learning outcomes for essay writing

Creating Learning Outcomes

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A learning outcome is a concise description of what students will learn and how that learning will be assessed. Having clearly articulated learning outcomes can make designing a course, assessing student learning progress, and facilitating learning activities easier and more effective. Learning outcomes can also help students regulate their learning and develop effective study strategies.

Defining the terms

Educational research uses a number of terms for this concept, including learning goals, student learning objectives, session outcomes, and more. 

In alignment with other Stanford resources, we will use learning outcomes as a general term for what students will learn and how that learning will be assessed. This includes both goals and objectives. We will use learning goals to describe general outcomes for an entire course or program. We will use learning objectives when discussing more focused outcomes for specific lessons or activities.

For example, a learning goal might be “By the end of the course, students will be able to develop coherent literary arguments.” 

Whereas a learning objective might be, “By the end of Week 5, students will be able to write a coherent thesis statement supported by at least two pieces of evidence.”

Learning outcomes benefit instructors

Learning outcomes can help instructors in a number of ways by:

• Providing a framework and rationale for making course design decisions about the sequence of topics and instruction, content selection, and so on.
• Communicating to students what they must do to make progress in learning in your course.
• Clarifying your intentions to the teaching team, course guests, and other colleagues.
• Providing a framework for transparent and equitable assessment of student learning. 
• Making outcomes concerning values and beliefs, such as dedication to discipline-specific values, more concrete and assessable.
• Making inclusion and belonging explicit and integral to the course design.

Learning outcomes benefit students 

Clearly, articulated learning outcomes can also help guide and support students in their own learning by:

• Clearly communicating the range of learning students will be expected to acquire and demonstrate.
• Helping learners concentrate on the areas that they need to develop to progress in the course.
• Helping learners monitor their own progress, reflect on the efficacy of their study strategies, and seek out support or better strategies. (See Promoting Student Metacognition for more on this topic.)

Choosing learning outcomes

When writing learning outcomes to represent the aims and practices of a course or even a discipline, consider:

• What is the big idea that you hope students will still retain from the course even years later?
• What are the most important concepts, ideas, methods, theories, approaches, and perspectives of your field that students should learn?
• What are the most important skills that students should develop and be able to apply in and after your course?
• What would students need to have mastered earlier in the course or program in order to make progress later or in subsequent courses?
• What skills and knowledge would students need if they were to pursue a career in this field or contribute to communities impacted by this field?
• What values, attitudes, and habits of mind and affect would students need if they are to pursue a career in this field or contribute to communities impacted by this field?
• How can the learning outcomes span a wide range of skills that serve students with differing levels of preparation?
• How can learning outcomes offer a range of assessment types to serve a diverse student population?

Use learning taxonomies to inform learning outcomes

Learning taxonomies describe how a learner’s understanding develops from simple to complex when learning different subjects or tasks. They are useful here for identifying any foundational skills or knowledge needed for more complex learning, and for matching observable behaviors to different types of learning.

Bloom’s Taxonomy

Bloom’s Taxonomy is a hierarchical model and includes three domains of learning: cognitive, psychomotor, and affective. In this model, learning occurs hierarchically, as each skill builds on previous skills towards increasingly sophisticated learning. For example, in the cognitive domain, learning begins with remembering, then understanding, applying, analyzing, evaluating, and lastly creating. 

Taxonomy of Significant Learning

The Taxonomy of Significant Learning is a non-hierarchical and integral model of learning. It describes learning as a meaningful, holistic, and integral network. This model has six intersecting domains: knowledge, application, integration, human dimension, caring, and learning how to learn. 

See our resource on Learning Taxonomies and Verbs for a summary of these two learning taxonomies.

How to write learning outcomes

Writing learning outcomes can be made easier by using the ABCD approach. This strategy identifies four key elements of an effective learning outcome:

Consider the following example: Students (audience) , will be able to label and describe (behavior) , given a diagram of the eye at the end of this lesson (condition) , all seven extraocular muscles, and at least two of their actions (degree) .

Audience 

Define who will achieve the outcome. Outcomes commonly include phrases such as “After completing this course, students will be able to...” or “After completing this activity, workshop participants will be able to...”

Keeping your audience in mind as you develop your learning outcomes helps ensure that they are relevant and centered on what learners must achieve. Make sure the learning outcome is focused on the student’s behavior, not the instructor’s. If the outcome describes an instructional activity or topic, then it is too focused on the instructor’s intentions and not the students.

Try to understand your audience so that you can better align your learning goals or objectives to meet their needs. While every group of students is different, certain generalizations about their prior knowledge, goals, motivation, and so on might be made based on course prerequisites, their year-level, or majors. 

Use action verbs to describe observable behavior that demonstrates mastery of the goal or objective. Depending on the skill, knowledge, or domain of the behavior, you might select a different action verb. Particularly for learning objectives which are more specific, avoid verbs that are vague or difficult to assess, such as “understand”, “appreciate”, or “know”.

The behavior usually completes the audience phrase “students will be able to…” with a specific action verb that learners can interpret without ambiguity. We recommend beginning learning goals with a phrase that makes it clear that students are expected to actively contribute to progressing towards a learning goal. For example, “through active engagement and completion of course activities, students will be able to…”

Example action verbs

Consider the following examples of verbs from different learning domains of Bloom’s Taxonomy . Generally speaking, items listed at the top under each domain are more suitable for advanced students, and items listed at the bottom are more suitable for novice or beginning students. Using verbs and associated skills from all three domains, regardless of your discipline area, can benefit students by diversifying the learning experience. 

For the cognitive domain:

• Create, investigate, design
• Evaluate, argue, support
• Analyze, compare, examine
• Solve, operate, demonstrate
• Describe, locate, translate
• Remember, define, duplicate, list

For the psychomotor domain:

• Invent, create, manage
• Articulate, construct, solve
• Complete, calibrate, control
• Build, perform, execute
• Copy, repeat, follow

For the affective domain:

• Internalize, propose, conclude
• Organize, systematize, integrate
• Justify, share, persuade
• Respond, contribute, cooperate
• Capture, pursue, consume

Often we develop broad goals first, then break them down into specific objectives. For example, if a goal is for learners to be able to compose an essay, break it down into several objectives, such as forming a clear thesis statement, coherently ordering points, following a salient argument, gathering and quoting evidence effectively, and so on.

State the conditions, if any, under which the behavior is to be performed. Consider the following conditions:

• Equipment or tools, such as using a laboratory device or a specified software application.
• Situation or environment, such as in a clinical setting, or during a performance.
• Materials or format, such as written text, a slide presentation, or using specified materials.

The level of specificity for conditions within an objective may vary and should be appropriate to the broader goals. If the conditions are implicit or understood as part of the classroom or assessment situation, it may not be necessary to state them. 

When articulating the conditions in learning outcomes, ensure that they are sensorily and financially accessible to all students.

