{"id":134,"date":"2022-12-21T21:51:49","date_gmt":"2022-12-22T02:51:49","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/clone2\/?post_type=chapter&#038;p=134"},"modified":"2023-01-13T14:34:53","modified_gmt":"2023-01-13T19:34:53","slug":"smart-principles-for-writing-learning-outcomes","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/smart-principles-for-writing-learning-outcomes\/","title":{"raw":"SMART principles for writing learning outcomes","rendered":"SMART principles for writing learning outcomes"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">In brief<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThe SMART principles for writing learning outcome statements help instructors:\r\n<ul>\r\n \t<li>articulate outcome statements that are student-friendly<\/li>\r\n \t<li>devise a robust course design that aligns learner progression with teaching focus and learning &amp; assessment activities<\/li>\r\n \t<li>plan a course that is appropriately situated within the program curriculum<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\">\r\n<div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start\">\r\n<div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_1_1 1_1 fusion-flex-column\">\r\n<div class=\"fusion-column-wrapper fusion-flex-justify-content-flex-start fusion-content-layout-column\">\r\n<div class=\"fusion-text fusion-text-2\">\r\n\r\n<span data-contrast=\"auto\">Your course learning outcomes identify what\u00a0<\/span><span data-contrast=\"auto\">a<\/span><span data-contrast=\"auto\">\u00a0successful student will be able to demonstrate by the end of the course. Your supporting outcomes are the more discrete outcomes that build students toward the final outcomes. These two elements are the roadmap for your course.<\/span><span data-contrast=\"auto\">\u00a0As such, they require a deep and thoughtful investment of your time to ensure they accurate<\/span><span data-contrast=\"auto\">ly<\/span><span data-contrast=\"auto\"> represent\u00a0<\/span><span data-contrast=\"auto\">the course curriculum<\/span><span data-contrast=\"auto\">\u00a0and scaffold student learning appropriately.<\/span>\r\n\r\n<span data-contrast=\"auto\">It is good practice to <\/span><span data-contrast=\"auto\">integrate five principles<\/span><span data-contrast=\"auto\">\u00a0into your learning outcome statements. These principles have been aptly named the SMART principles for writing effective learning outcomes.<\/span>\r\n\r\n<\/div>\r\n<h2><a id=\"smart-principles-for-writing-effective-learning-outcomes\"><\/a>SMART Principles for Writing Effective Learning Outcomes<\/h2>\r\nYour learning outcome statements should reflect the SMART principles. That is, your learning outcomes should be:\r\n<ul>\r\n \t<li><strong>Specific:<\/strong> use clear and direct language that is easily understood by all.<\/li>\r\n \t<li><strong>Measurable:<\/strong> use verbs that describe observable behaviours to demonstrate learning.<\/li>\r\n \t<li><strong>Achievable:<\/strong> the outcome is something students can be reasonably expected to accomplish (not too difficult or too easy) given level, time, prior learning and other factors.<\/li>\r\n \t<li><strong>Relevant<\/strong>: the learning outcomes have clear value to the student and the discipline learning.<\/li>\r\n \t<li><strong>Timely<\/strong>: the outcome targets knowledge, skills and abilities that are acquired as needed and not for use in the distant future AND, it identifies when the student should be able to meet the learning outcome \u2013 at the end of a lesson, chapter, course, or program.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-3 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\">\r\n<div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start\">\r\n<div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_1 1_1 fusion-flex-column\">\r\n<div class=\"fusion-column-wrapper fusion-flex-justify-content-flex-start fusion-content-layout-column\">\r\n<div class=\"fusion-text fusion-text-3\">\r\n<div class=\"textbox shaded\"><strong>The next section will<\/strong> introduce you to a simple formula for writing student-friendly learning outcome statements.<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>References<\/h2>\r\nSkrbic, N., &amp; Burrows, J.