Writing SMART

learning outcomes UWC INDUCTION WORKSHOP 18 - 20 MARCH 2015

Rita Kizito

kizitorita@gmail.com

How do you normally go about planning

your module?

Think about the main purpose of your module

Identify and describe a learning outcome associated with that purpose using precise language

Documents : Level descriptors for SAQA

Bloom’s pdf

Session Outcomes

Broad, generalized statements of what needs

to be learned in the module

Often loosely defined

Examples:

Students will understand….

Students will become familiar with or learn….

Students will know….

Purpose of your module - (Goals)

Learning Outcomes are linked to the

goals General Goals Specific outcomes

Know

Learn

Understand

Describe

Analyse

Model

Solve

Compare

Critique

Evaluate

I will know that students have come to (goal) when they

are able to (outcome) (Linse & Furman, 2008)

Formal statements that articulate what a student should

know or be able to do at the end of a programme or

module (knowledge, skills & attitude).

Benefits

Help you communicate your expectations clearly

Provide information to direct learning and monitor

progress

Provide a framework for organizing learning content

Guide your decisions for selecting appropriate

activities, assessment and evaluation tasks

Learning Outcomes

S pecific

M easurable

A ppropriate and action-oriented

R ealistic

T estable and time specific

SMART Learning outcomes

Adapted from Butcher et al., 2006

Bloom’s Taxonomy to guide Learning

Outcome development

Learning Outcomes shape your

learning environment

Learning outcomes

Purpose (goals)

Teaching & Learning

Activities

Feedback &

Assessment

Situation factors

Adapted from L.

Dee Fink’s

Integrated Design

model

Knowing your students and your

context

Credits – how many hours are

available?

Do you have Tutorial support?

Is there Technological support?

• At what (SAQA) level is your

module pegged?

• How does your module fit in

with the other modules in

your department/programme ?

• Your student

needs

• Pre-requisite

knowledge

• Weaknesses?

Does the information

in your module

change rapidly?

What are the

module strengths and

weaknesses

according to the

evaluations?

Prioritize

Wiggins, Grant &

MacTighe, 2005

Enduring Understanding

Important to know

Worth being familiar with

Examples

Explain the fundamental tasks performed by a

modern operating system [Computer Science 311]

Formulate and solve counting problems in algebra and

graph theory [Discrete Mathematics, MAT232]

Describe the physiology of muscular systems,

neuromuscular junction, blood and immune systems

[Structure and Function of the Human Body,

HUB127]

UWC Calendar, Faculty of Natural Sciences, 2015

Activity ( 15 minutes)

Consider one module that you are involved with

and:

• Identify a goal related to the module

• Construct (or refine) one learning outcome

from the module

• Spend 2-3 minutes sharing the learning

outcome with your partner. Your partner

should assess the learning outcomes using the

SMART criteria.

References

• Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001) A taxonomy for learning,

teaching and assessing: a revision of Bloom’s Taxonomy of educational objectives:

Complete edition. New York: Longman,

• Bloom, B. D. and Krathwohl, D. R. (1956). Taxonomy of educational objectives:

The classification of educational goals by a committee of college and university

examiners. Handbook 1. Cognitive domain. New York: Addison Wesley.

• Butcher, C., Davies, C. & Highton, M. (2006). Designing Learning: From Module

Outline to Effective Teaching. London & New York: Routledge. Chapters 3 to 5.

• Fink, L. D. (2003). A self-directed guide to designing courses for significant

learning. University of Oklahoma, 1-35.

• Linse, R & Furman, T (2008). Assessment Initiatives Assessment Initiatives

at Penn State at Penn State Campus Academic Officers

• Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.

Thank - you