Degree 

Degree states the standard or criterion for acceptable performance. The degree should be related to real-world expectations: what standard should the learner meet to be judged proficient? For example:

• With 90% accuracy
• Within 10 minutes
• Suitable for submission to an edited journal
• Obtain a valid solution
• In a 100-word paragraph

The specificity of the degree will vary. You might take into consideration professional standards, what a student would need to succeed in subsequent courses in a series, or what is required by you as the instructor to accurately assess learning when determining the degree. Where the degree is easy to measure (such as pass or fail) or accuracy is not required, it may be omitted.

Characteristics of effective learning outcomes

The acronym SMART is useful for remembering the characteristics of an effective learning outcome.

• Specific : clear and distinct from others.
• Measurable : identifies observable student action.
• Attainable : suitably challenging for students in the course.
• Related : connected to other objectives and student interests.
• Time-bound : likely to be achieved and keep students on task within the given time frame.

Examples of effective learning outcomes

These examples generally follow the ABCD and SMART guidelines. 

Arts and Humanities

Learning goals.

Upon completion of this course, students will be able to apply critical terms and methodology in completing a written literary analysis of a selected literary work.

At the end of the course, students will be able to demonstrate oral competence with the French language in pronunciation, vocabulary, and language fluency in a 10 minute in-person interview with a member of the teaching team.

Learning objectives

After completing lessons 1 through 5, given images of specific works of art, students will be able to identify the artist, artistic period, and describe their historical, social, and philosophical contexts in a two-page written essay.

By the end of this course, students will be able to describe the steps in planning a research study, including identifying and formulating relevant theories, generating alternative solutions and strategies, and application to a hypothetical case in a written research proposal.

At the end of this lesson, given a diagram of the eye, students will be able to label all of the extraocular muscles and describe at least two of their actions.

Using chemical datasets gathered at the end of the first lab unit, students will be able to create plots and trend lines of that data in Excel and make quantitative predictions about future experiments.

• How to Write Learning Goals , Evaluation and Research, Student Affairs (2021).
• SMART Guidelines , Center for Teaching and Learning (2020).
• Learning Taxonomies and Verbs , Center for Teaching and Learning (2021).

Writing Student Learning Outcomes

Student learning outcomes state what students are expected to know or be able to do upon completion of a course or program. Course learning outcomes may contribute, or map to, program learning outcomes, and are required in group instruction course syllabi .

At both the course and program level, student learning outcomes should be clear, observable and measurable, and reflect what will be included in the course or program requirements (assignments, exams, projects, etc.). Typically there are 3-7 course learning outcomes and 3-7 program learning outcomes.

When submitting learning outcomes for course or program approvals, or assessment planning and reporting, please:

• Begin with a verb (exclude any introductory text and the phrase “Students will…”, as this is assumed)
• Limit the length of each learning outcome to 400 characters
• Exclude special characters (e.g., accents, umlats, ampersands, etc.)
• Exclude special formatting (e.g., bullets, dashes, numbering, etc.)

Writing Course Learning Outcomes Video

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Steps for Writing Outcomes

The following are recommended steps for writing clear, observable and measurable student learning outcomes. In general, use student-focused language, begin with action verbs and ensure that the learning outcomes demonstrate actionable attributes.

1. Begin with an Action Verb

Begin with an action verb that denotes the level of learning expected. Terms such as know , understand , learn , appreciate are generally not specific enough to be measurable. Levels of learning and associated verbs may include the following:

• Remembering and understanding: recall, identify, label, illustrate, summarize.
• Applying and analyzing: use, differentiate, organize, integrate, apply, solve, analyze.
• Evaluating and creating: Monitor, test, judge, produce, revise, compose.

Consult Bloom’s Revised Taxonomy (below) for more details. For additional sample action verbs, consult this list from The Centre for Learning, Innovation & Simulation at The Michener Institute of Education at UNH.

2. Follow with a Statement

• Identify and summarize the important feature of major periods in the history of western culture
• Apply important chemical concepts and principles to draw conclusions about chemical reactions
• Demonstrate knowledge about the significance of current research in the field of psychology by writing a research paper
• Length – Should be no more than 400 characters.

*Note: Any special characters (e.g., accents, umlats, ampersands, etc.) and formatting (e.g., bullets, dashes, numbering, etc.) will need to be removed when submitting learning outcomes through HelioCampus Assessment and Credentialing (formerly AEFIS) and other digital campus systems.

Revised Bloom’s Taxonomy of Learning: The “Cognitive” Domain

To the right: find a sampling of verbs that represent learning at each level. Find additional action verbs .

*Text adapted from: Bloom, B.S. (Ed.) 1956. Taxonomy of Educational Objectives: The classification of educational goals. Handbook 1, Cognitive Domain. New York.

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Examples of Learning Outcomes

Academic program learning outcomes.

The following examples of academic program student learning outcomes come from a variety of academic programs across campus, and are organized in four broad areas: 1) contextualization of knowledge; 2) praxis and technique; 3) critical thinking; and, 4) research and communication.

Student learning outcomes for each UW-Madison undergraduate and graduate academic program can be found in Guide . Click on the program of your choosing to find its designated learning outcomes.

This is an accordion element with a series of buttons that open and close related content panels.

Contextualization of Knowledge

Students will…

• identify, formulate and solve problems using appropriate information and approaches.
• demonstrate their understanding of major theories, approaches, concepts, and current and classical research findings in the area of concentration.
• apply knowledge of mathematics, chemistry, physics, and materials science and engineering principles to materials and materials systems.
• demonstrate an understanding of the basic biology of microorganisms.

Praxis and Technique

• utilize the techniques, skills and modern tools necessary for practice.
• demonstrate professional and ethical responsibility.
• appropriately apply laws, codes, regulations, architectural and interiors standards that protect the health and safety of the public.

Critical Thinking

• recognize, describe, predict, and analyze systems behavior.
• evaluate evidence to determine and implement best practice.
• examine technical literature, resolve ambiguity and develop conclusions.
• synthesize knowledge and use insight and creativity to better understand and improve systems.

Research and Communication

• retrieve, analyze, and interpret the professional and lay literature providing information to both professionals and the public.
• propose original research: outlining a plan, assembling the necessary protocol, and performing the original research.
• design and conduct experiments, and analyze and interpret data.
• write clear and concise technical reports and research articles.
• communicate effectively through written reports, oral presentations and discussion.
• guide, mentor and support peers to achieve excellence in practice of the discipline.
• work in multi-disciplinary teams and provide leadership on materials-related problems that arise in multi-disciplinary work.

Course Learning Outcomes

• identify, formulate and solve integrative chemistry problems. (Chemistry)
• build probability models to quantify risks of an insurance system, and use data and technology to make appropriate statistical inferences. (Actuarial Science)
• use basic vector, raster, 3D design, video and web technologies in the creation of works of art. (Art)
• apply differential calculus to model rates of change in time of physical and biological phenomena. (Math)
• identify characteristics of certain structures of the body and explain how structure governs function. (Human Anatomy lab)
• calculate the magnitude and direction of magnetic fields created by moving electric charges. (Physics)

Additional Resources

• Bloom’s Taxonomy
• The Six Facets of Understanding – Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd ed.). ASCD
• Taxonomy of Significant Learning – Fink, L.D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Jossey-Bass
• College of Agricultural & Life Sciences Undergraduate Learning Outcomes
• College of Letters & Science Undergraduate Learning Outcomes

An introduction to writing effective learning outcomes

How to plan your teaching and prioritise what students need to learn.

