1. Bloom’s Taxonomy and Lesson Objectives

4. Components of Measureable Learning Outcomes Student learning behaviors Appropriate assessment methods Specific student performance criteria Writing a Learning Outcome Focus on student behavior Use simple, specific action verbs * See Sandi Osters, “Writing Measurable Learning Outcomes.”

5. Writing a Learning Outcome Focus on student behavior Use simple, specific action verbs Select appropriate assessment methods State desired performance criteria * See Sandi Osters, “Writing Measurable Learning Outcomes.”

6. Activity: Writing Learning Outcomes Which are not measurable learning outcomes? 1.The lesson will offer opportunities for students to master integrated use of information technology. 2.Students will understand the consequences of various forms of pollution. 3.Students will be able to collect and organize appropriate clinical data. 4.Students will appreciate the benefits of exercise for the cardiovascular system. * See Sandi Osters, “Writing Measurable Learning Outcomes.”

7. Activity: Brainstorming Scenario: You are Dr. Finn preparing to teach a lesson on Bloom’s taxonomy and learning outcomes. 1.What broad goal would you like to accomplish? 2.What do you want workshop participants to be able to know, do, or think? 3.Write learning outcomes for the lesson. * See Sandi Osters, “Writing Measurable Learning Outcomes.”

8. Choosing Assessment Methods * See Sandi Osters, “Writing Measurable Learning Outcomes.”

9. Align Outcomes/Activities/Assessment * Devised by Lesley Blair, Oregon State University