As subject matter experts in their field, faculty know almost intuitively what the most important things are that students must master. In order to develop learning goals, faculty should answer the question, “What do I want my students to know or be able to do by the end of this course?”
Developing a set of learning goals for a course takes what faculty know but don’t always state and puts it into a short list of real concepts that can guide students and add clarity to teaching and learning. The overall goal for teaching should be learning. When students know what they should be able to do by the end of a course it will be less of a challenge for them to meet that goal.
How can learning goals add value to teaching and learning?
Clearly defined learning goals contribute to a structure that surrounds a course and can aid in selecting appropriate graded and ungraded assessments, selecting relevant content for the course, and enhancing the assessment or grading practices.
• Remember that learning goals do not place limits on what you can teach in a
course. Instead, goals provide a map or signposts that tell students where the
course is going.
• Learning goals can add to student’s sense of ownership in the learning process
helping them feel like they are on the inside logic of the course instead of the
outside.
• Learning goals can be a useful communication tool. Faculty can describe their
course to colleagues and students by beginning with their goals.
• Departments can gain a sense of curricular cohesiveness if multiple courses have
learning goals.
How do I begin developing learning goals for my course?
You are the expert in this process. Begin by relying on what you know about the subject, what you know you can realistically teach in the course, and what your students can realistically learn. As you begin developing learning goals think of concepts, topics, important skills, and vital areas of learning connected to your course. Make a list and don’t worry about developing full goal statements. That will come later. The list you develop is perhaps the most important step in this exercise; it will form the basis for goals, assessments, and the overall teaching and learning process. Share your list with colleagues. Let them help you critique it. Keep returning to “what can you realistically teach and what can your students learn” as a way of editing the list to something that is manageable. Your list should help you answer the question, “What do I want my students to know or be able to do by the end of this course?”
Consider the following points as you develop learning goals:
• Don’t get trapped into thinking that you will only be able to teach to the goals. Your learning goals point out the high points and learners always need to know all
of the supporting content, theory, data, different points of view, and relevant facts that support the high points.
• Keep the number of learning goals - manageable and realistic. The first time you go through this exercise opt for a shorter list knowing that you can edit it as needed. Five or six goals might be a good starting point.
• Write goal statements that begin with action verbs. By using verbs that specify action, the outcome is more likely to be measurable. Actions help identify what needs to be assessed (did this student develop a plan, facilitate a process, establish a relationship, present a solution?) (See list of action verbs on the next page).
• Use language that is discipline-specific and appropriate to your field.
• Think about goals that are valuable to you and your students. Consider how discipline specific goals map to broader skills attainment (e.g., critical thinking, analytical resasoning and written/oral communication.
• Think about your teaching experience. What evidence tells you that students have
met your expectations? How would you know that they are getting it? In other
words, learning goals should be measurable; you will need evidence that the goal
was or was not achieved.
Several examples of learning goals taken from UC Berkeley undergraduate courses
By the end of this course students will be able to:
1. Identify major figures and ideas in peace movements from around the world.
2. Formulate a well-organized argument supported by evidence.
3. Communicate effectively in the language of the target country and read
appropriate vernacular materials in our field.
4. Practice ethical behavior while engaging in service learning.
5. Demonstrate the ability to read, evaluate and interpret general economic information.
6. Apply the necessary mathematical tools to solving complex design problems.
7. Apply scientific principles to analyze mechanical systems of importance to society.
8. Analyze media images and narratives.
9. Apply research methods in psychology, including design, data analysis, and
interpretation to a research project.
10. Communicate effectively in an oral presentation.
List of Action Verbs
| Knowledge | Comprehension | Application | Analysis | Synthesis | Evaluation |
| define describe examine identify indicate know label list match name outline recall recognize record relate reproduce restate select show state |
choose cite convert defend describe detect discuss distinguish estimate explain extend generalize give examples identify infer locate paraphrase predict recognize rephrase report restate select summarize |
act administer apply change collect compute construct control convert demonstrate derive develop diagram discover employ estimate facilitate generalize help illustrate implement interpret manipulate modify operate perform practice predict prepare present produce provide regulate schedule share show solve use |
analyze appraise assess break down calculate categorize classify compare contrast debate deduce describe detect diagram differentiate discriminate distinguish elicit examine extrapolate identify illustrate infer inspect question recognize reflect relate select solve sort systematize tabulate test |
adapt arrange articulate assemble collaborate combine communicate compose consolidate construct create design develop devise establish explain formulate generate incorporate initiate integrate intervene justify manage modify organize plan predict prepare propose reflect relate revise summarize synthesize tell write |
appraise assess collaborate compare conclude contrast criticize critique describe discriminate estimate evaluate explain interpret judge justify measure rate reconsider reflect relate summarize support validate verify |
Linking Learning Goals to Course Assignments
Once you have developed a set of course learning goals, it’s time to begin thinking about linking them to the rest of your course and to assignments, in particular.
•Begin by answering the question: “What evidence do I need to know that my students have met the goals for this course?”
• The primary source of evidence of learning will come from the course assignments that students produce.
