Developing

Learning Outcomes: A Guide for Faculty

What are learning outcomes?
Learning outcomes are statements that describe the knowledge or skills students should acquire by the
end of a particular assignment, class, course, or program. They can help students connect learning in
various contexts, and help guide assessment and evaluation.

Learning outcomes vs. learning objectives

The distinction between learning outcomes and learning objectives is not universally recognized, and
many instructors may find that the term learning outcomes describes what they have already
understood by the term learning objectives. Some scholars make no distinction between the two
terms; those who do usually suggest that learning outcomes are a subset or type of learning objective.
Learning objectives, for example, may outline the material the instructor intends to cover or the
disciplinary questions the class will address. By contrast, learning outcomes should focus on what the
student should know and realistically be able to do by the end of an assignment, activity, class, or
course. For this reason, learning outcomes often start with a version of the phrase By the end of this
course, students will
The same goals addressed by learning objectives can be equally addressed by learning outcomes, but by
focusing on the application and integration of the course content from the perspective of the student,
learning outcomes can more explicitly and directly address expectations for student learning.

Content, skills, values

These three areas can be used to identify and describe different aspects of learning that might take
place in a course.
Content can be used to describe the disciplinary information covered in the course. This content might
be vital to future work or learning in the area. A learning outcome focused on content might read:
By the end of this course, students will be able recall the 5 major events leading up to the
Riel Rebellion and describe their role in initiating the Rebellion.
Skills can refer to the disciplinary or generalizable skills that students should be able to employ by the
conclusion of the class. A learning outcome focused on skills might read:
By the end of this course, students will be able to define the characteristics and limitations of
historical research.
Some learning outcomes might articulate desired values: attitudes or beliefs that are imparted or
investigated in the course of learning in a field or discipline. In particular, value-oriented learning
outcomes might focus on ways that knowledge or skills gained in the course will enrich students
experiences throughout their lives. A learning outcome focused on values might read:
By the end of this course, students will be able to articulate their personal responses to a
literary work they have selected independently.


Characteristics of good learning outcomes
Good learning outcomes focus on the application and integration of the knowledge and skills acquired in
a particular unit of instruction (e.g. activity, course program, etc.), and emerge from a process of
reflection on the essential contents of a course. More specifically, good learning outcomes:
Are very specific, and use active language and verbs in particular that make expectations clear.
This informs students of the standards by which they will be assessed, and ensures that student
and instructor goals in the course are aligned. Where possible, avoid terms like understand,
demonstrate, or discuss that can be interpreted in many ways.
Blooms Taxonomy of Educational Objectives is particularly useful because it associates particular
verbs with each level of learning. Although Blooms Taxonomy is a hierarchy, each type of learning
can be a valuable aspect of a course. Please see the end of this document for a list of verbs
associated with each level of learning
Vague outcome
More precise outcome
By the end of the course, I expect students By the end of the course, students will be able to:
to increase their organization, writing, and
produce professional quality writing
presentation skills.
effectively communicate the results of their
research findings and analyses to fellow
classmates in an oral presentation
By the end of this course, students will be By the end of this course, students will be able to evaluate
able to use secondary critical material the theoretical and methodological foundations of
effectively and to think independently.
secondary critical material and employ this evaluation to
defend their position on the topic.

Are focused on the learner: rather than explaining what the instructor will do in the course, good
learning outcomes describe knowledge or skills that the student will employ, and help the
learner understand why that knowledge and those skills are useful and valuable to their
personal, professional, and academic future.

Are realistic, not aspirational: all passing students should be able to demonstrate the knowledge
or skill described by the learning outcome at the conclusion of the course. In this way, learning
outcomes establish standards for the course.

Focus on the application and integration of acquired knowledge and skills: good learning
outcomes reflect and indicate the ways in which the described knowledge and skills may be
used by the learner now and in the future.

Indicate useful modes of assessment and the specific elements that will be assessed: good
learning outcomes prepare students for assessment and help them feel engaged in and
empowered by the assessment and evaluation process.

Offer a timeline for completion of the desired learning.


Examples of learning outcomes
Good learning outcomes are focused on what the learner will know or be able to do by the end of a
defined period of time and indicate how that knowledge or skill will be demonstrated.

Upon completing this assignment, students will be able to provide accurate diagrams of cells
and be able to classify cells from microscopic images.
By the end of this course, students will be able to identify and develop data collection
instruments and measures for planning and conducting sociological research.
By the end of this workshop, participants will be able to identify and classify their spending
habits and prepare a personal budget.

One unit of instruction whether a course, assignment, or workshop might have multiple learning
outcomes that span a range levels of learning as described by Blooms Taxonomy and indicated by
relevant, active verbs.
By the end of this course, students will be able to:
predict the appearance and motion of visible celestial objects
formulate scientific questions about the motion of visible celestial objects
plan ways to model and/or simulate an answer to the questions chosen
select and integrate information from various sources, including electronic and print
resources, community resources, and personally collected data, to answer the questions
chosen
communicate scientific ideas, procedures, results, and conclusions using appropriate SI
units, language, and formats
describe, evaluate, and communicate the impact of research and other accomplishments in
space technology on our understanding of scientific theories and principles and on other
fields of endeavour
[Adapted from http://www.erin.utoronto.ca/~astro/SNC1D.htm]
Learning outcomes can address content, skills, and long-term attitudes or values.
Content
By the end of this course, students will be able to categorize macroeconomic policies
according to the economic theories from which they emerge.
By the end of this unit, students will be able to describe the characteristics of the three main
types of geologic faults (dip-slip, transform, and oblique) and explain the different types of
motion associated with each.
Skills
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.
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.
Values

By the end of this course, students will be able to work cooperatively in a small group
environment.
By the end of this course, students will be able to identify their own position on the political
spectrum.

