WHAT are good outcomes...
A. GOOD OUTCOMES ARE S.M.A.R.TThis means that they are:
- Specific
- Measurable
- Achievable
- Realistic
- Time-bound
Use action words: describe, list, compare, arrange,
classify, predict, etc. And try to have only one verb in your outcome.
If you have too many action words, then it will be too complicated to
achieve. If you have to have two verbs, then create two seperate
outcomes.
You already know: if you can't measure it, you can't manage
it. Create your outcomes with measurable progress, so you can
evaluate how effectively you are engaging with the learners. Use verbs
that are observable. If you use verbs like feel, know, appreciate, etc,
then you will not be able to measure them. Click here to see a list of observable verbs.
When you identity outcomes that are important to you, you
will immediately begin to figure out ways to make them happen.
You are already developing the attitude and capacity to notice, react
and create opportunities that bring you closer to your outcomes.
"Attainable" means possible. "Realistic" means within the
timeframe and with the resources you have. Be realistic.
You're after immediate results. Ask yourself, "Are the leaners at the
appropriate level in which they can achieve these outcomes?" "Do we
have the appropriate resources to achieve this outcome?"
Set timeframes for each of your outcomes. If you do
not set a time, your commitment is too vague. Will the outcomes be
achieved at the end of the lesson, or at the end of the topic, or at
the end of the course?
Outcomes have an Anatomy (parts). To write
effective learning objectives, use the ABCD model, which include the
following parts.
| Part | Description | Example |
|
A = Audience |
Who is your audience? Who is performing the action? |
Given the symbol representing a particular isotope of an atom or ion, the student will be able to determine the number of electrons, protons and neutrons in that species eight out of ten times. |
| B = Behavior |
What will the student be able to do? Behaviors always use a verb or action word. Sometimes you will describe the product or the result of the behavior. |
Given the symbol representing a particular isotope of an atom or ion, the student will be able to determine the number of electrons, protons and neutrons in that species eight out of ten times. |
| C = Condition |
How will the student accomplish the task? What information is given? What information is not given? Give the conditions in which performance will occur. |
Given the symbol representing a particular isotope of an atom or ion, the student will be able to determine the number of electrons, protons and neutrons in that species eight out of ten times.. |
| D = Degree |
Describe the minimum criteria for acceptable student performance.
Define expectations regarding accuracy, quality, and speed. |
Given the symbol representing a particular isotope of an atom or ion, the student will be able to determine the number of electrons, protons and neutrons in that species eight out of ten times. |
Examples of Good Outcomes
Here are some examples of good outcomes. Try and identify the different parts - A, B, C, and D.:
- 1. Given a newspaper article, the student will be able to accurately identify grammatical subject of each sentence.
- 2. Given a box of eight crayons, students should be able to select the three primary colours.
- 3. List in writing three examples of conflict and cooperation within the school by working cooperatively in a group.
- 4. Add a series of five double digit numbers, given a calculator and worksheet, to an accuracy of 100%.
- 5. Given a straight edge, compass, and paper, the student should be able to construct an equilateral triangle.