Learning outcomes describe what students should be able to do by the end of a teaching session or course. They are related to, but different from, teaching aims, which instead describe broadly what the session or course is about and its overall purpose.

Writing learning outcomes can help you to plan your teaching, for example, by prioritising key learning points for the session or course and enabling you to plan your teaching across a session or course. You may also want to share learning outcomes with your students to help them to understand what they are meant to be learning.

Core principles of learning outcomes

Learning outcomes should:

• Avoid jargon.
• Use action verbs to describe what it is that students should be able to do during and/or at the end of a session or course. One way to ensure this is by completing the sentence: ‘By the end of the session students will be able to …’ (see the ‘Learning outcome verbs’ table later in this guide).
• Not be too numerous. This helps to avoid writing a list of ‘content to be covered’ and will also help you prioritise what students need to do.
• Be specific.

Examples of learning outcomes

All learning outcomes should include an action verb to describe what students should be able to do at the end of the session or course to demonstrate their learning. Two examples are provided below:

‘Describe qualitatively the relationships between risk factors and acute respiratory infections using data from published sources.’

‘Analyse the use of language and symbolism in Middle English poetry by close reading extracts of verse.’

Learning outcome verbs

This table lists some examples of action verbs which you may find helpful when writing learning outcomes for your session or course:

When writing learning outcomes, avoid using words that are vague and which are more difficult to assess. This includes words and phrases such as:

• learn the basics of
• be aware of
• have a good grasp of
• be interested in
• be familiar with
• realise the significance
• become acquainted with
• obtain a working knowledge of
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This course won't solve all your difficulties immediately; developing your writing skills is an ongoing process, and one that involves frequent reflection on the way you tackle assignments. By the time you have come to the end of the course, however, we hope that you will be able to break down the task of essay or report writing into separate elements, identify which of these elements you want to work on, and develop an action plan to enable you to manage your own improvement.

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Writing and Assessing Student Learning Outcomes

By the end of a program of study, what do you want students to be able to do? How can your students demonstrate the knowledge the program intended them to learn? Student learning outcomes are statements developed by faculty that answer these questions. Typically, Student learning outcomes (SLOs) describe the knowledge, skills, attitudes, behaviors or values students should be able to demonstrate at the end of a program of study. A combination of methods may be used to assess student attainment of learning outcomes.

Characteristics of Student Learning Outcomes (SLOs)

• Describe what students should be able to demonstrate, represent or produce upon completion of a program of study (Maki, 2010)

Student learning outcomes also:

• Should align with the institution’s curriculum and co-curriculum outcomes (Maki, 2010)
• Should be collaboratively authored and collectively accepted (Maki, 2010)
• Should incorporate or adapt professional organizations outcome statements when they exist (Maki, 2010)
• Can be quantitatively and/or qualitatively assessed during a student’s studies (Maki, 2010)

Examples of Student Learning Outcomes

The following examples of student learning outcomes are too general and would be very hard to measure : (T. Banta personal communication, October 20, 2010)

• will appreciate the benefits of exercise science.
• will understand the scientific method.
• will become familiar with correct grammar and literary devices.
• will develop problem-solving and conflict resolution skills.

The following examples, while better are still general and again would be hard to measure. (T. Banta personal communication, October 20, 2010)

• will appreciate exercise as a stress reduction tool.
• will apply the scientific method in problem solving.
• will demonstrate the use of correct grammar and various literary devices.
• will demonstrate critical thinking skills, such as problem solving as it relates to social issues.

The following examples are specific examples and would be fairly easy to measure when using the correct assessment measure: (T. Banta personal communication, October 20, 2010)

• will explain how the science of exercise affects stress.
• will design a grounded research study using the scientific method.
• will demonstrate the use of correct grammar and various literary devices in creating an essay.
• will analyze and respond to arguments about racial discrimination.

Importance of Action Verbs and Examples from Bloom’s Taxonomy

• Action verbs result in overt behavior that can be observed and measured (see list below).
• Verbs that are unclear, and verbs that relate to unobservable or unmeasurable behaviors, should be avoided (e.g., appreciate, understand, know, learn, become aware of, become familiar with). View Bloom’s Taxonomy Action Verbs

Assessing SLOs

Instructors may measure student learning outcomes directly, assessing student-produced artifacts and performances; instructors may also measure student learning indirectly, relying on students own perceptions of learning.

Direct Measures of Assessment

Direct measures of student learning require students to demonstrate their knowledge and skills. They provide tangible, visible and self-explanatory evidence of what students have and have not learned as a result of a course, program, or activity (Suskie, 2004; Palomba & Banta, 1999). Examples of direct measures include:

• Objective tests
• Presentations
• Classroom assignments

This example of a Student Learning Outcome (SLO) from psychology could be assessed by an essay, case study, or presentation: Students will analyze current research findings in the areas of physiological psychology, perception, learning, abnormal and social psychology.

Indirect Measures of Assessment

Indirect measures of student learning capture students’ perceptions of their knowledge and skills; they supplement direct measures of learning by providing information about how and why learning is occurring. Examples of indirect measures include:

• Self assessment
• Peer feedback
• End of course evaluations
• Questionnaires
• Focus groups
• Exit interviews

Using the SLO example from above, an instructor could add questions to an end-of-course evaluation asking students to self-assess their ability to analyze current research findings in the areas of physiological psychology, perception, learning, abnormal and social psychology. Doing so would provide an indirect measure of the same SLO.

• Balances the limitations inherent when using only one method (Maki, 2004).
• Provides students the opportunity to demonstrate learning in an alternative way (Maki, 2004).
• Contributes to an overall interpretation of student learning at both institutional and programmatic levels.
• Values the many ways student learn (Maki, 2004).

Bloom, B. (1956) A taxonomy of educational objectives, The classification of educational goals-handbook I: Cognitive domain . New York: McKay .

Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution . Sterling, VA: Stylus.

Maki, P.L. (2010 ). Assessing for learning: Building a sustainable commitment across the institution (2nd ed.) . Sterling, VA: Stylus.

Palomba, C.A., & Banta, T.W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education . San Francisco: Jossey-Bass.

Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker Publishing.

Revised by Doug Jerolimov (April, 2016)

Helpful Links

• Revise Bloom's Taxonomy Action Verbs
• Fink's Taxonomy

Related Guides

• Creating a Syllabus
• Assessing Student Learning Outcomes

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AZ Writing | Sample Essays, Example Research Papers and Tips

Free essay samples, research paper examples and academic writing tips for students

Learning Outcomes of Essay Writing

An essay is a typical assignment at every high school and college. When students have language and literature as their major subjects, they will surely have to write essays frequently. This kind of written paper is very important for student’s self-development and background knowledge. Every student who wants to succeed in the humanities should learn to write essays correctly, because such disciplines as philosophy, philology, psychology, sociology, etc. require well-trained essay writing skills.

