Centre for
Teaching and Learning
Preparing Learning
Outcomes for Cyclical
Program Review
Rylan Egan
Centre for Teaching and Learning
collaborative• responsive • pragmatic
Agenda
• Overview the role of Learning Outcomes in
curriculum mapping
• Overview learning outcome development
processes
• Develop/consolidate program and/or course
level outcomes
Curriculum Mapping
Constructive Alignment - Program
Program Learning
Outcomes
CPR
Courses Learning
Outcomes
(Biggs, 2010)
Constructive Alignment - Course
Course Learning
Outcomes
Student
Assessment
Instruction
(Class/Lab/Placement)
(Biggs, 2010)
Curriculum Map
Course Outcomes
Entry
Competency
Course 1
Outcome 2,3
Course 2
Outcome 4, 5
Course 2
Outcome 3,4
Course 4
Outcome 1,2
Course 3
Outcome 1,2
Course 4
Outcome 2,3
Course4
Outcome 2,3
Course 2
Outcome 1,2
Program Outcomes
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Self-Study Curriculum Template
Learning Outcome Structure
Writing An Outcome
Step 1. Choose a verb that describes the level of learning
you intend.
Step 2. State the content the student will be considering.
Step 3. State what the student will be able to do as a result.
Do What, With What, For What
Program Level
Students will…
Do What
With What
For What
Interpret
art works
to establish a perspective
on the subject matter and
the meaning of their
imagery (iconography).
apply
probability tests
to establish the likelihood
of events occurring in the
natural world.
Course Level
Students will…
Do What
With What
For What
compare and
contrast
16th and 17th century Scandinavian
sculptures
to interpret the influence
of changing cultural norms
of the time.
apply
Baysian probability
to draw valid conclusions
from complex data sets.
Granularity
Province
“Depth and Breadth of Knowledge”
“Application of Knowledge”
Institution
“We help our students formulate problems or
tasks, and they solve or execute them in their
own way, individually, in teams…”
Program
Chemistry- Students will apply quantitative
principles to effectively describe the nature of
chemical reactions.
Course
Chemistry- Students will evaluate the nature
of chemical reactions to determine
secondary substances.
Class
Chemistry- Students will implement and
analyze a Kastle-Meyer test to determine
the presence of blood.
General
Specific
Verb Choice
Learners will identify and describe the
philosophies of John Locke and Thomas
Hobbes to contrast 17th Century thinking on
civic governance.
Connotes memory based learning and basic
communication of ideas.
Verb Choice
Learners will evaluate and articulate the
philosophies of John Locke and Thomas
Hobbes to contrast 17th Century thinking on
civic governance.
Connotes deep learning and improving
judgment and communication.
Verb Choice
Learners will identify with the philosophies of
John Locke or Thomas Hobbes to contrast 17th
Century thinking on civic governance.
Connotes personal philosophical judgment
and reflection.
Handout
Learning Outcome Tips
Describe the outcome not the activity.
Reconsider
Students will write a
paper on societal
advantages of
sustainability in regard to
biological systems.
Better
Students will adopt a
sustainability perspective
to maintain future
biological systems.
Focus on students’ learning outcomes, not instruction.
Reconsider
Students will learn
about Tversky and
Kahneman’s theories of
cognitive bias.
Better
Students will evaluate
Tversky and Kahneman’s
theories of cognitive bias
to predict human
decision making
behaviours.
Ensure verb choice accords with future assessment(s).
Reconsider
Better
Create Multiple Choice Evaluate  Critical Essay
Avoid jargon.
Reconsider
Students will identify
metacognitive cues to
effectively self-regulate
their learning.
Better
Students will identify
academic challenges to
improve their choice of
study strategies.
The role of outcomes across the institution
Quality
Council
Degree Level
Expectations
Queen’s
Program
Course
Academic Plan
Program
Learning
Outcomes
(CPR)
Course
Learning
Outcomes
Class
Lesson
Outcomes
Outcome Development