A Closer Look At

Learning Outcomes
 Learning outcomes are specific
statements of what students will be able
What are to do when they successfully complete a
Learning learning experience (whether it's a
Outcomes? project, course or program).

They are always written in a student-

centered, measurable fashion that is
concise, meaningful, and achievable.
 Why are Learning Outcomes essential?

Define Provide Communicate

• define the type • provide an • clearly

and depth of objective communicate
learning benchmark for expectations to
students are formative, learners
expected to summative, and
achieve prior learning
assessment
 Why are Learning Outcomes essential?

Communicate Define Guide

• clearly • define coherent • guide and

communicate units of learning organize the
graduates’ skills that can be instructor and the
to prospective further subdivided learner
employers or modularized
for classroom or
other delivery
modes
 OBE curriculum design begins with
Backwards the end in mind.
Design

What do you want your students to

achieve?
Designing Learning Outcomes

Huba & Freed, (2000).

 You ask yourself: What should
Backwards students know, understand and be
Design able to do?

What is worthy of understanding?

What learning do you want to last?
Learning Outcomes are used on many scales,
Outcomes at
the
from developing curriculum for a
University or program of study to creating lessons
Program for a single class activity.
Level

At the highest level, learning

outcomes can be established at the
university level.
Learning
Outcomes at
the
University or Just as learning outcomes can be
Program designed at the program level or
Level
university-wide level, they can also
operate at a more granular scale
within an individual course.
Learning
Outcomes at
Typically, instructors divide their
the Module, courses into smaller units such as
Unit, or modules or lessons, and many
Lesson Level instructors establish learning
outcomes for these smaller units
that map onto the larger course-
level outcomes
Learning
Outcomes at
the Module, As a general rule, as the level of
Unit, or analysis becomes smaller, from
Lesson Level course to module to assignment,
the learning outcomes tend to be
more specific and easily
quantifiable.
Learning These terms are often used inter-
Outcomes
vs
changeably and they are all related
Learning Goals to the teaching and learning that is
vs expected to take place in the
Learning classroom.
Objectives
The difference between goals or
objectives and outcomes lies in the
emphasis on who will be performing
the activities.
 Learning goals and objectives
Learning generally describe what an
Outcomes
vs instructor, program, or institution
Learning Goals aims to do.
vs
Learning Learning outcomes describe in
Objectives observable and measurable terms
what a student is able to do as a
result of completing a learning
experience (e.g., course, project, or
unit).
 Learning goals are broad statements
written from an instructor's or
institution's perspective that gives
Learning the general content and direction of
Goals a learning experience.

They generally describe what an

instructor or program aims to do;
i.e., “The curriculum will introduce
students to the major research
methods of the discipline.”
Learning
Objectives Learning objectives are statements
of what you intend to teach or cover
in a learning experience.
 More specific than learning
Learning goals
Objectives Not necessarily observable
nor measurable
They
Instructor-centered rather
tend to
than student-centered
be
Useful in helping you
formulate more specific
learning outcomes
 Learning objectives can introduce
Learning unintended complexity because
Objectives sometimes they are written in terms
of what you intend to teach and
sometimes they are written in terms
of what you expect students will
learn.
 Examples:
We will cover historical
perspectives and debates
about the role of mass
Learning communication in the 20th
Objectives century.

Students will understand the

impacts and effects of new
media on identity formation.
Learning In contrast, learning outcomes
Objectives should always be written with a
focus on the learner and how the
learner will demonstrate
achievement, which makes it easier
to assess students' learning.
Why write Learning
Outcomes?
Learning
outcomes
help  describe to students what is expected
instructors... of them

 plan appropriate teaching strategies,

materials and assessments
Learning
outcomes  learn from and make changes to
help curriculum to improve student
instructors... learning

 assess how the outcomes of a

single course align with larger
outcomes for an entire program
Learning  anticipate what they will gain from
outcomes an educational experience
help
students...
 track their progress and know
where they stand

 know in advance how they'll be

assessed
 Elements of
Effective Learning
Outcomes
Elements of Clearly written course-level and
Effective module-level outcomes are the
Learning foundation upon which effective
Outcomes courses are designed.

