Creating and Using Learning Outcomes
Learning outcomes are formal statements that articulate what students should know and/or will be able to do upon completion of a course. Typically, we want learning outcomes to be specific and well-defined, realistic and achievable, and observable and measurable.
Thoughtful learning outcomes create a focus for the course and provide a framework for decision-making about learning activities. Learning outcomes that align with program goals and learning outcomes supports coherent curriculum planning and communicate the value of your course to others in the department or college.
Communicating learning outcomes with students creates a shared understanding about the purpose and expectations of an assignment, course, or program. Learning outcomes are an essential foundation for good assessment practices.
What is in a learning outcome?
Learning outcomes should be written in simple language with active verbs. The most effective learning outcomes share a common format with three key components:
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- An antecedent or condition (i.e., After completing [learning activity]).
- A behavior or action (i.e., a knowledge, skill, attitude, or behavior) that a student will be able to demonstrate.
- A criterion or metric for success (i.e., specific learning demonstration and at what level the student will be able to demonstrate this action or behavior).
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Types of Learning Outcomes
Learning outcomes can represent many kinds of learning dimensions, including the cognitive, affective, or behavioral realms. Learning outcomes might focus on the knowledge, skills, attitudes, or behaviors that students should be able to demonstrate at the end of the course. Content Outcomes typically focus on knowledge acquisition or use of foundational theories of the discipline or field. Skills Outcomes focus on specific or transferable skills such as written communication, critical thinking, or problem-solving. Skills might also include disciplinary methodological expertise. A focus on technical skills might include such skills as specific software applications, lab skills, or arts and creative techniques.
Checklist: Do your course learning outcomes:
✓ Reflect what you want students to know or be able to do by the end of the course?
✓ Use language that students understand?
✓ Set expectations that are realistic and achievable?
✓ Identify knowledge, skills, attitudes, or behaviors that students will be able to demonstrate during the time period for the course?
✓ Define learning that can be observed and measured through course activities and assignments?
✓ Use active verbs that target the desired level of performance?
✓ Focus on what the learner does, not what the instructor does?
✓ Align with the instructional activities and assessments?
✓ Support the program-level learning outcomes?
If you only check off one question, it should be this:
Do your learning outcomes matter to you and your students?
Selected Resources
Writing Intended Learning Outcomes (Yale Poorvu Center for Teaching and Learning)
Bloom’s Taxonomy (Yale Poorvu Center for Teaching and Learning)
An introduction to writing effective learning outcomes (University of Oxford)
Writing and Assessing Student Learning Outcomes (IUPUI Center for Teaching and Learning)