Term - 3 -Learning Outcome Record for 6 th Maths Tm Zeal study

Zeal study team prepares and share you the Learning outcomes record for all classes for term 3 both medium. this will help the teacher to assess the students easily.An effective set of learning outcomes statements informs and guides both you and your students

 For teaching staff: It informs: 

• the content of teaching 
• the teaching strategies you will use 
•  the sorts of learning activities/tasks you set for your students 
• appropriate assessment tasks course evaluation.  

 For students:

 The set of learning outcomes provides them with: 

•  a solid framework to guide their studies and assist them to prepare for their assessment 

 a point of articulation with graduate attributes at course and/or university (i.e. generic) level. From this, effective learning outcomes statements should identify

•  important learning requirements (the ‘content’ of learning – the range and type of knowledge, skills and values required) 
• use clear language, understandable by students and other potential clients 
• link to the generic and/or course graduate attributes 
• be achievable and asses-sable, and relate to explicit statements of achievement (e.g. level of understanding required).

There are different kinds of knowledge. Biggs (1999) identifies four kinds: 

1. Declarative knowledge: knowing what, or knowing about – the ‘’content’ of knowledge

 2. Procedural knowledge: knowing how to do things 

3. Conditional knowledge: knowing when to do things 

4. Functioning knowledge: knowing how to employ the first three types of knowledge to solve problems and function as an effective professional.  

6 th Maths lo Record

The range of cognitive skills At university we expect our students to be able to do more than simply recall on demand large amounts of information – the simplest of declarative knowledge. We expect them to be able to apply what they have learnt in new and different situations, and to be able to analyse, interpret, evaluate and synthesis information – what we 3 identify as critical thinking skills. There is in fact a hierarchy of cognitive skills, from simple recall through to the highest levels of critical thinking. This hierarchy is captured in Bloom’s (1956) Taxonomy of Educational Objectives. The following table provides a quick reference to Bloom's Taxonomy, relating his categories in the cognitive domain to a simplified list appropriate to our university environment.