Outcomes inform both the way

students are evaluated in a course
and the way a course will be
organized.
Elements of
Effective
Learning •Effective learning outcomes are
Outcomes student-centered, measurable,
concise, meaningful, achievable
and outcomes-based (rather
than task-based).
Elements of Effective Learning Outcomes

Outcomes are phrased

from the perspective of
Student - Centered the student and are
written in language that
can be easily understood
by them.
Elements of Effective Learning Outcomes

Outcomes emphasize
higher-order thinking and
are consistent with
Measurable university, college,
department, and program
learning outcomes or
objectives.
Elements of Effective Learning Outcomes

Outcomes are written in

Concise short, succinct
sentences.
Elements of Effective Learning Outcomes

Outcomes emphasize higher-

order thinking and are consistent
Meaningful with university, college,
department, and program
learning outcomes.
Elements of Effective Learning Outcomes

The total number of

outcomes is reasonable
for this population of
Achievable
students and is
achievable within the
time available.
Elements of Effective Learning Outcomes

Outcomes should specify

the skills and knowledge
students must
demonstrate to prove
Outcomes-Based
mastery instead of
focusing on the
assignment format, such
as a quiz or essay.
Elements of Effective Learning Outcomes

Well-worded outcomes
should remain flexible
Outcomes-Based enough to accommodate
a variety of formats for a
corresponding
assessment.
Formula for Writing Learning Outcomes

(Learning Outcome formula, ©Macquarie University, Australia, FILT,

2015)
 Learners will be able to:

Formulate (action verb)

Sample scientific questions (specific learning/content)

about the motion of visible celestial objects (context)

Formulate scientific questions about the motion of

visible celestial objects
General You should expect to need four to eight
Guidelines course outcomes for a typical three-
for Course credit undergraduate course.
Outcomes
Performance expectations or minimum
levels of achievement are usually
considered in the assessment of the
outcome and in course prerequisites,
but not stated in the outcome itself.
General
Guidelines
for Course • Most of the course outcomes for a
Outcomes university-level course should
start with verbs from at least the
third level of Bloom’s taxonomy,
application.
 When developing learning outcomes, here are
the core questions to ask yourself:
Core
Questions to What do we want students in the course to
Ask learn?

What do we want the students to be able to

do?

Are the outcomes observable, measurable and

are they able to be performed by the students?
Characteristics
of Effective
Course Level
Outcomes
Characteristics Describe what you want your students
of Effective to learn in your course.
Course Level
Outcomes
Are aligned with program goals and
objectives.

Tell how you will know an instructional

goal has been achieved.
Characteristics
of Effective Use action words that specify definite,
Course Level observable behaviors.
Outcomes

Are assessable through one or more

indicators (papers, quizzes, projects,
presentations, journals, portfolios,
etc.)
Characteristics
of Effective
Course Level Are realistic and achievable.
Outcomes

Use simple language

Helpful
Hints in
Writing
Learning
Outcomes
 When writing learning
Remember
outcomes, remember to:

Helpful Hints
Focus on the student--what
the student will be able
Focus
to do by the end of the
course or program.
 Describe
Describe outcomes, not processes or
activities.

Helpful Hints

Start
Start each outcome with an
action verb.
 Use only one action verb
Use
per learning outcome.

Avoid vague verbs such as

Helpful Hints Avoid
know and understand.

Check that the verbs used

Check reflect the level of
learning required.
 Ensure that outcomes are
Ensure
observable and measurable.

Write the outcomes in terms of

Helpful Hints Write what the learner does, not what
the instructor does.

Check that the outcomes reflect

knowledge, skills or attitudes
Check
required in the workplace or the
wider community.
 Check that there is an appropriate
number of outcomes.

