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5 LEVELS OF COGNITIVE SKILLS YOU SHOULD CONSIDER WHEN WRITING LEARNING OUTCOMES

January 20, 2017

 

Learning outcomes are statements of what PARTICIPANTS will learn during their mobility experience as you described it in the activities. The statements are focused on learning (What will they will learn in that specific time span of the mobility?). These statements should include a verb phrase and an impact ("in order to") phrase -- what participants will do/be able to do and how they will apply that skill or knowledge in their daily practice.

 

“Bloom's Taxonomy of Educational Objectives (published in 1956 and revised in 2001) gives you a way to express learning outcomes in a way that reflects cognitive skills.”

There are five levels (lowest to highest cognitive skills):

  1. Knowledge/remembering

  2. Comprehension/understanding

  3. Application/applying

  4. Analysis/analyzing

  5. Evaluation/evaluating

  6. Synthesis/creating

You can use Bloom's taxonomy to identify verbs to describe participants’ learning. Examples of learning outcomes might include:

  1. Knowledge/Remembering: define, list, recognize;

  2. Comprehension/Understanding:characterize, describe, explain, identify, locate, recognize, sort;

  3. Application/Applying: choose, demonstrate, implement, perform;

  4. Analysis/Analyzing: analyze, categorize, compare, differentiate;

  5. Evaluation/Evaluating: assess, critique, evaluate, rank, rate;

  6. Synthesis/Creating: construct, design, formulate, organize, synthesize.

You need to remember that those learning outcomes need to be SMARTER:

Specific - Meaningful - Achievable - Relevant - Time-bound - Evaluate - Re-evaluate

 

EXAMPLE OF LEARNING OUTCOMES (obviously those examples might be far away from your project idea, but mind the terms used and the elements that these few points try to set out):

  • Capacity to integrate knowledge and to analyse, evaluate and manage the different public health aspects of disaster events at a local and global levels, even when limited information is available.

  • Capacity to describe, analyse and evaluate the environmental, social, cultural, economic, legal and organisational aspects influencing vulnerabilities and capacities to face disasters.

  • Capacity to work theoretically and practically in the processes of disaster management (disaster risk reduction, response, and recovery) and relate their interconnections, particularly in the field of the Public Health aspects of the disasters.

  • Capacity to manage the Public Health aspects of the disasters.

  • Capacity to obtain, analyse, and communicate information on risks, relief needs and lessons learned from earlier disasters in order to formulate strategies for mitigation in future scenarios with the ability to clearly present and discuss their conclusions and the knowledge and arguments behind them.

  • Capacity to design and perform research on the different aspects of the emergencies and disaster events while demonstrating insight into the potential and limitations of science, its role in society and people’s responsibility for how it is used.

  • Capacity to analyse and evaluate research work on the field of emergencies and disaster while demonstrating insight into the potential and limitations of science, its role in society and people’s responsibility for how it is used.

All in all, learning outcomes usually follow the format: “At the end of the mobility, participants will be able to insert verb here + insert knowledge, skills, or attitudes the participant is expected to develop here.”

  • For example, “At the end of the mobility period, participants will be able to evaluate the specific attitude/game to be implemented in each specific multicultural class.”

We really hope this tip was useful to you. Good LUCK!!!

 

- ErasmusNet Staff, info@erasmusnet.org

 

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