\u202f(2014). Specifying learning objectives. In L. Ashmore L. &amp; D. Robinson (Eds.),\u202f<em>Learning, Teaching and Development: Strategies for Action <\/em>(pp. 54\u201387). London: Sage Publications.","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">In brief<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>The SMART principles for writing learning outcome statements help instructors:<\/p>\n<ul>\n<li>articulate outcome statements that are student-friendly<\/li>\n<li>devise a robust course design that aligns learner progression with teaching focus and learning &amp; assessment activities<\/li>\n<li>plan a course that is appropriately situated within the program curriculum<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\">\n<div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start\">\n<div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_1_1 1_1 fusion-flex-column\">\n<div class=\"fusion-column-wrapper fusion-flex-justify-content-flex-start fusion-content-layout-column\">\n<div class=\"fusion-text fusion-text-2\">\n<p><span data-contrast=\"auto\">Your course learning outcomes identify what\u00a0<\/span><span data-contrast=\"auto\">a<\/span><span data-contrast=\"auto\">\u00a0successful student will be able to demonstrate by the end of the course. Your supporting outcomes are the more discrete outcomes that build students toward the final outcomes. These two elements are the roadmap for your course.<\/span><span data-contrast=\"auto\">\u00a0As such, they require a deep and thoughtful investment of your time to ensure they accurate<\/span><span data-contrast=\"auto\">ly<\/span><span data-contrast=\"auto\"> represent\u00a0<\/span><span data-contrast=\"auto\">the course curriculum<\/span><span data-contrast=\"auto\">\u00a0and scaffold student learning appropriately.<\/span><\/p>\n<p><span data-contrast=\"auto\">It is good practice to <\/span><span data-contrast=\"auto\">integrate five principles<\/span><span data-contrast=\"auto\">\u00a0into your learning outcome statements. These principles have been aptly named the SMART principles for writing effective learning outcomes.<\/span><\/p>\n<\/div>\n<h2><a id=\"smart-principles-for-writing-effective-learning-outcomes\"><\/a>SMART Principles for Writing Effective Learning Outcomes<\/h2>\n<p>Your learning outcome statements should reflect the SMART principles. That is, your learning outcomes should be:<\/p>\n<ul>\n<li><strong>Specific:<\/strong> use clear and direct language that is easily understood by all.<\/li>\n<li><strong>Measurable:<\/strong> use verbs that describe observable behaviours to demonstrate learning.<\/li>\n<li><strong>Achievable:<\/strong> the outcome is something students can be reasonably expected to accomplish (not too difficult or too easy) given level, time, prior learning and other factors.<\/li>\n<li><strong>Relevant<\/strong>: the learning outcomes have clear value to the student and the discipline learning.<\/li>\n<li><strong>Timely<\/strong>: the outcome targets knowledge, skills and abilities that are acquired as needed and not for use in the distant future AND, it identifies when the student should be able to meet the learning outcome \u2013 at the end of a lesson, chapter, course, or program.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-3 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\">\n<div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start\">\n<div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_1 1_1 fusion-flex-column\">\n<div class=\"fusion-column-wrapper fusion-flex-justify-content-flex-start fusion-content-layout-column\">\n<div class=\"fusion-text fusion-text-3\">\n<div class=\"textbox shaded\"><strong>The next section will<\/strong> introduce you to a simple formula for writing student-friendly learning outcome statements.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>References<\/h2>\n<p>Skrbic, N., &amp; Burrows, J.\u202f(2014). Specifying learning objectives. In L. Ashmore L. &amp; D. Robinson (Eds.),\u202f<em>Learning, Teaching and Development: Strategies for Action <\/em>(pp. 54\u201387). London: Sage Publications.<\/p>\n","protected":false},"author":79,"menu_order":7,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-134","chapter","type-chapter","status-publish","hentry"],"part":34,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/134","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/users\/79"}],"version-history":[{"count":2,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/134\/revisions"}],"predecessor-version":[{"id":246,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/134\/revisions\/246"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/parts\/34"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/134\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/media?parent=134"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapter-type?post=134"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/contributor?post=134"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/license?post=134"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}