Essay writing is a brilliant exercise that can train a range of student’s skills. First, when one writes essays, he develops his writing skills and learns something new about the structure of different scientific texts. He writes long essays and very soon, he gains knowledge about writing of more complicated and important academic assignments, such as term papers, research papers and dissertations. Naturally, an essay is a basic paper and one should learn about its composition and style of writing before he starts working on other solid academic assignments. It is quite easy to prepare a successful term paper if you possess background knowledge about essay writing, because the manner of writing of scientific texts is practically the same.

Next, one is able to improve his knowledge about different topics, because every essay is a result of research of the definite problem. One has to read a lot before he prepares his essay. Students need to read textbooks, encyclopedias and articles in the Internet if they want to accumulate enough information about their problem and complete a successful essay.

Though it is impossible to remember all facts that have been found in these sources, students improve their background knowledge and become smarter and more intelligent.

Then, essay writing is very useful for the development of critical and analytical thinking skills. When one writes an essay, he breaks his complex topic into several subordinate ones in order to gain a better understanding of this main problem. This process is very difficult and students require many years of constant practice to master the skill of analytical thinking. Moreover, when one analyzes his problem, he tries to invent original approaches towards its research.

He tries to analyze this topic objectively and he applies only up-to-date and reliable methods that can be useful for the improvement of the quality of his essay. When one trains his critical thinking skills, it means that he strives to analyze his topic objectively and present his personal reasoned judgements about it.

Finally, students train their imagination and creativity when they write their essays, because every paper of this kind requires original approach, bold decisions and brand new ideas that will make the text sound interesting.

There are a lot of writing websites which offer custom essay writing services for students. Feel free to contact SmartWritingService – essay service to get your academic paper written from scratch!

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Assessment, Improvement and Review

• Writing Student Learning Outcomes (SLOs)

Writing Clear and Appropriate SLOs

A Student Learning Outcome (SLO) states what students will know, understand, and be able to do as a result of an educational experience. Follow these guidelines to create SLOs for educational experiences, in programs, courses, and co-curricular activities.

Is appropriate for the level of performance expected from the educational experience, which may draw from  Bloom's taxonomy .

Specifies the behavior the student  will do  using an action verb, such as the examples that align with  Bloom's taxonomy .

Provides some detail regarding the context of the behavior, such as information related to the educational experience.

Identifies the quality or condition of performance expected as appropriate for the context (e.g., "clearly," "accurately," or "appropriately").

Is measurable and consistent with the assessments used.

Maintains simplicity by focusing on one action verb.

Avoids wording such as "know...," "understand...," "be familiar with...," "have increased knowledge of...," and "learn..."

UMD Program SLO examples:

Communication Sciences and  Disorders: Students will demonstrate knowledge of the basic human communication process, including the biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis.

Liberal Education: Students will demonstrate knowledge of how cultural, social, and/or structural factors influence human social behavior.

Physics: Students will apply the laws of physics to new situations, both qualitatively and quantitatively.

Masters of Business Administration: Students will use appropriate quantitative tools and techniques to analyze business problems.

Masters of Music: Students will make stylistic and artistic choices in performance that reflect careful study and scrutiny of relevant historical and cultural practices.

KAML Supplemental Course Instruction: Students will evaluate sources based on information need and the context in which the information will be used.

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• Program Assessment Liaison Contacts
• Category SLOs
• Category Rubrics
• Category Assessment Schedules
• Course Report Forms
• Completed Course Reports
• Category Data and Reports
• Cocurricular Assessment Plans
• Cocurricular Assessment Liaisons
• Program Review Schedule
• Step 1 - Selecting Reviewers
• Step 2 - Writing the Self-Study
• Step 3 - Planning the Site Visit
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• Institutional Research Program Review Data
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Writing Course Goals/Learning Outcomes and Learning Objectives

The goal is where we want to be. The objectives are the steps needed to get there. As seen in this flow chart, the outcome and the learning objectives connect you with (and among) your students, the course content, assignments, and your teaching approach.

Example Learning Objectives

Upon completion of the unit on plant growth and development students will be able to:

• List the five most common plant growth hormones
• Describe the relationship between carbon dioxide level and photosynthesis
• Illustrate the transpiration stream in a corn plant

It is easy to measure each of the objectives.

Either the student has or has not accomplished each one. These measurable objectives can then be used as the basis for your grading or another type of student assessment. For example, based on the first learning objective above, if a student is able to list all 5 plant hormones they earn 100% for the assignment if they can only list 4 plant hormones they earn 90%, and so on.

Bloom’s Taxonomy as a Framework for Writing Learning Objectives

Developing a basic understanding of Bloom’s Taxonomy (Bloom et al., 1956) is a good place to start as you begin writing learning objectives.

Bloom’s Taxonomy in a nutshell: In the late 1940s a group of educators began classifying educational goals and objectives. The intent was to develop a classification system for three domains: the cognitive (mental skills or knowledge), the affective (feelings and emotional skills or attitude), and the psychomotor (manual or physical skills). The work that resulted in the cognitive domain was completed in 1956 and is commonly referred to as Bloom’s Taxonomy of the Cognitive Domain ( Bloom et al., 1956).

The major concept of the taxonomy is that educational objectives can be arranged in a hierarchy that moves from less to more complex levels of knowledge. The levels are successive; one level must be mastered before the next level can be reached.

The original levels published by Bloom et al. (1956) were ordered as follows:  Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

In 2001 Anderson and Krathwohl published a  revised version of Bloom’s Taxonomy  that reflected what has been learned in the forty or so years since it was first published. In summary, the changes reflect more outcome-focused modern education objectives and include switching the names of the levels from nouns to active verbs. The two highest levels have also been changed with the pinnacle level now being ‘create’.  The revised levels are: Remember, Understand, Apply, Analyze, Evaluate and Create. View CELT’s Revised Bloom’s Taxonomy page.

Applying Bloom’s Taxonomy to Learning Objectives

Effective learning objectives need to be observable and/or measurable, and using action verbs is a way to achieve this. Verbs such as “identify”, “argue,” or “construct” are more measurable than vague or passive verbs such as “understand” or  “be aware of”. As you design your course focus on creating clear learning objectives and then use these objectives to guide class assignments, exams, and overall course assessment questions.

Action Verbs

Below are examples of action verbs associated with each level of the Revised Bloom’s Taxonomy. These are useful in writing learning objectives, assignment objectives, and exam questions.

