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ASSURE, Learning Outcomes, image , Kurt, S. "ASSURE: Instructional…

- - - - Comprehension
        To understand, interpret, compare, contrast, explain.
        e.g.: Students can explain their project assumptions clearly and concisely.
      - Knowledge
        (represents the lowest level of learning text)
        To know and remember specific facts, terms concepts, principles or theories
        e.g.:Students can compare and contrast three major theories of political economics.
      - Application
        To apply knowledge to new situations to solve problems using required
        knowledge or skills
        e.g.: Students can use a formula to solve a problem.
      - Analysis
        To identify the organizational structure of something; to identify parts,
        relationships, and organizing principles
        e.g.: "Students can compare and contrast three major theories of political economics.
      - Synthesis
        To create something, to integrate ideas into a solution, to propose an action
        plan, to formulate a new classification scheme
        e.g.: Students can design efficient handbook about using Word Office.
      - Evaluation
        (represents the highest level of learning)
        To judge the quality of something based on its adequacy, value, logic or use.
        e.g.: Students can recommend different projects about environemental issues.
  - - - be realistic.
        Outcomes need to be reviewed in light of students’ ability, developmental levels, their initial skill sets
    - - align with the program’s curriculum.
        The outcomes developed in your plan need to be consistent with the curriculum goals of the program in which they are taught. This is critical in the
        interpretation of your assessment results in terms of where changes in instruction should be made.