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When constructed, if a learning outcome covers all the three criteria described in the section: Constructing Learning Outcomes, then it is most likely also a SMART outcome.
Bloom’s Taxonomy, as revised by Anderson and Krathwohl (2001) is a popular resource when it comes to selecting appropriate verbs.
The choice of verb will determine the quality of a Learning Outcome.
Resources and references used for learning outcomes at Seneca.
From an instructor’s perspective, course learning outcomes guide assessment methods, which occur at the end of a teaching and learning sequence.
Planning activities which make student thinking visible will allow you to see what has been learned, and where the gaps might be.
Designing effective assessment methods will then guide your teaching strategies, which should be closely linked to your initial learning outcomes.
There are at least three distinct parts to a well-constructed Learning Outcome.
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