characteristics of good learning outcomes · characteristics of good learning outcomes introduction...

ProjectfundedbytheEULifelongLearningProgrammeProjectReferenceNo.527877-LLP-1-2012-1-UK-ERASMUS-ENW

http://www.saleie.york.ac.ukProjectCoordinator:TonyWard,UniversityofYork Email:[email protected]

CharacteristicsofGoodLearningOutcomes

IntroductionThis note considers the characteristics of good learning outcomes as used in the specification of academic modules and/or programmes. All modules offered as part of an academic course, programme or award should be defined, in part, through a set of learning outcomes – the programme learning outcomes should map to the individual module learning outcomes which make up the overall module. In general good learning outcomes are learner focused and are a very specific statements of what the student should be able to do after they have completed the module or programme. They are best-expressed using verbs with clear articulation of the expectations. Learning outcomes can be mapped to cognitive level and, if this is recommended by the SALEIE project team, the module and/or programme can be more easily checked to ensure it is developing students to its target achievement level (as per the European Qualifications Framework) and whether different academic years in the programme progressively develop student skills. The following is a quote from the University of Toronto:

“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. Bloom’s Taxonomy of Educational Objectives is particularly useful because it associates particular verbs with each level of learning. Although Bloom’s Taxonomy is a hierarchy, each type of learning can be a valuable aspect of a course.”

Learning outcomes should be realistic in that they should be achievable by any diligent student undertaking the module. This makes the following assumptions:

• the learning outcomes are relevant to the module or programme and this relevance is seen or explained to the student;

• that students are only allowed to take the module if they meet required academic pre-requisites;

• that the learning objectives can be achieved by the student in the time allocated



to study for the module or programme is reasonable; • achievement of the learning outcome can be demonstrated in a manner that is

observable and objectively testable; • be appropriate for the academic level of the module or programme.

The generic structure of a learning outcome is that it should define what it is the student is required to be able to do, what it is that is required to be done and the expected standard by which the demonstration will be evaluated, the benchmark. It may also contain the conditions or situation under which the outcome should be demonstrated.

Whatcanlearningoutcomesapplyto?Theycanapplytoknowledge,skills,attitudesorbehaviours.

LearningOutcomeverbsLearning outcomes, as stated above, indicte the cognitive level the student is required to work at in order to demonstrate their ability. Blooms Taxonomy is a useful model for identifying and placing actions at the different cognitive levels. The following list may be useful as a starting point for choosing verbs appropriate to each level.

KnowledgeKnowledgelevellearningoutcomesindicateinformationretentionandcanbetestedusingverbssuchas:

• Define• Describe• drawon• Identify• Label• List• Match• Name• Outline• Recall• Recognize• Record• Recount• Repeat• Reproduce,• Select



• State

ComprehensionComprehension shows understanding of the meaningandcanbetestedusingverbssuchas:

• Clarify• Convert• Defend• Discuss• Distinguish• Estimate• Explain• Express• Extend• Generalize• GiveExamples• Illustrate• Infer• Judge• Locate• Paraphrase• Predict• Recognize• Restate• Review• Rewrite• Summarise

ApplicationApplicationshowsabilitytousewhattheyhavelearnedinnewsituationsorcontextsandcanbetestedusingverbssuchas:

• Change• Compute• Demonstrate• Discover• Employ• Illustrate• Intervene• Manipulate



• Modify• Operate• Practice• Predict• Prepare• Produce• Relate• Schedule• Show• Sketch• Solve• Use

AnalysisAnalysisisaboutdeconstructingsomethingintoitscomponentpartssotheunderlyingstructurecanbeunderstoodandcanbetestedusingverbssuchas:

• Analyse• Appraise• BreakDown• Calculate• Compare• Contrast• Criticise• Debate• Differentiate• Discriminate• Distinguish• Illustrate• Infer• Inspect• Investigate• MakeADiagram• MakeAnInventory• Outline• Question• Relate• Select• Test



SynthesisSynthesisiscreatingsomethingnewfrompartstheyhavelearnedordiscovered.Itcanbetestedusingverbssuchas:

• Arrange• Assemble• Categorize• Combine• Compose• Construct• Design• Develop• Devise• Elaborate• Invent• Modify• Organize• Plan• Prepare• Produce• Propose• Rearrange• Revise• Rewrite• Start• Summarise• Synthesise• Write

EvaluationEvaluatinginvolvesmakingjudgementsonhoweffectivesomethingisinrelationtothespecification.Toevaluatesomethingisatahighercognitiveactivitylevelthansynthesizesothecomplexityshouldbeappropriatelyhigher.Itcanbetestedusingverbssuchas:

• Appraise• Choosebetween(usuallywithajustification)• Compare• Conclude(afteracomparison)• Contrast• Criticize• Discriminate



• Estimate• Evaluate• Interpret• Judge• Justify• Measure(thisshouldbeusedcarefullyatthislevelassimplymeasuringa

parametersuchasvoltageusingavoltmeterisnotan‘evaluation’levelactivity)• Rate• Revise• Select

LearningOutcomeexampleThe following example shows a learning outcome and how it can be improved. Learning outcome:Bytheendofthecourse,Iexpectstudentstoincreasetheirorganization,writing,andpresentationskills.Critique: Use of the word “I” is not good in learning outcome statements as it focuses attention on the teacher rather than the student; further this statement is vague in specific outcome, it just states and improvement in skills is expected, the amount of increase or the target output standard is not stated. More precise statements: By the end of the course, students will be able to effectively communicate the results of their research by demonstrating they are able to:

• produce an article suitably formatted for publication in a defined journal • deliver a 15 minute oral presentation to peers and academic supervisors

Critique: This revised statement is improved in that the student should be clear that they are expected to be able to produce a formatted publication appropriate for a technical journal and give a presentation to a stated audience.

ProducinglearningoutcomesTheUniversityofWesternAustraliahasproducedaverycomprehensiveprocessdescriptionwithusefultipsonproducinglearningoutcomes.University of Southern California, Division of Student Affairs Assessment Team, "Writing Learning Outcomes" http://www.teachingandlearning.uwa.edu.au/staff/policies/outcomes/guide

Resourcesyoumightfindusefulhttp://www.aallnet.org/Archived/Education-and-Events/cpe/outcomes.html



What are effective learning outcomes? NEW YORK UNIVERSITY, STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT How to Craft Effective Student Learning Outcomes[1] http://steinhardt.nyu.edu/academics/affairs/faq/outcomes http://www.lse.ac.uk/intranet/staff/humanResources/learningAndDevelopment/learnForYou/yourguidetowritinggoodlearningoutcomes.aspx http://www.brookes.ac.uk/services/ocsld/resources/writing_learning_outcomes.htmlhttp://www.library.illinois.edu/infolit/learningoutcomes.htmlhttps://tll.mit.edu/help/intended-learning-outcomeshttp://ctl.byu.edu/collections/developing-learning-outcomeshttp://ctl.utexas.edu/teaching/course_design/learning_outcomes

characteristics of good learning outcomes · characteristics of good learning outcomes introduction...

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