Writing learning outcomes

When writing learning outcomes, it is important to get the language right. Start with
'at the end of the session/course/programmed a successful student will be able to...'
then choose an action verb that says clearly what you expect the students to be able
to do at the end of the course and the cognitive level they are expected to operate at
when assessed. Remember that the learning outcome represents the threshold level
for a pass. It is also important to use language that students understand.

Try to avoid expressions such as 'know', 'understand', 'appreciate', 'be familiar with',
'be aware of' as these are too vague to convey the exact nature of the outcome
being sought and are difficult to assess accurately.

There are many lists of appropriate verbs available, mostly based on Benjamin
Bloom's Taxonomy of Learning Objectives (1956) which identified 6 levels of the
'cognitive domain', each subsuming the last:

At each level, a range of verbs are listed which can be used in learning outcomes. We
have provided a few suggestions below, but there is also a selection of websites
which offer versions of Bloom's taxonomy in various forms (grid, pyramid, wheel
etc.) that you might find useful. You may find that in your discipline the hierarchy is
not as straightforward as Bloom's model implies, but the associated verbs are still
useful when writing learning outcomes.

 Knowledge is the first step, but although it is a verb 'know' is not a good word
for learning outcomes - it is better to think of a verb that describes what a
student can DO to demonstrate their knowledge, so verbs like describe, identify,
recognize, define, name, recall and list are better.
 Comprehension or understanding is important, but as with 'know', 'understand'
is not a very useful verb for learning outcomes as it is imprecise, better to use
words like explain, summarize, discuss, recognize, report and review which will
show students' understanding.
 Application is at a higher level where students are able to put their knowledge
and understanding to use in new situations so some relevant active verbs are:
employ, illustrate, interpret, practice, solve and use.
 Analysis is about understanding complex structures by the identification of parts
and their relationships so learning outcomes can ask students to analyze,
appraise, compare, contrast, criticize, experiment or question.
 Synthesis is about putting parts together to form a new whole, which is
important in constructing an argument and integrating knowledge so verbs such
as construct, create, design, develop and organize can be used.
 Evaluation is posited as the highest level where students can make judgements
based on the value of evidence and material for a given purpose. Verbs like
appraise, argue, assess and judge are relevant.