3.++Learning+Outcomes


 * Clearly Communicate Student Expectations**

The first step in formative assessment is to clearly define learning goals. When students understand what is expected of them they are more likely able to focus on the learning task at hand. “Students can reach any target they can see and that will stand still for them” (Stiggins, personal communication, April 2008).

Wiggins & McTighe (1998) are advocates for backward curriculum design. Backwards curriculum design starts with the end first. Backwards curriculum design involves identification of the learning goals first followed by creation of the instructional plan based on evidence of student learning as outlined by the learning outcomes. Backwards design therefore, involves thinking about assessments as we begin our planning and use the evidence of student learning from the assessments to inform our instruction.

The task of defining learning goals cannot be over emphasized. When we refer to the learning outcomes in our curriculum documents they are not always easily understood.

Perhaps it is sufficient in some cases to reword the learning outcomes into student friendly language and post them on our classroom walls so that students are reminded of the goals they are working towards. Our real challenge is to be able to clearly identify what we want students to know, be able to do or to understand. Learning outcomes may require students to recall information, apply reasoning process (comparing, classifying, evaluating or synthesizing), perform a skill or create a product.

Wiggins & McTighe (1998) acknowledge that “…knowledge and skill do not automatically lead to understanding, that misunderstanding is a bigger problem than we realize, and that assessment of understanding therefore requires evidence that cannot be gained from traditional testing alone” (p.5). Understanding is a complex term to define. Understanding involves abilities and interpretations that need to be demonstrated in a variety of contexts. In the process of clearly defining our learning targets we also have to determine what level of understanding our students need to or are able to accomplish. The process of determining the type of outcome that is being addressed can lead to clarity and explanation of the level of understanding involved or the knowledge or skill that needs to be demonstrated. Some learning goals do not require in-depth understanding. It may be appropriate to be familiar with the information and know how to access more information if required. The process of clarifying learning goals will assist in determining the level of understanding that is required and may identify the amount of time that needs to be delegated to each learning goal.

When we identify the need to clearly outline learning targets we are trying to determine what types of student work and assessment evidence would demonstrate that a student has really understood a concept (Wiggins & McTigh, 1998).