The Learner Focus Series
Dean’s Office, College of Liberal Arts & Social SciencesUniversity of Guam Number 1, Fall 2004
Student Learning Objectives in Course Outlines
Developing a “Best Practice” Course Syllabus
This occasional paper is designed to give guidance to faculty on two approaches to improving
the student learning outcomes in their courses. The first part emphasizes the importance of
properly stating the learning objectives of a course on the Course Outline Form. The second part
details how to develop a “best practice” syllabus around the student learning outcomes.
Mary L Spencer, Dean and James D. Sellmann, Associate Dean
Student Learning Objectives in Course Outlines
The course outlines for the courses taught in the College are attached to the College of Liberal
Arts and Social Sciences webpage. Some are quite old, but for the most part they all follow the
required course outline format. Section VII of the format requires a delineation of the student
learning objectives of the course. New course outlines developed in the past few years typically
feature student learning objectives that are “measurable,” while many of the older course outlines
require new attention and revision. The first step to improving our instructional focus on the
learner is to articulate measurable learning objectives. Therefore, the first step in assessment
plans for the programs of the College will be to revisit the student learning objectives,
redeveloping these learning objectives in ways that permit and promote assessment of learner
attainment. A natural time for this revision activity to occur is during the Program Review.
Excellent explanations and examples of learning objectives have been developed by Mary J.
Allen of the California State University Institute for Teaching and Learning, and several
colleagues who work closely with her (see references below). For example:
Objectives
Brief, clear, precise statements of learning outcomes that flow from the
goals; operational definitions that let you know if goals are being reached;
tangible/observable outcomes expected in your students.
Effective Objectives
1.
1. Tell us how we know when a goal has been achieved.
2.
2. Use action words that specify definite, observable behaviors.
3.
3. Indicate an appropriate level of attainment.
4.
4. Are assessable through one or more indicators.
5.
5. Comprehensively and meaningfully define a goal.
6.
6. Are realistic and achievable.
7.
7. Use simple language.
Bloom’s taxonomy is frequently used as a tool for anchoring abstract cognitive, affective, and
psychomotor constructs to concrete observable and assessable (measurable) learning objectives.
It addresses six cognitive constructs: knowledge, comprehension, application, analysis, synthesis,
and evaluation. Samples are attached. Several websites are available on Bloom’s Taxonomy (just
try any search engine). The key to constructing an effective student learning objective is finding
the action words that best describe the performance that gives evidence of the end learning
desired.
Below is an example of a learning objective that is not designed to be assessable, followed by
1
a revised version that follows most of the guidelines for effectiveness given above.
Comprehensive and meaningful definition of a goal would require more than this one sample
of a learning objective.
This is just a hypothetical example. My apologies to faculty of the discipline if I have erred by selecting inappropriate or
inadequate discipline-specific standards or performance examples.
Un-assessable:Learning objectives for the course include engendering
critical
thinking on the whys and wherefores of human biological and
cultural diversity.
Assessable:By the end of the course, students will:
Demonstrate knowledge of human biological diversity by describing
five key types of human biological diversity, explain two
theories on the underlying reasons for this diversity, and
delineate the strengths and weaknesses of the competing theories
for this diversity.
Developing a “Best Practice” Course Syllabus
A basic syllabus should contain the Instructor’s contact information and office hours, state
the course description from the Catalog, state the required and optional textbooks, readings,
materials on reserve, or other course materials and supplies, give a statement about the course
assignments, include, at least, an outlined calendar of topics and objectives, and a statement
about grades. You may also want to include a statement regarding your course or
classroomprocedures and rules, such as cell phones off in class, un-excused absences result in
lower grade, and so on.
A good syllabus should also contain the course objectives (these are listed on the Course
Outline Form available at the Unit office, the UOG web-page, or the Dean’s office), expand the
calendar to include details about the course content, schedule, due dates, tests, exams, quizzes,
and expand the statement about grading methods and criteria. Consider including examples of
how to begin or complete assignments; consider showing the students graded examples of
anonymous student work.