• The work each student produces is the direct evidence of learning. This is likely the best way to evaluate learning in most courses.
• Indirect evidence of learning is seen in things like course evaluations in which students might comment that they “learned a lot.”
• The “evidence” you will be looking for will be familiar (papers, exams, presentations) but now you want to connect the course goals to these assignments
• When selecting assessments consider the constraints of your course (class
size, expertise of the students, workload for faculty, students, GSI’s).
• Can your students successfully meet a goal through one assessment?
• Can multiple goals be included in a single, more complex assessment?
Assigned work in a course may be graded or ungraded. The following list highlights examples of both graded and ungraded assignments. Graded assignments are clearly for
evaluating learning or student performance in a course. Ungraded assignments are a kind of learning tool that expose students to concepts, let them practice doing things, and get
feedback on the learning process. Note that there is cross over between the two lists.
| Selection of Assignments(Graded) | Selection of Assignments(Ungraded) |
|---|---|
| Case study Analysis of case study Debate Concept paper Proposal outline Focus group session and written summary Annotated bibliography Essay Field notes Weekly quiz Business report Letter to editor Model of solution, plan, theory Illustration of a concept Letter of recommendation Visual aids Short lecture presentation Capstone Web-based project Reflection paper Proposal for solving a problem White paper Semester long group project Short answer subjective exam Memo Cover letter Survey and analysis of results Portfolio Poster, display, or exhibit Self-assessment Course scenario Advertisement Create brochure or pamphlet Oral report Essay exam Journal Pro and con critique of opposing points-of-view Interviews and write summary reports Persuasive speech or presentation Term paper Client report Process description and analysis Collaborative problem-solving project Peers teaching peers |
One minute paper
|
Designing assignments linked to goals
As you begin the process of designing course assignments, answer these questions:
• What goal or goals are associated with the assignment?
• What are the components of the goal?
If you have a course goal that states that students should be able to “Formulate a well organized argument supported by evidence” the components of that goal might be that students need to:
• Demonstrate depth and breadth of understanding
• Present information in a clear and organized way
• Incorporate a variety of sources of evidence
• Use accurate grammar and mechanics
This is a vital step in the process of linking goals with assessments. By identifying the components of a learning goal, you begin to make the teaching and learning process more transparent. Knowing what the components of a goal are will help in writing the assignment description and will be very valuable in the grading process.
Check list to consider as you design course assignments:
• Each assignment should include a clearly written description that appears in the course syllabus and outlines your expectations. The description tells students what is expected, how they will get there, and grading criteria.
• Include the goal or goals associated with the assignment.
• Write a short description of the assignment that tells students why they are doing this and what they will learn. What skills and knowledge do you want students to demonstrate?
• It’s fine to keep the description fairly short in the syllabus. As the assignment due date approaches you can answer questions and add clarity during class sessions. Highly detailed descriptions that are presented at the beginning of the semester can lead to confusion and anxiety for students.
• Following the assignment description tells students how to complete the assignment. Consider including the following components:
• What percent of the overall course grade is associated with this assessment?
• What are the grading criteria? A potential way to address “criteria” is to use a rubric. (See examples of a “learning rubric” and a “scoring rubric” on the following pages).
• If you choose not to use a rubric, you might rely on the components of the goals you identified in the previous step of this process.
Consider this example:
“This assignment is worth 50% of the overall course grade. The breakdown or criteria for the grade includes these components:
• Demonstrate depth and breadth of understanding (15%)
• Present information in a clear and organized way (10%)
• Incorporate a variety of sources of evidence (15%)
• Use accurate grammar and mechanics (10%)
• What is the due date for the assignment or are there multiple dates? If it is a complex assignment carrying a high percentage of the course grade consider segmenting the assignment into stages. Including stages helps keep student on track. By providing a portion of the assignment grade for each stage students receive early feedback.
• If the assignment includes a written component, what’s an optimal length?
• Do you have a policy for late or incomplete assignments?
• Will you provide assistance while students are working on the assignment (reviewing drafts, providing supporting material, meeting with students)?
Grading Assignments
Established course learning goals and a good set of assignments for the course lead to
grading. Consider these best practices associated with grading:
• Use your course syllabus as the primary tool for conveying information to
students about your grading process. Avoid making any adjustments to syllabus
after your students have received it.
• Balance student workload throughout the course. Provide enough opportunities for students to demonstrate what they are learning. At the same time avoid overloading students with too much work or work that isn’t relevant. Use the established course goals for an anchor when deciding how much work to assign.
• Rely on the criteria you have established for each assignment as a “grading guide” when you begin the grading process. (The “criteria” are the components of each goal and the graded weight you identified earlier)
• Assigning a grade for an assignment is rarely enough information for students. Attempt to provide rich feedback to each student; even the “A” students deserve
praise beyond the grade.
• As you grade assignments and provide written feedback to students, set aside examples of the range of grades (A, B, C). Later, review these examples as a basis of comparison for all of the graded assignments. This process is another way to ensure fair grading.
Reading and Composition