomy Table
Knowledge Factual Conceptual Procedural Meta-
/ Process cognitive
Create

Evaluate

Analyze

Apply

Understand

Remember
Study of Ohm’s Law
 Factual Knowledge
• Recalling -students will be able to state
what the letters stand for in the formula
for Ohm’s law.
• Interpreting -students should be able to
define key terms (e.g. resistance) in
their own words.
 Taxonomy Table
Knowledge Factual Conceptual Procedural Meta-
/ Process cognitive
Create

Evaluate

Analyze

Apply

Understand X

Remember X
 Conceptual Knowledge
• Recalling -students will be able to draw,
from memory, a picture of an electrical
circuit.
• Explaining conceptual knowledge-
students should be able to explain what
happens to the rate of current in an
electrical circuit when changes are
made in the system( e.g. two batteries
that were connected in serial are
reconnected in parallel)
 Taxonomy Table
Knowledge Factual Conceptual Procedural Meta-
/ Process cognitive
Create

Evaluate

Analyze

Apply

Understand X X

Remember X X
 Conceptual Knowledge
• Differentiating conceptual knowledge-
students will be able to determine which
information in word problems involving
Ohm’s law (e.g. wattage of light bulb,
thickness of wire, voltage of battery) is
needed to determine the resistance.
• Generating - students will be able to
generate alternative ways of increasing
the brightness of the light in a circuit
without changing batteries.
 Taxonomy Table
Knowledge Factual Conceptual Procedural Meta-
/ Process cognitive
Create X

Evaluate

Analyze X

Apply

Understand X X

Remember X X
 Procedural Knowledge
• Recalling -students will be able to recall the
steps involved in applying Ohm’s law.
• Executing - students will be able to use Ohm’s
law to compute the voltage when given the
current (in amperes) and resistance (in ohms).
Checking - students will be able to determine
whether a worked-out solution to a problem
involving Ohm’s law is likely to be effective in
solving it.
 Taxonomy Table
Knowledge Factual Conceptual Procedural Meta-
/ Process cognitive
Create X

Evaluate X

Analyze X

Apply X

Understand X X

Remember X X X
 Meta-cognitive Knowledge
• Recalling- Students will be able to tell the
strategy to memorize Ohm’s Law
• Critiquing - students will be able to choose
a plan for solving problems involving
Ohm’s law that is most consistent with
his/her current level of understanding
 Taxonomy Table
Knowledge Factual Conceptual Procedural Meta-
/ Process cognitive
Create X

Evaluate X X

Analyze X

Apply X

Understand X X

Remember X X X X
How to write LEARNING
OUTCOMES (LO)?
 General Rules of writing Learning
Outcomes

• To be written in terms of student

performance
Example:
The students will be able to state Ohm’s Law.
Non-example:
The students will be able to learn Ohm’s Law
 General Rules of writing LOs
• To be stated in terms of learning outcomes
instead of learning processes.
Example:
Students will be able to calculate the Bending
Moment at the midpoint of a simply
supported beam
Non-example:
The students gain the knowledge of bending
of a simply supported beam
 General Rules of writing LOs
• Avoid mere description of subject matter
Example: The students will be able to
compare 8085 & 8086 microprocessors in
respect of speed.
Non-example: 8085 & 8086 microprocessor
 General Rules of writing LOs
Only one outcome should be included in each
objective.
Non-example: Students will be able to state
and use Ohm’s Law
Example:
Students are able to-
state Ohm’s Law
use Ohm’s Law
 General Rules of writing LOs
• Use ACTION VERBS having specificity.
Non-examples:
Appreciates, knows,
Examples:
State, define, list, identify, use, calculate
 General Rules of writing LOs
• To be written in terms of student
performance
• To be stated in terms of learning outcomes
instead of learning processes.
• Avoid mere description of subject matter
• Only ONE outcome should be included in
each objective.
• Use ACTION VERBS having specificity.
 Examples of ILOs in Cognitive Domain
Course: Surveying-I
Topic: 1.0 Introduction to Surveying
After learning the topic, students will be able
to-
1.1 define surveying (R/FK)
1.2 classify types of surveying (R/ CK)
1.3 explain basic principles of Plane
surveying (U/CK)
AFFECTIVE DOMAIN (Krathwol)

5. CHARACTERIZATION
4. ORGANIZATION
3. VALUING
2. RESPONDING
1. RECEIVING
 1.0 RECEIVING

• Refers to learners’ willingness to

attend to particular phenomena or
stimuli
• Concerned with getting, holding and
directing learners’ attention
• Represents lowest level of outcomes
 1.0 RECEIVING

1.1 AWARENESS
1.2 WILLINGNESS TO RECEIVE
1.3 CONTROLLED OR
SELECTED ATTENTION
 2.0 RESPONDING

• Refers to active participation on

the part of learner
• Involves agreement/ consent,
reading assigned material,
voluntarily reading
• Include those objectives
commonly referred as ‘interest’
 2.0 RESPONDING

2.1ACQUISCENCE IN RESPONDING
2.2 WILLINGNESS TO RESPOND
2.3 SATISFACTION IN RESPONSE
 3.0 VALUING
• Concerned with worth or value a
learner attaches to a particular object,
phenomenon, behaviour.
• Range from acceptance to
commitment
• Based on internalization & expressed
in learners’ covert behaviour
• Include objectives commonly called
‘attitude’ & ‘appreciation’
 3.0 VALUING
3.1 ACCEPTANCE OF A VALUE
3.2 PREFERANCE FOR A VALUE
3.3 COMMITMENT
 4.0 ORGANIZATION
• Concerned with bringing together
different values, resolving conflicts
between them and beginning building
up an internal consistent value
system.
• Emphasis on comparing, relating &
synthesizing values.
• Include objectives like ‘development
of philosophy of life’
 4.0 ORGANIZATION
4.1 CONCEPTUALIZATION OF A
VALUE
4.2 ORGANIZATION OF VALUE
SYSTEM
5.0 Characterization of a Value complex
• At this level individual has a value
system controlling his/her behaviour
for a long time such as to develop a
characteristic ‘life style’.
• Objectives included are concerned
with learners’ ‘general pattern of
adjustment’
5.0 Characterization by a Value complex
5.1 GENERALIZED SET
5.2 CHARACTERIZATION
PSYCHOMOTOR DOMAIN (Simpson)

7. ORIGINATION
6. ADAPTATION
5.COMPLEX OVERT RESPONSE
4. MECHANISM
3. GUIDED RESPONSE
2. SET
1.PERCEPTION
PSYCHOMOTOR DOMAIN (Dave)

5.NATURALIZATION
4. ARTICULATION
3. PRECISION
2. MANIPULATION
1. IMITATION
 HOPE GIVEN A LIST OF ACTION
VERBS,YOU ARE ABLE TO WRITE ,
AT LEAST 2 INSTRUCTIONAL
LEARNING OUTCOMES IN 2 LEVELs
OF COGNITIVE PROCESS & also
identify Knowledge Dimension FOR A
TOPIC, IN THE Course TAUGHT BY
YOU, IN 5 MINUTES’ TIME.
 Thank You
&
hope you gained
something useful