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Learning Outcomes

S.A. Cohen (1987) coined the term instructional alignment, that refers to the degree to which intended outcomes, instructional processes and instructional assessment match with efforts to produce the outcomes. . Learning outcomes and Alignment. Alignment Improves Student Learning. Cohen found that

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Learning Outcomes

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    1. Learning Outcomes

    2. S.A. Cohen (1987) coined the term instructional alignment, that refers to the degree to which intended outcomes, instructional processes and instructional assessment match with efforts to produce the outcomes.

    3. Alignment Improves Student Learning Cohen found that learning can often be improved by as much as two standard deviations by aligning the objectives with teaching and evaluation. Profound positive effects were especially seen in under prepared students.

    5. Why are learning outcomes important? Learning out comes Tell students what they should be able to do at the end of the course Are the basis for delivery of content, activities, assessments every thing. Guide the planning of activities and assessments that enable these outcomes to be accomplished.

    6. How are learning outcomes written? Learning outcomes are written in language to demonstrate that students achieve higher order levels of thinking (Blooms taxonomy)

    7. Learning outcomes help students Know what to expect Understand what the course requires Recognize what they will be able to do at the end

    8. Learning outcomes help instructors Organize the course Plan activities and assignments Plan assessments To achieve the desired outcomes.

    9. Example Learning Outcomes and Assessment Methods for Business and Professional Speaking class

    11. Work Cited Cohen, S.A. (1987). Instructional alignment: Searching for a magic bullet. Educational Researcher, 16, 16-20. Fink, L.D (2003). Creating significant Learning experiences: An integrated approach to designing college courses. San Francisco: Jossey Bass. Anderson, L.W. & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Blooms taxonomy of eductional objectives. New York: Longman

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