De Facto Advanced Level Course

Let's consider some basic rules for writing good learning outcomes:

• Good course learning outcomes use action verbs to specify the demonstrable and measurable knowledge, skills or dispositions possessed by students completing this course. (Instead of using verbs or phrases like, know, understand, appreciate, be aware of, learn, comprehend, or become familiar with, which are vague and not easily observed or measured, good learning objectives employ verbs like compile, identify, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, critique, outline, evaluate, etc.)

• Good course learning outcomes are meaningful. (They identify the essential learning that goes on in this course. Ask yourself what is the basic learning you want students to achieve in this class.)

• Good course learning outcomes are measurable. (They identify learning that can be assessed, preferably with more than one kind of assignment or test.)

• Good course learning outcomes are distinctive. (They identify the new learning specific to this course. Thus, they should identify the most complex and highest order learning going on in this course. Though a learning activity may contribute to the reinforcemet of an existing, but trivial knowledge or skill, it's best to refrain from mechanically turning every instance of such contribution to lower-order learning into a learning outcome. Keep the focus on the core.)

• Good course learning outcomes are aligned with the learning outcomes or goals of the school and the broader syllabus. (What national or school-level learning outcomes or goals does this course support or advance?)

• Good course learning outcomes are paired with learning activities in the course that allow the students to achieve the Course Learning Outcomes and allow teachers to assess this achievement. (How & where will students achieve this learning outcome in this course?)