Helpful Hints

Check that course and program

outcomes align with College
competencies.
Learning
Outcomes A New
Perspective
 From To

S Specific
S Speak to the
Learner
M Measurable
M Measurable

A Achievable
A Applicable

R Realistic
R Realistic

T Time-bound
T Time-bound

T Transparent

T Transferrable
SMART(TT) Outcomes
 • The University of Toronto Centre
for Teaching Support &
Innovation (2014) has adapted
SMART(TT) the SMART(TT) method of goal
Outcomes setting from Blanchard and
Johnson‘s (1981) “The One-
Minute Manager.”
 SMART(TT) Outcomes
Learning outcomes should address what the learner will know or be able to
S peak to the do at the completion of the program, course, unit or lesson.
learner
Measurable Learning outcomes must indicate how learning will be assessed.
Learning outcomes should emphasize ways in which the learner is likely to
Applicable use the knowledge or skills gained.
All learners who complete the activity or course satisfactorily should be able
Realistic to demonstrate the knowledge or skills addressed in the outcome.
The learning outcome should set a deadline by which the knowledge or
Time-bound skills should be acquired.
Transparent Learning outcomes should be easily understood by the learner.

Learning outcomes should address knowledge and skills that will be used by
Transferrable the learner in a wide variety of contexts.
Bloom’s Taxonomy and Verbs Reflecting Levels of Learning

(Anderson et al., 2001)

Verbs to Avoid
• Understand • Know
• Comprehend • Appreciate
• Be familiar with • Study
• Become acquainted with • Cover
• Gain knowledge of • Learn
• Realize • Be aware

(Mohawk College Centre for Teaching and Learning, 2016)

Aligning
Learning Outcomes,
Teaching and Learning
Activities,
and
Assessment
Constructive Alignment
Measurable outcomes are
articulated first. From these, the
assessment criteria are
developed.
What the teacher does and
what the students do are
aimed at achieving the
outcomes by meeting the
assessment criteria.

The assessments are

designed to align with the
outcomes.

(Biggs & Tang, 2007)

 Define Clearly define the learning outcomes.

Select teaching and learning methods

Select that are likely to ensure that the
Constructive learning outcomes are achieved.
Alignment Choose a technique or techniques to
Choose assess the achievement of the
learning outcomes.

Assess the learning outcomes and

Assess check to see how well they match
with what was intended
Learning Outcomes Teaching and Learning Activities Assessment
(Learning Domains)
Cognitive •End of module exam.
(Demonstrate: Knowledge, •Multiple choice tests.
Comprehension, Application, •Essays.
Analysis, Synthesis, Evaluation) Lectures
•Reports on lab work and research
Tutorials project.
Discussions •Interviews/viva.
Affective
Laboratory work •Practical assessment.
(Integration of beliefs, ideas and
Clinical work •Poster display.
attitudes)
Group work •Fieldwork.
Seminar •Clinical examination.
Peer group presentation •Presentation.
Psychomotor etc.
•Portfolio.
(Acquisition of physical skills)
•Performance.
•Project work.
(Seminario Internacional SCT, Pucón, Chile 31 Aug 2011) •Production of artefact etc.
 What do well-aligned
assessments look like?

(Carnegie Mellon University, 2020)

Type of Learning Outcome Examples of Appropriate Assessments
Level 1: Remembering
Objective test items such as fill-in-the-
blank, matching, labeling, or multiple-
choice questions that require students to:

Recall

 recall or recognize terms, facts, and

Recognize
concepts

Identify
Type of Learning Outcome Examples of Appropriate Assessments
Level 2: Understanding
Activities such as papers, exams, problem
sets, class discussions, or concept maps that
require students to:
Interpret
Exemplify
 summarize readings, films, or speeches
Classify  compare and contrast two or more
Summarize theories, events, or processes
Infer  classify or categorize cases, elements, or
events using established criteria
Compare
 paraphrase documents or speeches
Explain  find or identify examples or illustrations
of a concept or principle
Type of Learning Outcome Examples of Appropriate Assessments
Level 3: Applying

