Summary

In this module, you have reviewed:

• Each component of the course outline to understand the value of the course information for; the student, instructor/course designer, institution, Ministry, and other external stakeholders.
• Ministry standards and expectations that govern and direct the program learning outcomes, vocational learning outcomes, including the essential employability and general education goals.
• The concept of constructive alignment and a process for integrating alignment checks when refining and renewing course outcomes and objectives.
• Strategies for refining and renewing course outcomes and objectives to ensure that the course remains relevant and current for learners.
• The structure, components and 3-part formula for writing course outcomes and objectives.
• Bloom’s Taxonomy framework for the selection of appropriate and field-specific action words when crafting outcomes and objectives.

Now that you have completed this module, you should be able to:

• Locate and identify the crucial components of the course outline
• Recognize the Ministry standards, goals, and expectations that inform and guide all levels course design and development
• Reflect and appreciate your role as an instructor in the crafting of learning experiences that integrate vocational, employability, and citizenship development learning goals
• Construct and write meaningful and appropriate learning outcomes and objectives using three-part formula
• Integrate regular alignment checks to ensure that course outcomes and objectives remain relevant and current

References

Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives / editors, Lorin W. Anderson, David Krathwohl ; contributors, Peter W. Airasian … [et al.]. (Complete ed.). Longman.

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Biggs, J., & Tang, C. (2007). Using Constructive Alignment in Outcomes-Based Teaching and Learning Teaching for Quality Learning at University (3rd ed., pp. 50-63). Maidenhead: Open University Press.

Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives, pp.20-21. R.J. Arm- strong, ed. Tucson, Arizona: Educational Innovators Press. (Unavailable for purchase)

Harrow, A.J. (1972) A taxonomy of the psychomotor domain. New York: David McKay Co.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals, Handbook II: Affective domain. New York: David McKay Company.

Simpson E.J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.