Writing learning outcomes is a process and isn’t just about choosing the right verb. A learning outcome helps explain the demonstratable actions of students to provide evidence they have learned. In some cases, this can include more abstract actions (e.g., reflect on) and in these cases, thinking about how you will support students in demonstrating that ‘reflection’ will help you write that specific learning outcome.
As a starting point, the following verbs or phrases do not always provide an activity that students can demonstrate when considering cognitive, psychomotor and affective activities:
- understand
- know
- cover
- appreciate
- learn
- comprehend
|
- study
- be aware of
- be familiar with
- realize
- gain knowledge of
- become acquainted with
|
 |
If it’s not clear how you would measure the learning outcome, rewrite it so it’s clearer what you are expecting students to learn, do etc. |
Below are some simple examples of existing learning outcomes improved.
| Vague / Hard to Measure |
|
Better |
| Understand osmosis |
> > > |
Accurately explain the process of osmosis |
| Study trigonometry |
> > > |
Apply trigonometry to solve measurement problems |
| Be aware of why the Russian Revolution happened |
> > > |
Critically analyze the events that directly led to the Russian Revolution |
To show you how to move from an incomplete to a better to a good learning outcome, see the examples below.
Example 1
Incomplete
Students will be able to write a lab report
( while a student knows they have to write a lab report, they have no idea of how they will know if they’ve succeeded as there are no criterion )
Better
Students will be able to write a lab report following the institution’s lab report format.
(added criterion – following the specific format of institution)
Good
At the end of the lab portion of this course, students should be able to write a lab report following the institution’s report format.
(added the condition under which the behavior will be occurring – ‘at the end of the lab portion of course’)
Example 2
Incomplete
Students will use technology effectively.
(this is vague – what technology? what will they do with the technology and what does ‘effectively’ look like? )
Better
Students will use word processing, spreadsheets and presentation graphics to professionally prepare their final business report and project.
(Students know ‘which technology’ they’ll learn in the course)
Good
By the end of this business course, students will be able to effectively use word processing, spreadsheets and presentation graphics to professionally prepare their final business report and project.
(with the added condition under which the behavior is occurring – through preparation of final business report and project – students know exactly what they will learn)
Example 3
Incomplete
Students will learn about current issues in criminology.
(this is vague – what are current issues? what will they do with their knowledge of current issues and how does this knowledge relate to everything else they learn in the course?)
Better
Students will identify current issues in the justice system relating to women who are incarcerated.
(students know specifically the issue they are needing to demonstrate)
Good
By the end of this course, students will be able to identify the most pressing issues currently facing incarcerated women in Canada, and critically evaluate possible measures to mitigate the negative impacts of these issues.
(this new version is much more specific – students know exactly what they will learn – and includes both lower level (identify) and higher order levels (critically evaluate) of thinking in an integrated process)
Example 4
Incomplete
Students will learn about editing.
(this is vague – what kind of editing? How will you measure what students have learned?)
Better
Students will be able to identify the key characteristics of developmental, evaluation, content, line and copy editing.
(students know which kind of editing they’re learn about but not which kind of writing they will be editing)
Good
By the end of this course, students will be able to identify the key characteristics of developmental, evaluation, content, line and copy editing in the context of editing adult fiction writing.
(students know exactly what kind of editing they will know how to identify as it applies to a specific kind of writing)
Example 5
Incomplete
Students will know how to conduct research.
(this is vague – what kind of research? Will students do research or only read about it?)
Better
Students will be able to identify the key characteristics of qualitative research.
(students know they’ll be looking at qualitative research but not why or what they’ll be doing with that knowledge)
Good
Through the analysis of primary and secondary sources, students will be able to critically evaluate the pros and cons of qualitative research in identifying the socio-economic determinants of health.
(students know exactly what skill they will learn (critical evaluation), and how they will apply it and under what conditions)
 |
Handouts:
|