learning outcomes – Adventures in Oceanography and Teaching

Operationalising and assessing sustainability competencies (some ideas from Wiek et al. (2016) and Redman et al. (2020))

mglessmer — Fri, 08 Mar 2024 08:13:37 +0000

We put a lot of effort into teaching for sustainability, but whether or not we are actually successful in doing so remains unclear until we figure out a way to operationalise learning outcomes and, obviously, ways to assess them. Below, I am summarising two articles to get a quick idea of how one might do […]

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Negotiating a rubric of learning outcomes and letting students pick the format in which they show they’ve mastered the learning outcomes

mglessmer — Sun, 04 Jul 2021 18:09:53 +0000

I’m still inspired by Cathy’s work on “co-creation”, and an episode of “Lecture Breakers” (I think the first one on student engagement techniques where they talked about letting students choose the format of the artefact they do for assessment purposes; but I binge-listened, and honestly, they are all inspiring!). And something that Sam recently said […]

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The structural complexity of learning outcomes

mglessmer — Fri, 22 Aug 2014 04:25:50 +0000

The Structure of the Observed Learning Outcome taxonomy. I talked about the classification of learning outcomes according to Blooms’s taxonomy recently, and got a lot of feedback from readers that the examples of multiple-choice questions at different Bloom-levels were helpful. So today I want to present a different taxonomy, “Structure of the Observed Learning Outcome”, SOLO, this one […]

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Classifying educational goals using Bloom’s taxonomy

mglessmer — Wed, 30 Jul 2014 04:00:02 +0000

How can you classify different levels of skills you want your students to gain from your classes? Learning objectives are traditionally categorized after Bloom’s (1956) taxonomy. Bloom separates learning objectives in three classes: cognitive, affective and psychomotor. Cognitive learning objectives are about what people know, understand and about their thinking processes dealing with and synthesizing that knowledge. […]

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