Writing Great Outcomes

Writing Great Outcomes : 

Writing Great Outcomes From the work of R.F. Mager

Outcomes/Objectives : 

Outcomes/Objectives Outcome: is a description of a performance you want learners to be able to exhibit before you consider them competent. An outcome describes an intended result of instruction, rather than the process of instruction itself.

Key Point : 

Key Point If there is no sound basis for the selection or designing of instructional materials, content or methods – YOU LACK A CLEARLY DEFINED OUTCOME. If you don’t know where you are going, it is difficult to select a suitable means to get there!!

Other Great Points : 

Other Great Points Unless outcomes are stated clearly and are fixed in the minds of both teacher and student, assessment is at best misleading and at worst, irrelevant, unfair, or uninformative. Clearly defined outcomes provide a means for students to organize their own efforts toward learning.

Qualities of Useful Outcomes : 

Qualities of Useful Outcomes

Performance : 

Performance The verb used to describe a desirable performance (behavior) in an instructional objective must be observable. Covert performance must include an indicator behavior to the outcome. Ex: The student must be able to identify (underline or circle) misspelled words on a page of news copy.

Flip Side of Covert Behavior : 

Flip Side of Covert Behavior ALWAYS STATE THE MAIN INTENT Example: Given a number of completed Form 81s, be able to circle the erroneous entries. 1. What is the performance stated? 2. What is the main point (intent) of the outcome? *Be careful that you don’t imply the main intent, which in this case is to identify errors. **In other words BE CLEAR! Another example: Given the brand names of several products currently available to the cosmetologist, be able to underline those that would be considered safe to use as shampoo.

Practice Overt/Covert Behaviors : 

Practice Overt/Covert Behaviors Play a piccolo. Discriminate between normal and abnormal x-rays. Recall the procedure for making a loan. Identify transistors on a schematic diagram. Solve word problems.

Condition : 

Condition Given a problem of the following type… Given a list of… Given any reference of the learner's choice… Given a matrix of inter-correlations… When provided with a standard set of tools… Given a properly functioning… Without the aid of references… With the aid of references… Without the aid of a calculator… Without the aid of tools… To state an outcome clearly, you will sometimes have to state the conditions you will impose when students are demonstrating their mastery of the outcome.

Good Questions for How Detailed is the Condition? : 

Good Questions for How Detailed is the Condition? What will the learner be allowed to use? What will the learner be denied? Under what conditions will you expect the desired performance to occur? Are there any skills that you are specifically NOT trying to develop? Does the objective exclude such skills?

Criterion : 

Criterion Provides a standard for testing your instruction. As the teacher you will know if your instruction is successful in achieving your instructional intent. Provides a means for you and the student to know the quality of performance necessary to work for or to exceed.

Criterion “How TO” : 

Criterion “How TO” Level of performance can include: Time limits (speed) Accuracy (mistakes?) Quality (characteristic/standard) Ask yourself how well does the student need to perform the outcome? If it is an essential skill or understanding – do the students need to master the skill?

Common Pitfalls(Let’s do some correcting!) : 

Common Pitfalls(Let’s do some correcting!) 1. FALSE PERFORMANCE. Have a thorough understanding of particle physics. Demonstrate a comprehension of the short-story form. Be able to relate to others in a demonstration of empathy. Be able to understand individual differences in patients. 2. FALSE CONDITIONS Given three days of instruction… Given that the student has completed six laboratory experiments on… Given that the student is in the category of gifted… Given adequate practice in… 3. FALSE CRITERION To the satisfaction of the instructor. Must be able to make 80% on a multiple choice exam. Must pass a final exam.