Choose Describe Define Label List Locate Match Memorize Name Omit Recite Select State Count Draw Outline Point Quote Recall Recognize Repeat Reproduce

Classify Defend Demonstrate Distinguish Explain Express Extend Give Examples Illustrate Indicate Interrelate Interpret Infer Match Paraphrase Represent Restate Rewrite Select Show Summarize Tell Translate Associate Compute Convert Discuss Estimate Extrapolate Generalize Predict

Choose Dramatize Explain Generalize Judge Organize Paint Prepare Produce Select Show Sketch Solve Use Add Calculate Change Classify Complete Compute Discover Divide Examine Graph Interpolate Manipulate Modify Operate Subtract

Categorize Classify Compare Differentiate Distinguish Identify Infer Point out Select Subdivide Survey Arrange Breakdown Combine Detect Diagram Discriminate Illustrate Outline Point out Separate

Appraise Judge Criticize Defend Compare Assess Conclude Contrast Critique Determine Grade Justify Measure Rank Rate Support Test

Combine Compose Construct Design Develop Formulate Hypothesize Invent Make Originate Organize Plan Produce Role Play Drive Devise Generate Integrate Prescribe Propose Reconstruct Revise Rewrite Transform

View the  interactive model of learning objectives  which shows the relationship between the knowledge dimension and the cognitive process dimension .

Download and review Bloom’s Digital Taxonomy on this website

Content on sample learning objectives adapted from: Center for Teaching, Learning and Technology, Washington State University (2013).

Anderson, L.W., & Krathwohl (Eds.). (2001).  A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . Longman.

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956).  Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain . Longmans, Green.

Dr Nathan Roberts

Head of Education Support

Published 15 Dec 2016 • 10 mins read

Writing and using Learning Outcomes

Learning Outcomes are the skills and knowledge that a student will be able to demonstrate upon completion of the learning process.

For a scheme of study

University policy requires that the overall learning outcomes for any particular scheme of study should identify the learning to be achieved by a ‘typical’ or ‘modal’ student.

They should be written in the context of the appropriate national subject benchmark statements produced by the Quality Assurance Agency.

The learning outcomes for a scheme should therefore reflect how this level is defined in the appropriate subject benchmark statements.

Typically this has been defined as representing “graduates straddling the boundary between a Lower and Upper Second class honours degree”, or as “the level of attainment reached by the typical student whose results fall into the main cluster”.

For a module

Learning outcomes for an individual should be written to identify the learning to be achieved by a ‘typical’ or ‘modal’ student.

They should be written in the context of the assigned level (i.e. level 1,2,3,4,S or M) of the module/unit of study, and should demonstrate that there is general progression within schemes of study. Taken together, the learning outcomes for all of the modules available within a scheme of study should reflect the outcomes for that scheme as a whole.

It should be clear how the outcomes for both individual modules and schemes of study match with relevant teaching, learning and assessment strategies, as well as the scheme aims, curriculum content and criteria used for assessment.

Relationship with aims and objectives

Since the University adopted the modular structure in 1995, schemes and modules have been described in terms of aims and objectives.

Some objectives are often written more in terms of teaching intentions and typically indicate the subject content that the teacher(s) intends to cover. Learning outcomes, on the other hand, are more student-centered and describe what it is that the learner should learn.

Modules will henceforth be written in terms of an aim, as currently, and learning outcomes. Learning outcomes replace objectives.

• The aim is a statement of general intention, or broad purpose, of the module.
• Learning outcomes are formulated in the context of the stated aim and are descriptions of what a learner should know, understand and / or be able to do at the end of a defined unit of learning. For both schemes of study and individual modules, learning outcomes should therefore be written in relation to knowledge, understanding and skills.

Example 1 (Geology)

Current aim of module (which may be retained):

To develop knowledge, understanding and skills related to the recognition and interpretation of igneous and metamorphic rocks.

One of the current objectives of the module:

To explain the different magma geochemistries derived from partial melting of the mantle in different tectonic regimes.

How this current objective might be reformulated as a learning outcome:

Students should be able to demonstrate how magma geochemistry relates to partial melting of the mantle by contrasting the outcomes of this process in different tectonic regimes through the critical analysis of specific case studies.

Example 2 (Biochemistry)

To explain the biochemical basis of drug design and development.

To demonstrate the application of molecular graphics to drug design.

Students should be able to apply the principles underpinning the use of molecular graphics in the design of drugs to illustrate general and specific cases through a computer-based presentation.

Example 3 (English)

To introduce students to modes of satiric writing in the eighteenth century.

To familiarise students with a number of substantive eighteenth century texts. Students will be trained in the close reading of language and its relation to literary form.

Students should be able to analyse the relationship between the language of satire to literary form by the close examination of a selected number of eighteenth-century texts in a written essay.

Essential points

a. Learning outcomes should be developed with reference to specific higher education levels.

i.e. Learning outcomes are written for the levels specified in Senate Regulations for Undergraduate and Postgraduate Modular Schemes of Study (i.e. 1,2,3,4,S or M).

b. Learning outcomes should include an indication of the evidence that will show that the learning has been attained.

While learning outcomes do not need to explicitly refer to particular methods of assessment, they should include an indication of the standard of the performance that will demonstrate that the defined learning has been achieved. It should therefore be clear what a student needs to learn/do to attain that learning outcome.

c. Learning outcomes are statements of essential learning in relation to specified levels of achievement.

The learning described in learning outcomes is the learning that must be attained for the student:

• in a scheme to attain the main modal level of award; and
• in a module to achieve the typical level of achievement for the module concerned.

d. Learning outcomes must relate to the criteria used for assessment.

Learning outcomes define the learning that should be achieved by the ‘typical’ or ‘modal’ student. It therefore follows that they should equate with the assessment criteria that apply to this level. If for example the benchmark statements describe the typical level equivalent to the 50-60% band, then the assessment criteria for the 50-60% band should reflect the general attainment of learning outcomes.

The assessment criteria either side of the 40% mark should also be used to differentiate between work that represents a ‘minimum pass’, and that which falls short of this mark.

e. The target audience

Learning outcomes are explicit statements of expectations in relation to identified standards of attainment aimed at a wide variety of audiences who need information on, and understanding of, the University’s requirements.

The audience will include students who might choose the module, External Examiners, employers and others who are interested in what the student has studied and is therefore expected to have learnt, and, not least, staff teaching on the module so that they can know what is expected of them.

Learning outcomes therefore have a major role in the establishment, maintenance and, importantly, articulation and communication of standards.

Vocabulary for writing Learning Outcomes

It is important to find the right words when writing learning outcomes. The following list of words and terms is provided as an aid in the familiarisation process.

Activities giving evidence of knowing may be described in terms of:

Define, describe, identify, label, list, name, outline, reproduce, recall, select, state, present, be aware of, extract, organise, recount, write, recognise, measure, underline, repeat, relate, know, match.

Activities giving evidence of comprehension may be described in terms of:

Interpret, translate, estimate, justify, comprehend, convert, clarify, defend, distinguish, explain, extend, generalise, exemplify, give examples of, infer, paraphrase, predict, rewrite, summarise, discuss, perform, report, present, restate, identify, illustrate, indicate, find, select, understand, represent, name, formulate, judge, contrast, translate, classify, express, compare.

Activities giving evidence of knowledge / understanding may be described in terms of:

Apply, solve, construct, demonstrate, change, compute, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, use, give examples, exemplify, draw (up), select, explain how, find, choose, assess, practice, operate, illustrate, verify.

