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Structure of observed learning outcome (SOLO) DIKW pyramid; Model of hierarchical complexity; In some organisations the term learning outcome is used in the part of a course description where aims are normally found. [5] [6] One can equate aims to intended learning outcomes and objectives to measured learning outcomes.
Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Objectives and key results (OKR, alternatively OKRs) is a goal-setting framework used by individuals, teams, and organizations to define measurable goals and track their outcomes. The development of OKR is generally attributed to Andrew Grove who introduced the approach to Intel in the 1970s [ 1 ] and documented the framework in his 1983 book ...
Objective assessment is well suited to the increasingly popular computerized or online assessment format. Some have argued that the distinction between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as "objective" assessment.
Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines. Despite its broad application, the taxonomy has also faced criticism, particularly regarding the hierarchical structure of cognitive skills and its implications for teaching ...
A goal or objective is an idea of the future or desired result that a person or a group of people envision, plan, and commit to achieve. [1] People endeavour to reach goals within a finite time by setting deadlines .
The latter are outcomes of a project or achievements of an organization necessary to consider the project a success or the organization successful. Success criteria are defined with the objectives and may be quantified by key performance indicators (KPIs).
Develop evaluation instruments to assess objectives; Select resources to support instruction and learning activities. The largest difference between backward design and the Kemp model is that the Kemp model is meant to be used on a smaller scale. This allows for easier adaptations to be made for individual lessons and individual learners.