Writing Learning Outcomes
Characteristics of Learning Outcomes
Learning outcomes:
- describe learning that is essential, durable, meaningful and significant. They describe learning that “really matters in the long run.”
- are performance-based. They focus on integrated learning rather than the listing of discrete skills and facts. They describe performances that require learners to demonstrate that they can use and apply integrated learning. In this context, the term “performance” does not need to be interpreted to mean only a physical or psychomotor performance. It includes any demonstration of learning that requires learners to apply learning. As much as possible, outcomes should emphasize this concept of integrated and applied learning.
- describe learning that is transferable. The learning reflected in these statements should, to the greatest extent possible, assist the learner to adapt to change by being applicable in a variety of work and/or life contexts.
- are measurable, observable, and verifiable. Learners must be able to demonstrate that the outcome has been achieved. Qualitative and/or quantitative assessment approaches may be used to verify this achievement.
- represent the results of learning and are achieved at the end of the learning process. They are clearly distinguished from “inputs” such as teaching strategies, learning activities, content samples or specific facts and theories that are used as vehicles to help learners achieve the outcomes.
- are clearly stated so that they can be understood by learners, educators, employers and the public.
- are realistic in that they describe learning that is achievable.
Structure of Learning Outcomes
Learning outcomes are written using the following formula: Stem + Verb + Content + Context
The Stem prefaces the list of outcomes and is the same for every outcome –
- For program-level outcomes (PLOs, VLOs, EESs): The graduate has reliably demonstrated the ability to:
- For course-level outcomes (CLRs, EKSs): When you have earned credit for this course, you will have demonstrated the ability to…
The Verb is a powerful component of the learning outcome. It specifies the types of performance expected from the student in the demonstration of their knowledge, skills and attitudes. The verb should accurately reflect what the student will be equipped to do with the information or skills they have learned.
The Content is simply that – the information, knowledge, and skills that the verb actions. As mentioned, make sure that the content is essential, durable, transferable, and meaningful.
Finally, the Context provides the scope of the learner’s performance. For example, the measure of the performance (“according to professional standards”), the environment in which the action is performed (“in the machine shop”), or the purpose of the activity (such as “to optimize efficiencies”).
To help clarify how broad/specific CLRs should be, the following general guidelines may be followed:
- 4-6 CLRs per 42-hour course.
- 6-8 CLRs per 56-hour course.
- 6-12 CLRs per 84-hour course.
- 4-6 EKSs per CLR.
However, quality and program fit of the outcomes are more important than quantity.
Learning Outcome Verbs
The verb in a learning outcome describes the type and level of performance that a student demonstrates at a particular point in the program.
To support the selection of the outcome verb, there are a number of resources that organize verbs by performance type and/or level of complexity. Often, we refer to Bloom’s Taxonomy which categorizes outcomes into levels.
Verbs to Support Progression
The verbs in the learning outcomes show progression of the student performance across the program by the selection of increasingly higher-order verbs to reflect the progress in complex performances within the consecutive courses of the program.
The selection of a verb for a learning outcome should consider where the course is within the program of study. This will allow you to align the verb with previous performances it builds upon, as well as the expected learning that is described in the program learning outcomes. Outcomes positioned in earlier courses are more likely to have simpler levels of performance. Whereas, those towards the end of a program are more likely to use a verb at a similar level of performance as the program learning outcome.