Barbara J. Lyon

(Texas A&M University, Central Texas, USA)

 

 

Abstract: Since the middle of the last century, accreditation bodies have encouraged, even required, the statement and measurement of learning outcomes that prepare students for success in their chosen fields. With few effective tools in their traditional assessment practices, higher education has largely turned to Bloom’s Taxonomy to frame learning outcomes. Many in the academic community simply are not well prepared to use this tool, however, and it is oftentimes ignored as being non-relevant to their teaching experience. Further, research shows that learning is advanced when domains are essentially combined and not placed in separate silos. To facilitate better understanding and reduce complexity, a simplified, integrated, three-step model for designing appropriate learning objectives is proposed. By applying the S-3 Learning model, academic programs will move beyond simple (S-1) and systematic (S-2) classroom-centered outcomes to promote higher-ordered strategic (S-3) learning results, where leadership opportunities are provided and student character is shaped. When fully integrated into program planning and assessment processes, this framework promotes development of appropriate learning outcomes, guides learning activities, and facilitates program evaluation.

 

 

Key words: S-3 Learning; learning outcomes; three-step model

 

JEL codes: A, Z