Learning outcomes should use specific language, and should clearly indicate expectations for student
performance.
Vague outcome

More precise outcome

By the end of this course,

students will have added to their
understanding of the complete
research process.

By the end of this course,

students will have a deeper
appreciation of literature and
literary movements in general.

By the end of this course, students will be able to:

describe the research process in social interventions
evaluate critically the quality of research by others
formulate research questions designed to test, refine, and build theories
identify and demonstrate facility in research designs and data collection
strategies that are most appropriate to a particular research project
formulate a complete and logical plan for data analysis that will
adequately answer the research questions and probe alternative
explanations
interpret research findings and draw appropriate conclusions
[Adapted from http://ssw.unc.edu/doctoral/curriculum/descriptions.html]

By the end of this course, students will be able to:

identify and describe the major literary movements of the 20th century
perform close readings of literary texts
evaluate a literary work based on selected and articulated standards

Learning outcomes are useful for all levels of instruction, and in a variety of contexts.
Beginning language course
By the end of this course students will be able to:
identify the most frequently encountered endings for nouns, adjectives and verbs, as well as
some of the more complicated points of grammar, such as aspect of the verb
translate short unseen texts from Czech
read basic material relating to current affairs using appropriate reference works, where
necessary
make themselves understood in basic everyday communicative situations
[Adapted from http://www.arts.gla.ac.uk/Slavonic/Czech12006.htm]
Graduate research methodologies class
By the end of this course, students will be able to:
identify key measurement problems involved in the design and evaluation of social
interventions and suggest appropriate solutions
assess the strengths and weaknesses of alternative strategies for collecting, analyzing and
interpreting data from needs analyses and evaluations in direct practice, program and
policy interventions
analyze qualitative data systematically by selecting appropriate interpretive or quantified
content analysis strategies

articulate implications of research findings for explanatory and practice theory

development and for practice/program implementation
instruct classmates and others in an advanced statistical or qualitative data analysis
procedure
[Adapted from http://ssw.unc.edu/doctoral/curriculum/descriptions.html]


Useful verbs for developing learning outcomes
This list of useful verbs for creating learning outcomes is arranged according to Blooms taxonomy, which identifies different levels
and types of learning. Thinking about what kind of learning an outcome should encourage can help in selecting the most precise
verbs, and can help indicate how the learning outcome will be assessed. Blooms taxonomy was developed in 1956, and was revised
in 2001 by Blooms colleagues, Lorin Anderson and David Krathwahl. The revised taxonomy is presented here, beginning with the
lowest level, recall of information, and building up to the highest level, creation.
Remembering: recall of information
arrange
cite
collect
define
describe

duplicate
enumerate
find
identify
label

list
locate
match
name
order

quote
recall
recognize
record
repeat

reproduce
select
show
state

Understanding: demonstration of comprehension
associate
classify
compare
contrast
describe

differentiate
distinguish
estimate
explain
extend

generalize
locate
give examples
outline
identify
paraphrase
interpret
predict
justify
recognize

Applying: applying knowledge in a new context
compute
employ
interpret
construct
experiment
modify
contribute
extend
operate
develop
illustrate
participate
discover
implement
practice
dramatize
instruct
predict

apply
calculate
chart
choose
classify
complete

restate
review
select
summarize
translate
show
solve
teach
test
use

Analyzing: supporting assertions through the use of evidence and arguments; identifying causes and patterns
break down
categorize
classify
collect
compare

connect
contrast
correlate
criticize
diagram

distinguish
divide
establish
examine
explain

identify
illustrate
infer
investigate
order

outline
prioritize
question
select
verify

Evaluating: coming to a judgment on the value of information or the validity of arguments
appraise
argue
assess
choose
conclude

convince
criticize
critique
debate
decide

defend
discriminate
evaluate
grade
interpret

judge
justify
prioritize
rate
recommend

score
select
support
value

Creating: combining or grouping knowledge to come to new conclusions
adapt
anticipate
arrange
assemble
combine
construct

create
design
develop
formulate
generate
generalize

imagine
incorporate
integrate
invent
modify
organize

plan
propose
rearrange
reconstruct
reinforce
reorganize

revise
structure
validate

[Verbs correlating to Blooms taxonomy drawn from http://www.coun.uvic.ca/learn/program/hndouts/bloom.html; http://www.officeport.com/edu/blooms.htm;

http://faculty.washington.edu/krumme/guides/bloom.html; http://www.teachers.ash.org.au/researchskills/dalton.htm;
http://ncgia.ucsb.edu/giscc/units/format/outcomes.htm]