Activities giving evidence of analysis may be described in terms of:

Recognise, distinguish between, evaluate, analyse, break down, differentiate, identify, illustrate how, infer, outline, point out, relate, select, separate, divide, subdivide, compare, contrast, justify, resolve, devote, examine, conclude, criticise, question, diagnose, identify, categorise, point out, elucidate.

Activities giving evidence of synthesis may be described in terms of:

Propose, present, structure, integrate, formulate, teach, develop, combine, compile, compose, create, devise, design, explain, generate, modify, organize, plan, re-arrange, reconstruct, relate, re-organise, revise, write, summarise, tell, account for, restate, report, alter, argue, order, select, manage, generalise, précis, derive, conclude, build up, engender, synthesise, put together, suggest, enlarge.

Activities giving evidence of evaluation may be described in terms of:

Judge, appraise, assess, conclude, compare, contrast, describe how, criticise, discriminate, justify, defend, evaluate, rate, determine, choose, value, question

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Student Learning Outcomes Course Reflection Essay Example

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Course Reflection: Essay Introduction

The chosen course proved a positive experience for students due to the achievement of an appropriate study atmosphere and the establishment of beneficial student-teacher relationships. Attaining the study group’s confidence permitted instituting a functional feedback mechanism, which allowed those in attendance to demonstrate their grasp of the learned material and give recommendations on bettering the course based on personal experience. Consequently, Student Learning Outcomes were sufficiently achieved, leaving both learners and their lector satisfied with the pupils’ level of attained knowledge and competencies.

Despite the overall success of the course, there remain choice aspects of it that require additional work and improvement to receive even better results. Unpredictable external circumstances, such as weather conditions, resulted in the loss of class time and, therefore, leaving the last chapter uncovered. The acquirement procedure for the e-book access code was not perfected, with numerous pupils opting not to attain it, which made the use of the Marketing Lab troublesome. Additionally, revisiting the length of Exam 1 is necessary due to the difficulty that the majority of students experienced with its timely completion.

Resolving these issues, as well as other minor problems noted over the length of the course, requires addressing their origins. To make the Marketing Lab a more significant part of the learning process, more homework could be assigned from it, integrating questions from the textbook that were not covered in class. Additionally, this would effectively compel students to procure and use the e-book access code. The inclusion of more case studies in the course would also be a useful strategy, which may permit learners to achieve a more profound and hands-on understanding of course material.

Paying increased attention to the ongoing pupils’ assessment becomes crucial under these conditions, making journal entries a viable tactic when checking their comprehension of material after each chapter. Permitting students to include their possible questions in these entries would make working with learners easier through creating facilitated lines of communication. Therefore, considering all of these changes, revising the length of Exam 1 and re-assessing its weight in the overall course evaluation process becomes a necessary step. This change would contribute to the achievement of a balanced grading system that would adequately reflect the work done by students throughout their learning process.

The Effect of Professional Development on Education

The success of the course may be linked to the effort put into professional development, which permits perfecting the teaching process to achieve better learning outcomes. Attending Blackboard and Digital Measures training made gaining a mastery of teachers’ resources and integrating them to the best of their use possible within the classroom setting. Additionally, the ITCL Symposium helped achieve a better understanding of course material and how it could be taught, the presentation on product development having become part of the classroom lectures. The participation in coaching and symposiums, therefore, not only presented a chance for sufficient professional growth but also permitted apperceiving additional educational materials.

Implementing modern educational methods, which integrate the benefits of new technologies inside a traditional classroom setting, makes possible the attainment of previously unreachable goals through a combined teaching approach. In this aspect, Blackboard training may claim the most significant impact on the quality of provided schooling since it helped improve the continuity of the educational process through the demonstration of useful virtual teaching techniques.

The benefit of learning through Blackboard is evident due to the possibility of pacing the internet-based learning process, making the received training self-controlled, even if based around deadlines. During training, these aspects proved decisive as there was no need for extensive traveling, providing all the necessary information in one easily accessible place.

This advantage may be carried over successfully into the learning process, either providing the educator with an additional platform for student-teacher communication or presenting a chance for a changeover into entirely internet-based learning. For pupils, this transition could mean heightened educational autonomy when planning their time, which may be a crucial additional professional skill.

Evaluating Results and Setting Future Goals

Despite the positive impact of these provided chances for training, the brevity of the Faculty Annual Evaluation, which lasted one semester, poses significant issues to creating a continuous process of staff education. Additionally, the narrowness of the chosen courses’ topics, as well as their limitation to an in-house setting, poses a significant hindrance in achieving better professional results.

While a modernized approach to education, which focuses on the integration of technological advancements inside the classroom, may be beneficial to modern students’ understanding of the material, this attitude could be detrimental to traditional conceptions. However, as exercises and symposiums retain certain limitations, disputing the significant benefits that they provide to educators is not possible.

These current developments are a positive step towards achieving a better level of faculty performance, creating competent teachers that in turn can produce exceptional students. Advancing the already obtained results may be possible through continuing to provide employees with not only the possibility of professional growth but also presenting them with a broader variety of educational options and topics.

However, setting future goals for development based on the already achieved results becomes viable when considering the significant impact already imparted on the teaching staff. Therefore, setting goals for the coming year that pertain to expanding virtual education and developing online collaboration becomes appropriate and necessary for the continuation of staff growth. Taking additional steps to increase the provided variety of subjects, as well as the types of training offered, such as conferences and workshops, could present a chance to secure a steady reinforcement of teachers’ competencies. Since the already achieved results in educators’ training may be considered an accomplishment, this success should be supported and augmented.

Setting SMART Goals

It may be crucial to keep in mind that the process of education should equally benefit both students and teachers. To continue achieving excellent results and presenting pupils with the chance to learn from the best version of their educator it is necessary to keep giving adequate attention to self-improvement. Therefore, it becomes essential to outline specific SMART goals that are quantifiable and rely on accurate and measurable pre-determined goals that can be attained in a set time and may, therefore, be called realistic.

Predominantly, these SMART goals should be oriented towards developing professional competencies that may help teach management and marketing courses, as these subjects remain primarily taught courses. Attending two new specialized development courses, specifically tailored for those who teach marketing or management before the end of the next year could be a viable betterment option.

Another goal would be carrying out extra research on marketing tactics and management techniques before the start of the next semester and compiling the findings into ten cases for each course for students to solve. Personally forming these cases would permit creating not only a prerequisite for professional development through a study of modern practices but also provide learners with a unique and challenging educational experience.

Considering the assistance provided by technology, it may be necessary, as an educator, to continue integrating online resources into the education process. This aspiration makes mastering a new educational platform before the end of this semester essential objective, the success of which may be measured by the transfer of learning materials to the more modern program. Conducting at least two online examinations or assessments of pupils in the next semester is, therefore, an interdependent and reasonably achievable goal.

Additionally, it is necessary to integrate a virtual system of journal entries that would allow analyzing learners’ competencies as well as their acquired knowledge. Therefore, making journal entries a part of the next marketing and management courses could be an important SMART goal that may prove essential to stimulate students’ reflection regarding the courses’ goals. Incorporating modern technologies into the learning process should prove beneficial for learners who will seek employment in future job markets, which may have heightened expectations regarding the interdisciplinary skills of their staff.