UOG is in the throws of developing from a teaching University to a learning University. In that
regard a student-learning centered syllabus should clearly spell out all the course
requirements,due dates, and especially the criteria or rubrics used to evaluate the student’s
endeavors
(attendance, tests, homework, course work, and so on, and the percentage each assignment
contributes to the final grade, and the criteria used to evaluate and grade the assignments). You
should consider including in your syllabi a detailed course calendar, listing the subjects or
topics covered for each class period, and especially list the key terms, names, styles, periods,
techniques and so on to be mastered, defined, analyzed, or identified by the students.
Instead of merely stating “read chapter 1” in the teaching centered style, the learning centered
syllabus would say something like the following: “after reading chapter 1 be able to define and
identify the key concepts, historical figures, periods, and styles,” or “be able to distinguish and
analyze,” “be able to apply and dramatize,” “to arrange, assemble, and formulate,” “to appraise,
assess and summarize,” or something along those lines. This wording orients the student to
engage in a learning activity, directing the student to perform an activity that will result in
learning.
The learning centered syllabus should clearly tell or show the student what needs to be
accomplished to pass the course, or even to achieve each grade level (A, B, C, D, F). An
excellent syllabus should also contain information about course assessment as distinguished
from grading. Consider having the students assess themselves by giving them directions on how
to write-up a self-evaluation. The syllabus could contain other pertinent information, such
asspecial instructions on how to complete assignments, and even the content of some
assignments, such as vocabulary lists, study guides, and special directions such as how to prepare
the assignment (paper and font size, paint colors, voice projection, and so on). Information for
ADA accommodations would also be helpful.
References
Allen, M. J. and Noel, R. C. (April 2004). Outcomes Assessment Handbook. (No copyright.)
WASC Annual Conference.
Allen, M. J. (2004). Assessing Academic Programs in Higher Education. Bolton, MA: Anker
Publishing Co.
Exerpts from Allen, M. J. & Noel, R. C. Outcomes Assessment Handbook, 2002 Bloom's Taxonomy: Bloom's
taxonomy is a well-known description of levels of educational objectives. It may be usefulto consider this taxonomy
when defining your objectives.
Level
Cognitive Behaviors
1. Knowledge
To know specific facts, terms, concepts, principles, or theories
2. Comprehension
To understand, interpret, compare & contrast, explain
3. Application
4. Analysis
To apply knowledge to new situations, to solve problems
5. Synthesis
To create something, to integrate ideas into a solution, to propose an action plan, to
formulate a new classification scheme
6. Evaluation
To judge the quality of something based on its adequacy, value, logic, or use
To identify the organizational structure of something; to identify parts, relationships, and
organizing principles
Relevant Verbs [Gronlund, N. E. (1991). How to write and use instructional objectives (41 ed.). New
York: Macmillan Publishing Co.]
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
define
classify
apply
analyze
arrange
appraise
describe
identify
convert
describe
change
assemble
categorize
assess
choose
indicate
defend
discuss
compute
construct
demonstrate
appraise
break down
calculate
categorize
collect
combine
compare
conclude
label
list
match
distinguish
discover
compare
compile
estimate
explain
dramatize
employ
contrast
criticize
compose
contrast
criticize
decide
memorize
extend
illustrate
debate
name
outline
generalize
give examples
infer
locate
interpret
investigate
manipulate
modify
determine
diagram
differentiate
discriminate
repeat
paraphrase
predict
operate
organize
reproduce
report
practice
restate
predict
know
recall
record
relate
select
state
review
underline
suggest
summarize
translate
construct
create
design
discriminate
estimate
devise
explain
formulate
evaluate
explain
grade
distinguish
generate
judge
examine
justify
experiment
manage
modify
identify
organize
measure
prepare
produce
illustrate
infer
perform
plan
rate
relate
schedule
inspect
revise
shop
inventory
prepare
produce
sketch
solve
outline
propose
score
select
question
rearrange
summarize
translate
relate
reconstruct
support
interpret
use
select
solve
relate
test
revise
value
reorganize
Affective Domain: The City University of Hong Kong's Professional Development and Quality Service
Center [http://www.cityu.edu.hk/pdqs/] suggests some active verbs for the affective domain:
Affective Domain
Receiving (willingness to attend)
Responding (activ
Valuing
e participation)
Active Verbs
ask, choose, describe, follow, give, hold, identify, locate, name, point to,
select, reply, use
answer, assist, compile, conform, discuss, greet, help, label, perform,
practice, present, read, recite, report, select, tell, write
complete, describe, differentiate, explain, follow, form, initiate,
invite, join, justify, propose, read, report, select, share, study, work,
Organizing
adhere, alter, arrange, combine, compare, complete, defend, explain,
generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
Characterizing Value
act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, use, verify
Science The FLAG Website (http://www.wcer.wisc.edu/nise/cll/flag/start/Sframe.asp)
summarizes Bloom's taxonomy applied to knowledge-based, skills-based, and affective goals in
science education. Below is a slightly edited version of their work, including some examples
provided by Barbara Millis.
