Learning Outcomes

Why do we need to specify them?

 What are Learning Outcomes:
„ Learning outcomes are statements of a learning
achievement and are expressed in terms of what the
learner is expected to know, understand and be able to do
on completion of the award or module. They may also
include attitudes, behaviours, values and ethics.

„ Learning outcomes are different from aims, in that they are

concerned with the achievements of the learner, rather
than the overall intentions of the tutor.

„ Teaching and learning methods and assessment processes

are aligned directly with the learning outcomes.
 The most obvious benefits for specifying
Learning Outcomes include:

„ To provide specific, clear information for students on what

is expected of them - students may find it helpful if
learning outcomes are discussed at the start and end of a
course / module

„ Serving as a guide for assisting students in choosing

optional and elective courses / modules
 However, and more importantly for the
stage at which we find ourselves at the
moment, the benefits also include:
„ a means to ensure that assessment methods are
appropriate to outcomes

„ a means to ensure that teaching and learning methods are

appropriate to outcomes

„ a means to facilitate feedback to students

„ a method of reflection for curriculum designers on what

they want to achieve

„ a guide for matching content to level

 In addition, the benefits extend to provide:

„ clarification for external examiners, external assessors

„ a basis from which to guide the process of credit transfer

and accreditation of prior learning
 What sort of Learning Outcomes should be
specified and how are they categorised:
„ The specification should contain only those outcomes which have value
and are measurable, i.e. those where student achievement is
recognised either by formal assessment or by judgement.

„ Normally learning outcomes are grouped into six categories, within two
broad bands of subject content and transferable skills:

„ 1. Subject mastery: Understanding, Knowledge, Subject-specific skills

„ 2. Personal abilities: Cognitive skills, Core Skills, Professional

Awareness

Note: Each course should contain learning outcomes from all three sub-categories of Subject
Mastery, but do not necessarily have to include all sub-categories of Personal Abilities.
 Where to start:
„ If you have some information to hand about your course,
then that can be used as a starting point. Otherwise, here
are some suggested starters:

„ Try to convert existing aims/objectives into learning outcomes

„ Make a list of the subject knowledge and the qualities, skills and
capabilities you would expect students to have achieved at the end
of the module or course
„ Consider the requirements for professional practice

„ To help you on the way, you could use the following

phrase as a framework:

“On completion of this course, the learner will be able to….”

 What do Learning Outcomes consist of:
„ Learning outcomes should describe “the results of the
learning rather than the learning process itself”.

„ A learning outcome should comprise three aspects:

„ an action verb (e.g. explain and evaluate)
„ an object of the verb (e.g. the role)
„ a clause or phrase which provides the context or condition (e.g. that
different institutions play as agents of global change)

„ Action verbs in learning outcomes should convey precisely

the core of the outcome.

„ All learning outcome statements should be coherent:

„ balanced with respect to required knowledge and skills
„ logical in sequence
„ avoiding duplications and inconsistencies
 Learning Outcomes also consist of:
„ All learning outcome statements should:
„ be as simple as possible
„ be of maximum relevance and utility
„ communicate clearly what a learner is expected to achieve
„ relate to previous “level” of learning outcome statements

„ In defining learning outcomes, proposed courses

should be discussed with colleagues and users.