These outlined short-term SMART goals are aimed at developing both professional and personal qualities in pupils and their educator alike. Consequently, the final goal should be related to receiving feedback from learners in both courses, which requires devising a communication from before the end of the current semester and making it accessible online. An omnipresent educational objective, therefore, is making sure that pupils feel confident and secure enough to communicate their possible grievances and suggestions.

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IvyPanda. (2020, December 9). Student Learning Outcomes. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/

"Student Learning Outcomes." IvyPanda , 9 Dec. 2020, ivypanda.com/essays/student-learning-outcomes-course-reflection/.

IvyPanda . (2020) 'Student Learning Outcomes'. 9 December.

IvyPanda . 2020. "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.

1. IvyPanda . "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.

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Writing and using learning outcomes: a practical guide

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Should Colleges Strive to Improve Student Mindsets?

Weaving together narratives from almost three dozen college students, a book from the Aspen Institute’s CEO proposes a new way to think about college outcomes.

By  Johanna Alonso

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Johns Hopkins University Press | Daniel Bayer

In his new book, Mindset Matters : The Power of College to Activate Lifelong Growth ( Johns Hopkins University Press ), Daniel Porterfield, president and CEO of the Aspen Institute, as well as a former president of Franklin & Marshall College, argues that higher ed institutions should strive for a new goal: pushing students to develop a growth mindset.

The term, popularized by psychologist Carol Dweck in a 2006 book, Mindset: The New Psychology of Success, refers to a person’s belief in their own ability to grow and improve their skills and intelligence. By contrast, people with a fixed mindset believe intelligence and abilities are static and cannot be changed. Porterfield, who also served as a faculty member and senior vice president for strategic development at Georgetown University, argues that imbuing students with growth mindsets—the ability to see themselves as lifelong learners, capable of adapting to new circumstances and environments—is especially important in the 21st century, as new technology creates an ever-changing career landscape for graduates.

The book draws on interviews with Franklin & Marshall students about what elements of their college career led them to success, emphasizing stories of flexibility and perseverance in the face of challenges, to explore the core questions: How do universities cultivate these skills? When, where and how in students’ college experience do they learn to learn?

In an interview with Inside Higher Ed , Porterfield discussed the book and how his ideas about students’ mindsets reflect ongoing questions about the purpose of college. The conversation has been edited for length and clarity.

Q: What made this concept of developing a growth mindset stick out to you as an underrecognized goal of higher education?

A: Two factors led me to identify the development of growth mindsets as a key benefit of a strong college education. One was that I was a very hands-on professor who also lived on campus in faculty housing at Georgetown University, and then I was very student-focused president at Franklin & Marshall College. And from the testimonies of my students and mentees over the years, I saw that, again and again, students or young graduates described key learning moments that gave them new confidence in their ability to drive their own future development. That was one of the great takeaways of a valuable college education—that they learned how to learn, they learned they were good at learning, they learned they love learning.

The second was that, like many, I’ve been reading all the articles and observing for myself the rapidly escalating pace of change in our society because of technology, demographics, new communications, connections that allow people to be in dialogue with people that, in previous eras, they never would have been able to talk with. And I just realized that the changing nature of the economy, in particular, required agility and confidence in being able to keep learning and keep growing.

Q: This seems to go against the narrative that college is about developing either critical thinking skills or career skills. What are your thoughts on that dichotomy?

A: To me, the kind of education that focuses on critical thinking and the kind of education that focuses on workplace readiness are actually complementary: two sides of one coin for promoting a growth mindset. Because in order to hold a growth mindset, the student needs to have actually learned or grown; second, has to know they’ve learned or grown; third, has to know how to learn or grow in the future; and fourth, ideally, sees themselves as a learner and a grower. Those four steps towards acquiring a growth mindset can be facilitated through vocational learning, through liberal arts learning, through workplace experience in two-year colleges and four-year colleges and graduate schools and volunteer activity.

Q: What makes college a particularly good place for developing a growth mindset?

A: Growth mindsets can be ignited in many different contexts. What makes the residential college distinctive is the 24-7 environment of learning, day and night. Second, the plethora of faculty mentors available to work directly with students. Third is a constant team atmosphere, where students, all day long, are on different teams: at work, in class, in their activities, in the residential community. Fourth, the residential college setting as a youth setting full of 18- to 23-year-olds who are excited about new ideas. They’re creating their own inventions, they’re connecting with one another, they’re learning and evolving. So, it’s a very dynamic, rich environment with students from all walks of life.

The key factor, though, with all that, is that the individual student needs to take responsibility for her or his learning.

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Q: In recent years, there’s increasingly been a narrative of students not caring, being argumentative with their professors, cheating with AI or whatever it happens to be—behaviors that don’t necessarily align with an eagerness to learn and challenge themselves. Do you believe this narrative is accurate, and how does that play into the goal of promoting the development of a growth mindset?

A: In the book, I interview about 30 to 35 students about what it was that made their college experience transformational and how do they move to believing that they could lead their learning for their entire lives. In every case, there was an engaged professor or another university educator who took the time, through what I’ll call a “pedagogy of involvement,” to get to know a student and to hear that student’s sense of hope and aspiration for why they were in college, and then to nourish it and feed it by challenging them and by introducing them to methods by which they could develop their own learning, whether it’s research methods or play-writing methods or critical reading and thinking methods.

That engagement of involved and caring adults with aspirational students is the magic where great learning happens.

Most faculty that I know are so dedicated to their students that they will, as they get to know them, use any means they can have to help them learn and grow. I write about some faculty at Franklin & Marshall who mentored students in research techniques. Others helped them learn how to research the background for a historical drama play that one wrote. Still others helped students think about the dynamics of sameness and difference in the classroom and feel that they, though underrepresented numerically in terms of their background, really belonged in the class and in the school. Again and again, I saw the presence of caring and involved adults as the X factor that allowed students to tap in to what’s great in them to make college count.

Q: In your interviews, students focused more on their “learning journeys” versus the end results of their college educations. What does this tell you about student success and what should colleges take away from this?

A: The value of thinking about the learning journeys is that we can then improve the journeys. We can then say, “Where weren’t students learning? What didn’t go right? How do we facilitate more learning?” There was a period of time when educators said, “A great school recruits terrific students then gets out of their way.” I think that’s an empty pedagogy. I think we should get in the way of students by helping those students to be able to craft their education learning journey and then pursue it.

So, one thing that colleges can do differently, or even better, is maybe think about an alternative transcript to the one we have now, which just describes the courses you’ve taken and the grades you’ve achieved, and instead, build another kind of transcript, perhaps complimentary, where the students are perpetually assessing, “What am I learning now? And what do I want to learn next?” It’s like the transcript becomes a portfolio of goals for learning, efforts to achieve that learning and then insights about what came as a result of that learning.

