Using the ABCD Method
Writing clear and measurable learning outcomes is crucial for effective course design. The ABCD method, introduced by Robert F. Mager in his book "Preparing Instructional Objectives" (1962), provides a structured approach to formulate these outcomes. From the preface of the groundbreaking book, Robert F. Mager provides the succinct goal for any instructor constructing an online (any modality) course:
Before you prepare instruction, before you choose material, machine, or method, it is important to be able to state clearly what your goals are. This book is about instructional objectives. In it I will try to show how to state objectives that best succeed in communicating your intent to others. . . It is assumed that you are interested in preparing effective instruction, and that you have taught, are teaching, or are learning to teach. It is further assumed that you are interested in communicating certain skills and knowledge to your students, and in communicating them in such a way that your students will be able to demonstrate their achievement of your instructional objectives. (If you are not interested in demonstrating achievement of your objectives, you have just finished this book.)
ABCD Components
Step 1: Identify the Audience (A): Clearly state who the learners are. This is typically "students" or "participants."
Step 2: Define the Behavior (B): Use action verbs to describe what learners will be able to do. Avoid vague terms like "understand" or "know." Instead, use measurable verbs such as "explain," "analyze," "create," or "evaluate."
Step 3: Specify the Condition (C): Describe the conditions under which the behavior will be performed. This includes any tools, resources, or constraints involved.
*Step 4: Set the Degree (D): Indicate the standard for acceptable performance. This could be the level of accuracy, speed, quality, or quantity.
Examples of Learning Outcomes Using the ABCD Method
- Students (A) will be able to solve quadratic equations (B) using the quadratic formula (C) with 90% accuracy (D).
- Learners (A) will create a marketing plan (B) given a case study and template (C) that meets all specified criteria (D).
- You (A) will analyze historical events (B) using primary source documents (C) and provide a written analysis that demonstrates critical thinking and comprehension (D).
Tips for Writing Effective Learning Outcomes
- Be Specific: Ensure each component is clearly defined and unambiguous
- Be Measurable: Use action verbs that facilitate assessment
- Align with Course Goals: Ensure learning outcomes align with the overall goals of the course
- Focus on Learner-Centric Outcomes: Concentrate on what learners will do rather than what the instructor will teach
By following this ABCD method, you can create precise and measurable learning outcomes that enhance the educational experience and provide clear goals for students.
Pitfalls to Watch Out For
Using vague course learning outcomes poses significant risks for both learners and faculty. For learners, unclear outcomes can create confusion about expectations, leading to a lack of direction and motivation that may hinder their ability to assess their progress and negatively impact their overall success. For faculty, vague outcomes complicate course design and assessment, making it challenging to measure student learning effectively and resulting in frustration when desired educational goals are not met. Additionally, using terms like "understand" is problematic because it lacks clarity regarding the expected level of comprehension. Since terms such as "identify," "describe," and "explain" essentially fall under the umbrella of "understanding," they do not provide the specificity needed for effective learning outcomes. Clear, measurable outcomes are essential for fostering a productive learning environment and ensuring accountability for both students and educators.
Examples
Understand the concepts of; Know about; Become familiar with; Appreciate the importance of; Gain insight into; Explore the idea of; Learn how to; Get an overview of; Engage with the topic of; Develop an awareness of; Consider the implications of; Reflect on the significance of; Recognize the role of; Identify various aspects of; Discuss the themes of; Formulate opinions about; Examine the relationship between; Contribute to discussions about; Describe the basic characteristics of; Think critically about . . . and so on.
Fixing Existing Vague Outcomes
What if you notice some of the examples above in your own work? No need to worry - learning is a fundamental part of our mission in education. By applying the ABCD method, you can transform ambiguous statements into specific, measurable objectives. By turning the components into questions, simply fill in the missing pieces.
Example 1: Business Writing Course
- Vague Outcome: "Students will understand effective business communication."
- Revised Outcome: "Students will be able to compose a professional email (Behavior) that effectively conveys key information (Condition) with no more than two grammatical errors (Degree)."
Example 2: Computer Science Course
- Vague Outcome: "Students will understand programming concepts."
- Revised Outcome: "Students will be able to write a Python function (Behavior) that solves a given problem using at least three programming constructs (Condition) with a success rate of 90% in unit tests (Degree)."
Going Deeper
Consider using this new knowledge with the following resource: Course Mapping: Your Essential Tool for Effective Course Design
*Step 4 - Not necessarily optional, but one that takes specific calculation, and as result, is used less often. Basically, an ABC makes for a high level learning outcome.
Mager, R. F. (1962). Preparing Instructional Objectives. Fearon. February 13, 2024, https://babel.hathitrust.org
- Review Mager's book, paying special attention to p. 10-12 (overview) and p. 53 (summary). For a deeper dive, skim p. 13-52 and consider the optional self-assessment on p. 54-59 with answers on p. 60
- Reflect on your current practice for writing course-level learning outcomes and notate changes that you might incorporate into your learning journal
- Consider perusing the supplemental resources for extra nuggets of insight into constructing measurable outcomes (practice, practice, practice)