How to write learning outcomes

This resource breaks down the structure of effective learning outcomes.

What are learning outcomes?

Learning outcomes are clear and specific statements of what a learner should be able to do at the end of a learning activity or process.

Effective learning outcomes should be written and viewed from the perspective of the learner and clearly express the knowledge and skills that they should demonstrate as a result of learning (Australian Qualifications Framework, 2013).

In addition, align course learning outcomes with:

Higher Education Standards Framework (HES Framework).
Professional accreditation requirements.
Program learning outcomes.
Learning outcomes of the Major, Minor or Specialisation that the course is listed in.
ANU Graduate attributes.

Why learning outcomes?

For students, they provide clarity on expectations and key skills and knowledge to be developed.

For educators, learning outcomes support a focused approach to curriculum development.

When effectively designed, learning outcomes are embedded at the core of assessment and learning activities. They provide the ‘why’ behind the educational process.

Learning outcomes vs. learning objectives

Learning outcomes describe what students are able to do as a result of completing a learning process (e.g., a course or program).

Learning objectives describe what educators aim to do during the teaching period to help students achieve those overall learning outcomes. Learning objectives are based on what educators intend to teach or facilitate, and may not be as measurable, observable and convey the specific level of complexity.

Here is an example:

In an accounting course, a learning objective for a Week 6 class may be, ‘Students will learn the components of financial statements and how to interpret them.’

This learning objective may contribute to the overall course learning outcome, ‘Upon successful completion of the course, students will have the knowledge and skills to create comprehensive financial reports and make data-driven financial decisions.’

Structure of learning outcomes

The structure below can help you write learning outcomes that are clear, specific, and assessable.

Stem

ANU Programs and Courses begin their learning outcomes with this phrase: “Upon successful completion, students will have the knowledge and skills to…”

Active verb

Since learning outcomes are focused on what student are able to ‘do,’ use a verb that reflects the level of complexity required for students to demonstrate their skill or thinking. Some examples: compare, describe, explain, evaluate

Bloom’s taxonomy (Revised) is widely used for writing learning outcomes (see below).

Focus

This is the object of the active verb and contains information about the content and context. Some examples: a critical argument, working code, complex data

Qualifier (optional)

This indicates any conditions or limiting factors. Some examples: using… theories, referring to the … manual, using … model/framework

Examples of well-structured learning outcomes, from a range of disciplines and course levels.

Upon successful completion, students will have the knowledge and skills to:

Describe the major differences between sole traders, partnerships and companies.
Explain structural components of the brain and how they relate to elements of human behaviour.
Apply fundamental programming concepts for problem-solving using a functional programming language.
Critically analyse the context of litigation and the policy which underpins procedural justice, with reference to a diverse range of perspectives.
Reflect critically on the key security issues arising in the ‘Asian Century’.
Identify and critically examine the roles of key stakeholders in global health and their impact on changes in global health agendas.
Communicate cybernetic concepts and practices to diverse audiences using a variety of approaches and information channels.
Design a solution to an open-ended problem using an engineering process.
Critique and evaluate key environmental movements, and how they include or exclude certain groups in society or globally.
Apply concepts and theories used in the study of political science to the analysis of interests, institutions, and behaviour.

Example of a set of course learning outcomes, showing progression.

Here is a set of course learning outcomes which shows the progression of complexity that is required at the course level. Different active verbs are used which range from lower to higher order thinking skills.

It is recommended to have four to six learning outcomes for each course. Each learning outcome should be self-contained and not rely on other outcomes for context or understanding.

Course topic: Data and decision-making

Course level: Year 3 study, level 3000

Upon successful completion, students will have the knowledge and skills to:

Explain the value of data informed decision-making as an organisational resource;

Apply quantitative methods to collect and interpret data in real-world contexts;

Evaluate the strengths and limitations of data analysis methods;

Present insights and recommendations from data analysis using a variety of methods to a non-specialist audience; and,

Collaborate in team-centred tasks.

Checklist to evaluate learning outcomes

These questions can help guide you to write course learning outcomes.

Are the learning outcomes student-centered and focused on what students will be able to do?
Does each learning outcome include one or two active verbs suitable for the course level?
Are there four to six learning outcomes for the course?
Does the set of course learning outcomes cover different levels of cognitive skills?
Are the learning outcomes aligned with the course content, teaching methods and assessment strategies?
Do the learning outcomes use clear and unambiguous terms?
Are the course learning outcomes aligned with the program learning outcomes?

Furthur resources

Learning Outcome Generator

References

Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman.

Australian Qualifications Framework. (2013). AQF Glossary of Terminology. Australian Qualifications Framework. https://www.aqf.edu.au/publication/aqf-glossary

Bloom, B. S. (1956) Taxonomy of Educational Objectives, Handbook: The Cognitive Domain. David McKay.

Krathwohl, D. R., Bloom, B. S., and Masia, B. B. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. David McKay

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