I co-authored this article with Daniel Yiorgios Rigney, which is just published. Below is the abstract and you can read the entire article here.

Outcomes in education are complex and numerous. Seemingly simple instructional choices can have far reaching implications for a student’s interest in a subject, their social network, and even their psychological well-being. These types of outcomes are rarely studied however. Interest in short-term instructional outcomes is far more prevalent, as made evident by the popularity of yearly high-stakes testing. Combatting this trend will require educators and policy makers to consciously investigate the various outcomes, even if only informally. This article offers a taxonomy of educational outcomes to help with this process. The taxonomy assists stakeholders at all levels understand the potential impact of their decisions. The article discusses a variety of delineations to help readers examine potential outcomes, including instructional and educational, short and long-term, and cognitive and non-cognitive. Finally, it provides a series of guiding questions with examples taken from the research literature to facilitate the process of exploring these outcomes.