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What are learning outcomes?

A learning outcome answers the question: ‘What should students be able to do at the end of

the class or course that they couldn’t do before?’

• A learning outcome aimed at the knowledge and skills you are going to teach.

• The focus is the product of instruction rather than what form the instruction will take.

How do I write learning outcomes?

1. Focus on student performance, not teacher performance.

2. ABCD Method

A is for Audience — who are the

students?

B is for Behavior — what is the

observable and measurable behavior

the learner expected to attain?

C is for Condition — what is the

context or situation in which the

learning will occur? What do they

need?

D is for Degree — what is the extent

or level of expected performance?

How well will the learner need to

perform the learning objective?

The ABCD method of

writing Learning

objectives

3. Use active verbs (Please see Appendix A for a list of active verbs.)

• Special attention to replacing “understand”—ask yourself, “What should the student

be able to do if the student understands the content?”

4. Think about where you are aiming on Bloom’s taxonomy. Aim for higher order thinking.

Use the following template to help you write an appropriate learning outcome:

• By the end of this unit on unit name students will be able to choose an action

verb by how they will apply students’ knowledge or skill/ how you will assess

students’ learning.

When writing your outcomes, keep in mind…

Learning outcomes should be SMART(TT):

peak to the Learner

Learning outcomes should address what the

learner will know or be able to do at the

completion of the course

easurable

Learning outcomes must indicate how

learning will be assessed

pplicable

Learning outcomes should emphasize ways

in which the learner is likely to use the

knowledge or skills gained

ealistic

All learners who complete the activity or

course satisfactorily should be able to

demonstrate the knowledge or skills

addressed in the outcome

ime-Bound

The learning outcome should set a deadline

by which the knowledge or skills should be

acquired

ransparent

Should be easily understood by the learner

ransferable

Should address knowledge and skills that

will be used by the learner in a wide variety

of contexts

The SMART(TT) method of goal setting is adapted from Blanchard, K., & Johnson, S. (1981). The one

minute manager. New York: Harper Collins.

Why spend time writing specific learning outcomes? Isn’t my course

description good enough?

Well-written learning outcomes help instructors

• Aid students in getting as much as possible from the course by focusing their

learning

• Plan and revise courses by organizing the course around specific areas of

achievement

• Improve assessment of student performance by aligning testing with what you want

your students to actually get out of the course

• Improve organization and optimize lecture time by focusing on the most important

concepts and reducing the opportunity to get off track

Well-written learning outcomes help students

• Get on the same page with the instructor and peers. Students take a course for a

number of different reasons: it is required, it looked interesting, it fit my

schedule, and it was the only one left. Specific learning outcomes make all

students aware of the expectations for learning regardless of their prior

experience with the subject or instructor

• Clarify what is important in this course

• Self-assess how they are doing and what they need to do to be successful in the

course. When outcomes are aligned with assessments, students know how to

study, practice, and apply concepts and spend less time guessing how to please the

instructor

Some Examples of Learning Outcome

1. Content

o By the end of this course, students will be able to categorize macroeconomic

policies according to the economic theories from which they emerge.

o By the end of this unit, students will be able to describe the characteristics of

the three main types of geologic faults (dipslip, transform, and oblique) and

explain the different types of motion associated with each.

2. Skills

o By the end of this course, students will be able to ask questions concerning

language usage with confidence and seek effective help from reference

sources.

o By the end of this course, students will be able to analyze qualitative and

quantitative data, and explain how evidence gathered supports or refutes

an initial hypothesis.

3. Values

o By the end of this course, students will be able to work cooperatively in a

small group environment.

o By the end of this course, students will be able to identify their own

position on the political spectrum.

Appendix A

Bloom’s Taxonomy Action Verbs

Level

Sample of Action Verbs

Examples of Learning Outcome

Remember

recall of

information

define

state

repeat

relate

identify

label

list

match

Name

write

recall

recognize

By the end of this course,

students will be able to identify

the most frequently

encountered endings for nouns,

adjectives and verbs.

Understand

demonstration

comprehension

explain

summarize

paraphrase

describe

report

convert

distinguish

summarize

classify

predict

estimate

express extend

indicate

illustrate

By the end of this course,

students will be able to explain

their personal responses to a

literary work they have selected

independently.

Apply

applying

knowledge in a

new context

apply

change

choose

compute

demonstrate

discover

employ

illustrate

interpret

solve

construct

practice

prepare

schedule

use

predict

Upon completion of this course,

students will be able to

interpret the results of

statistical analyses.

Analyze

supporting

assertions

through the

use of

evidence and

arguments;

identifying

causes and

patterns

analyze

categorize

compare

contrast

separate

apply

classify

distinguish

differentiate

explore

explain

select

figure out

ensure

infer

investigate

outline

Upon completion of this course,

students will be able to compare

the outcomes of different

administrative practices.

Evaluate

coming to a

judgment on

the value of

information or

the validity of

arguments

judge

recommend

critique

justify

appraise

interpret

conclude

contrast

predict

argue

defend

discriminate

estimate

evaluate

Upon completion of the course,

students will be able critically

evaluate psychometric quality of

instruments.

Create

combining or

grouping

knowledge to

come to new

conclusions

create

design

hypothesize

invent

arrange

assemble

collect

combine

comply

compose

construct

plan

design develop

formulate

generate

revise

reorganize

By the end of this course,

students will be able to develop

strategies for building teacher-

parent cooperation.