Table 1: Bloom's Taxonomy of Knowledge Goals Table 2: Bloom's Taxonomy of Skill Goals
Classification
Description
Example
1. Knowledge
Recall or recognize terms, ideas, procedure, theories, etc.
What is photosynthesis?
2. Comprehension
Translate, interpret, extrapolate, but not see full
implications or transfer to other situations, closer to a
literal translation.
Explain the process of photosynthesis in your
own words.
3. Application
Apply abstractions, general principles, or methods to
specific concrete situations.
Determine from the following information if
this plant uses C3 or C4 photosynthesis.
4. Analysis
Separate a complex idea into its constituent parts and
show an understanding of organization and relationship
between the parts. Includes realizing the distinction
between hypothesis and fact as well as between relevant
and extraneous variables.
Explain whether photosynthesis is more or
less efficient on the moon compared to earth.
5. Synthesis
Creatively construct ideas and concepts from multiple
sources to form complex ideas into a new, integrated,
and meaningful pattern subject to given constraints.
Derive an alternative pathway for
photosynthesis.
6. Evaluation
Judge ideas or methods using external evidence or
self-selected criteria, substantiated by observations or
informed rationalizations.
Which would work better on the moon, the
new pathway you devised, or the earthly C4
pathway? Explain your reasoning.
Classification
Description
Example
1. Perception
Use sensory cues to guide actions.
Some of the colored samples you see will need
dilution before you take their spectra. Using only
observation, how will you decide which solutions
might need to be diluted?
2. Set
Demonstrate a readiness to take action to
perform the task or objective.
Describe how you would go about taking the
absorbance spectra of a sample of pigments.
3. Guided Response
Know steps required to complete the task
or objective.
Determine the density of a group of sample
metals with regular and irregular shapes.
Perform task or objective in a somewhat
confident, proficient, and habitual manner.
Using the procedure described below, determine the
quantity of copper in your
unknown ore. Report its mean value and
4. Mechanism
standard deviation.
5. Complex Overt Response
6. Adaptation
Perform task or objective in a confident,
proficient, and habitual manner.
Use titration to determine the Ka for an unknown
weak acid.
Perform task or objective as above, but can also
modify actions to account for new or
problematic situations.
You are performing titrations on a series of
unknown acids and find a variety of problems
with the resulting curves, e.g. only 3.0 ml of
base is required in for one acid while 75.0 ml
is required in another. What can you do to get
valid data for all the unknown acids?
7. Organization
Create new tasks or objectives incorporating
learned ones.
Recall your plating and etching experiences with an
aluminum substrate. Choose a different metal
substrate and design a process to plate, mask, and
etch so that a pattern of 4 different metals is
created.
Table 3: Bloom's Taxonomy of Affective Goals
1. Receiving
Demonstrate a willingness to participate in the
activity.
When I'm in class I am attentive to the
instructor, take notes, etc. I do not
read the newspaper instead.
2. Responding
3. Valuing
Show interest in the objects, phenomena, or
activity by seeking it out or pursuing it
for pleasure.
I complete my homework and participate
in class discussions.
Internalize an appreciation for (values) the
objectives, phenomena, or activity.
I seek out information in popular
media related to my class.
4. Organization
Begin to compare different values, and resolve
conflicts between them to form an internally
consistent system of values.
Some of the ideas I've learned in my class
differ from my previous beliefs. How do I
resolve this?
5. Characterization by a Value or
Value Complex
Adopt a long-term value system that is
"pervasive, consistent, and predictable."
I've decided to take my family on a
vacation to visit some of the places I
learned about in my class.