Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 116

Designing the Classroom Curriculum
Table 6.6: Examining Learning Outcomes
Example
Learning
Outcome Statement
(Key verb underlined)
D1: The student will be able
to proofread their written
work and use a variety of
adverbs to add flavour and
dimension to their written
work.
Why the learning outcome is not explicit or
appropriate and how to make it explicit.





The learning outcome statement contains more than
one key verb and is thus complex in what needs to
be taught and assessed.
Make into explicit and inter-related LO
statements
Th e learning outcomes intent is not focused as it
attempts to cover two distinctive teaching themes
(i.e. proofreading and adverbs) that are only tacitly
connected.
Examples of how the Learning Outcome Statement
should be written
(key verb is underlined)
D1: The student will be able to name key proofreading
elements in written texts.
D2: The student will use a variety of adverbs that enhance
their written work.
P1: The student will use a prescribed checklist to
systematically proof read their written work.
Make into separate but inter-related LO
statements
The phrase “add flavour and dimension to their
written work” is obscure and non-specific to what
actually has to be taught and assessed.
Use terms and phrases that reflect (and thus are
informed by) the intent of the syllabus
“Proofreading” is a comprehensive body of work.
Make explicit what is to be taught
The Learning outcome contains both procedural and
declarative knowledge. Separate each LO into
procedural
and
declarative
knowledge
statements as the teaching and assessment
strategy reflect the knowledge type.
NS2.2 Uses mental and
written strategies for addition
and subtraction involving
two-, three- and four-digit
numbers

This is a Syllabus Learning Outcome Statement. It is
too complex and involved to teach and assess from.
If you review the NSW K-6 Mathematics syllabus 47
(p. 51) you will notice this SLO encompasses; three
key ideas, four knowledge and skill sets and ten
working mathematically elements.
Break the SLO into instructional learning
outcomes that meet the scope and sequence of
teaching (i.e. a lesson, unit of work, etc.)
P1: The student will be able to
write an essay

There is no key verb in this LO. The verb “write” is
not explicit enough to provide teaching and
assessment guidance.
Refer to Table 5.7: “Verbs that signal the learning
intent in learning outcomes” in Chapter Four
The student will be able to:
D1: use mental strategies for addition involving two digit
numbers
D2: use mental strategies for subtraction involving two-
digit numbers
P2: add two or more numbers, with and without trading,
using concrete materials and recording their method
P2: subtract two or more numbers, with and without
trading, using concrete materials and recording their
method
The student will be able to:
D1: explain the purpose of an essay
P2: compose an essay using the convention introduction,
body and conclusion
2. Considering validity, reliability, authenticity, fairness and the impact on students of assessment
methods
Validity: Validity is always determined by professional judgment and is based on accumulated evidence.
There are three sources of information for validity judgment purposes:
o
47
Content related evidence - the extent to which assessment is representative of the teaching area
See the NSW K-6 Mathematics Syllabus located at http://k6.boardofstudies.nsw.edu.au/go/mathematics
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