A second thing I think colleges can do to facilitate growth mindsets is to spend more time early in the college experience, helping students see and feel that they are responsible for their education and that they can take the wheel and make the choices they want to make. And if they don’t pursue their education assertively, that’s on them. Part of their responsibility is to give their best.

Q: Right now, colleges are trying to figure out what it means to give someone an education, not knowing if the world they’re going into is still going to have that job in five years. How can a growth mindset help address this problem?

A: We have to prepare students for a dynamic world where the nature of work and citizenship will change rapidly, because that is a fact. It’s happening. AI is one manifestation, but there’s a plethora of good and bad information coming at citizens all the time, and we also have to prepare young people to be able to separate good information from bad, the wheat from the chaff, so they can actually trust the information sources that they have.

So, I think that the role of higher education is even stronger today, not weaker, because of technological change. The college experience gives us a four-year shot at helping students become independent, self-driven learners, confident consumers of information and more effective at working with and partnering with one another. Those are all key attributes of all jobs for the future. Can you learn? Can you work with others? Can you separate good from bad information? College has a big role to play in facilitating that.

I also think that we want to encourage innovation and creativity, whether it’s creating new businesses, new uses of information gleaned from the large data sets that we now have access to, new ability to pursue research with much more information at our disposal. The way I would think of it is that the information revolution, which now is leading to the artificial intelligence revolution, makes college that much more important for preparing people who will do advanced research, who will lead businesses, who will serve as diplomats, who will be leaders in society, and we want them not to fear change but to be able to manage change.

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07 Jul 2024 • 4 min

Understanding how technology is reshaping the way we learn is essential in today's fast-paced world. One groundbreaking tool making waves in education is the Edgenuity AI detector. This innovative technology is not only enhancing how students learn but also fostering new levels of educational efficiency and innovation. Let's delve into the world of Edgenuity AI detector and discover how it is revolutionizing the educational landscape.

What is Edgenuity AI Detector?

Imagine having a smart assistant that helps you learn better. That's precisely what Edgenuity AI detector is all about. It uses Artificial Intelligence (AI), which is like a super-smart computer program, to help teachers and students in the learning process. This technology is like having a virtual teacher who can understand how you learn best and tailor education to suit your needs.

Importance of Educational Enhancement

Improving education is vital for students to succeed in school and beyond. With the help of technology like the Edgenuity AI detector, students can have a more personalized learning experience. This means that each student can learn at their own pace, making education more effective and enjoyable. By embracing educational enhancements like AI technology, we can open up new doors of learning possibilities for students everywhere.

Table of Contents

How edgenuity ai detector works, benefits of edgenuity ai detector, challenges and limitations, future of educational technology, frequently asked questions (faqs), data collection and analysis.

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The Edgenuity AI Detector works by collecting data on student performance and learning patterns. It takes in information from quizzes, assignments, and other activities to analyze how well a student is understanding the material. This data is then used to provide insights to teachers and students on areas for improvement and strengths.

Personalized Learning

Using the data collected, the AI Detector creates personalized learning experiences for students. This means that each student receives materials and activities tailored to their specific needs and learning style. For example, if a student is struggling with a particular concept, the AI Detector can provide additional resources and support to help them grasp the idea better.

One of the significant benefits of using the Edgenuity AI Detector is the enhancement of student performance. By analyzing data and learning patterns, this innovative technology can provide valuable insights into areas where students excel and where they may need additional support. This personalized approach to learning helps students reach their full potential by tailoring educational experiences to their specific needs.

Enhanced Teacher Efficiency

Teachers also benefit from the efficiency and effectiveness of the Edgenuity AI Detector. By automating data collection and analysis processes, educators can focus more on guiding students through their learning journey and providing targeted support where necessary. This technology empowers teachers to make data-driven decisions, ultimately maximizing their impact on student success.

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Integrating advanced technologies like the Edgenuity AI detector into educational settings comes with certain challenges and limitations that need to be carefully considered. Let's explore some of the potential hurdles that educators and students may face.

Privacy Concerns

One significant challenge is the issue of privacy when using AI detectors in schools. With the collection and analysis of student data, there is a need to ensure that sensitive information is protected and not misused. Educators and administrators must prioritize safeguarding student privacy and implementing robust security measures to prevent any breaches.

Adaptation and Training

Another challenge is the need for adaptation and training when incorporating AI technology like the Edgenuity AI detector. Educators may face difficulties in adjusting to new tools and methodologies, requiring comprehensive training to effectively utilize these resources in the classroom. Investing in professional development and support for teachers is essential to maximize the benefits of AI technology in education.

In the future, educational technology is likely to see a significant integration of AI (Artificial Intelligence) technology like the Edgenuity AI detector. This means that more schools and educational institutions will utilize AI to enhance learning experiences for students. AI can help teachers understand each student's unique learning style and adapt their teaching methods to suit individual needs.

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Innovation in Learning Platforms

As technology continues to advance, so too will the innovation in learning platforms. With the help of AI technology like the Edgenuity AI detector, learning platforms are evolving to become more dynamic and engaging. Students can expect to have access to interactive and personalized learning experiences that cater to their specific strengths and weaknesses. This innovation will revolutionize the way students engage with educational content, making learning more accessible and enjoyable.

In conclusion, the Edgenuity AI detector is a powerful tool that is revolutionizing education through innovation, efficiency, and personalized learning experiences. By harnessing the power of artificial intelligence, this technology is enhancing the way students learn and teachers instruct, ultimately leading to improved academic outcomes and a more engaging educational environment.

With the integration of AI technology in educational practices, we are witnessing a shift towards more dynamic and tailored learning experiences. The future of educational technology is bright, with AI detectors like Edgenuity paving the way for a more effective and innovative approach to learning. As we continue to embrace these advancements, we can expect to see significant improvements in student performance and overall educational outcomes. The Edgenuity AI detector is at the forefront of this educational transformation, shaping the way we teach and learn in the digital age.

What is the Edgenuity AI Detector?

The Edgenuity AI Detector is a tool that uses Artificial Intelligence (AI) to help students and teachers improve the learning experience. It can analyze data to understand how students are performing and provide personalized recommendations for their education.

How does the Edgenuity AI Detector improve education?

The Edgenuity AI Detector enhances education by allowing students to receive personalized learning experiences tailored to their individual needs. It helps teachers track student progress more efficiently and provides insights to enhance academic outcomes.

What are the benefits of using the Edgenuity AI Detector?

Using the Edgenuity AI Detector can lead to improved student performance and enhanced teacher efficiency. Students can receive targeted support, while teachers can better manage and guide student progress, ultimately leading to better educational outcomes.

What are the challenges of integrating AI technology like the Edgenuity AI Detector in education?

One challenge is ensuring the privacy of student data when using AI detectors in educational settings. Additionally, adapting to new technologies and providing adequate training for educators are crucial for effective implementation.

What does the future hold for AI technology in education?

Looking ahead, AI technology is expected to become more integrated into educational practices, offering dynamic and engaging learning experiences for students. Learning platforms will continue to evolve, driven by AI innovation, to shape the future of education.

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