Jennie Young nails it in this delightful little bit of satire about the misuse of learning outcomes in education, Forget the Magic of Discovery, It’s Learning Outcomes That Help Children Identify, Comprehend, and Synthesize Their Dreams.
Learning outcomes do have their uses. They are very useful tools when designing learning activities, courses, and programs. Done well, they help guide and manage the process, and they are especially helpful in teams as a way to share intentions and establish boundaries, which can also be handy when thinking about how they fit into a broader program of study, or how they mesh with other learning activities elsewhere. They can perform a useful role in assessment. I find them especially valuable when I’m called upon to provide a credential because, rather than giving marks to assignments that I force students to do, I can give marks for learning outcomes, thereby allowing students to select their own evidence of having met them. It’s a great way to encourage participation in a learning community without the appallingly controlling, inauthentic, but widespread practice of giving marks for discussion contributions because such contributions can be very good evidence of learning, but there are other ways to provide it. It also makes it very easy to demonstrate to others that course outcomes have been met, it makes it easy for students to understand the marks they received, it helps to avoid over-assessment and, especially if students are involved in creating or weighting the outcomes themselves, it empowers them to take control of the assessment process. Coming up with the evidence is also a great reflective exercise in itself, and a chance to spot any gaps before it makes a difference to the marks. Learning outcomes can also help teachers as part of how they evaluate the success of an educational intervention, though it is better to harvest outcomes than to just measure achievement of ones that are pre-specified because, if teaching is successful, students always learn more than what we require them to learn. However, they should never be used in a managerial process as objective, measurable ways of monitoring performance because that is simply not what they do.
They can have some limited value for students when initially choosing a learning activity, course, or program, or (with care and support) for evaluating their own success. However, they should seldom if ever be the first things students see because you could hardly be more boring or controlling than to start with “at the end of this course you will …”. And they should seldom if ever be used to constrain or hobble teaching or learning because, as Young’s article makes beautifully clear, learning is an adventure into the unknown that should be full of surprises, for learners and for teachers. That said, there are a few kinds of learning outcome (that I have been thinking about including in my own courses for many years but have yet to work up the nerve to implement) that might be exceptions. For example…
At the end of this course a successful student will be able to:
- feel a sense of wonder and excitement about [subject];
- feel a passionate need to learn more about [subject];
- teach their teacher about [subject];
- enthusiastically take the course again and learn something completely different the second time around;
- learn better;
- do something in [subject] that no one has ever done before;
- use what they have learned to make the world a better place;
- explain [subject] to their teacher’s grandmother in a way that she would finally understand;
- laugh uncontrollably at a joke that only experts in the field would get;
- tell an original good joke that only experts in the field would get and that would make them laugh;
- at a dinner party, even when slightly tipsy, convince an expert in the field that they are more of an expert;
- design and deliver a better course than this on [subject].
I would totally enrol on this course.