Activities such as problem sets, performances,

labs, prototyping, or simulations that require
students to:
Apply
 use procedures to solve or complete
Execute familiar or unfamiliar tasks

 determine which procedure(s) are most

Implement appropriate for a given task
Type of Learning Outcome Examples of Appropriate Assessments
Level 4: Analyzing

Activities such as case studies, critiques, labs,

papers, projects, debates, or concept maps
Analyze
that require students to:

Differentiate
 discriminate or select relevant and
irrelevant parts
Organize
 determine how elements function together
Attribute
 determine bias, values, or underlying intent
in presented material
Type of Learning Outcome Examples of Appropriate Assessments
Level 5: Evaluating

Activities such as journals, diaries, critiques,

Evaluate
problem sets, product reviews, or studies that
require students to:
Check

Critique  test, monitor, judge, or critique readings,

performances, or products against
Assess established criteria or standards
Type of Learning Outcome Examples of Appropriate Assessments
Level 6: Creating

Activities such as research projects, musical

Create compositions, performances, essays,
business plans, website designs, or set
Generate designs that require students to:
Plan
Produce
Design  make, build, design or generate something
new
Workshop Activity
How could you improve these learning outcomes?

 To recognize the function of each tool (Education)

 Define communication and describe communication

as a process (Nursing)

 Learn how to measure resistance using an ohmmeter (Business)

 Acknowledge the different types of climates and its characteristic

(CAS)
 How could you improve these learning outcomes?

 Recognize the importance of new product strategy (Computer Studies)

 Identify financial management decisions (Social Work)

 Describe and explain the characteristics of the researcher (Pharmacy)

 Select and use defined coding, documentation writing and legal and
ethical design standards in implementing sufficiently complex software
(CEA)
How could you improve these learning outcomes?

Appreciate how mathematics comes into play, both in nature and

in human endeavors (Accountancy)
How could you improve these learning outcomes?

Develop specifications for software development effort that

precisely articulates the functional requirements, expected
execution paths and the explicit use of emerging technologies,
which includes hardware devices and software library APIs (Deans)
How could you improve these learning outcomes?

Appreciate how mathematics comes into play, both in nature and

in human endeavors (Accountancy)
Links
Evaluation of Webinar-Training -
https://forms.gle/dx5XjPG3qee8cYhk7

Learning Outcomes Checklist -

https://forms.gle/K5nAFRLQATy9DAwn6
References
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . . Wittrock, M. C. (2001). A taxonomy for

learning teaching and assessing: A revision of Bloom’s taxonomy of educational objectives: Addison Wesley Longman, Inc.

Biggs, J., & Tang, C. (2007). Using Constructive Alignment in Outcomes-Based Teaching and Learning Teaching for Quality Learning at University (3rd ed., pp.

50-63). Maidenhead: Open University Press.

Blanchard, K., & Johnson, S. (1981). The one-minute manager. New York: Harper Collins.

Carnegie Mellon University (2020) What do well-aligned assessments look like? Retrieved from https://bit.ly/2Xt0rr8

Course Objectives & Learning Outcomes (2016). Retrieved from https://bit.ly/3fkQ52S

Developing Course Level Outcomes (2016). Retrieved from

https://bit.ly/2XlsPeS

Huba, M.E. & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham

Heights, MA: Allyn & Bacon.

Start at the End and Proceed to the beginning. Retrieved from https://bit.ly/2Picy68

University of Fraser Valley (2018) Developing learning outcomes. Retrieved from

https://bit.ly/318FqD7
University of Toronto Centre for Teaching Support & Innovation. (2020). Tools for developing
learning outcomes. Retrieved from https://bit.ly/3i0oPlx
University of Vancouver (n.d.). Developing learning outcomes.
Retrieved from https://bit.ly/3gheWpo
What is a good learning outcome? Retrieved from https://bit.ly/39N3Jup