Writing Intended Learning Outcomes
Kathy Perry, Mohonasen Central Schools, 08/16/05

Intended learning outcomes define the essence of our purpose. What change do you intend for your students? These changes encompass what the student
      (a)    knows
      (b)    is able to do, and
      (c)     is disposed to think, feel, and do.

The more carefully we define our purpose, the more effectively we will be able to measure achievement.

First Step: Think about a unit of study. What learning is of most worth? Use this chart to help organize your thoughts.

What learning is of most worth?

KNOWLEDGE

What will the student know?

INTELLECTUAL and/or PSYCHOMOTOR SKILL
What the student will be able to do?

DISPOSITIONS
What the student is disposed to think, feel, and do?

 

 

 

 

 

Focus on that which is most important for all time. For example, in classrooms around the US we frequently assess students’ abilities to recite the planets in order from closest to farthest from the sun. Is it important that one memorize the order? Might it be more important that students are able to make generalizations from data presented in a chart regarding distance from the sun and period of revolution?

Second Step: Refer to the New York State Standards related to the unit of study. Align your perceptions of “what learning is of most worth” with the expectations of New York State.

New York State Social Studies Core Curriculum    http://www.emsc.nysed.gov/ciai/socst/ssrg.html

Specifically see Overview pages 13 – 17 for well-defined intellectual skills and Core Part 1: grade 6 starting on page 14; grades 7 and 8 starting on page 37.

New York State English Language Arts Core Curriculum   http://www.emsc.nysed.gov/ciai/ela/elarg.html
           
             Specifically see grades 5 & 6 pages 28 – 39 and grades 7 & 8 pages 40 – 51.

New York State Mathematics Core Curriculum http://www.emsc.nysed.gov/ciai/mst/mathstandards/revisedltoc.html

New York State Science Core Curriculum http://www.emsc.nysed.gov/ciai/mst/sciencestand/scistand.html
           

Third Step: For each related New York State Standard, write specific intended learning outcomes.

If you are ....
  - a math teacher, New York State has done much of this for you.  
  - an ELA teacher, check out the efforts of Brian Ladewig’s (Greece Central
         Schools) reading  (informational text vs. literary text) and writing (expository,  
         literary response, persuasive, and creative/expressive) outcomes.
         FANTASTIC! A MUST USE!  
  - a social studies teacher, NCSS’s Social Studies in the Middle School may help direct your 
         writing.  
  - a science teacher, I'm looking for good Web resources to link here. Any suggestions?

Remember to think of outcomes in terms of “learning for all time” not some immediately apparent action.

In order to be able to infer the extent of the change, we design assessments to collect evidence. Since we can’t see learning directly, we must make inferences about learning from evidence.

Check out Jane McAllister’s Guidelines for Writing Aims and Intended Learning Outcomes.

 

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©1999 Mohonasen Central School District--All Rights Reserved Last Updated Friday, March 03, 2006