What are learning outcomes?
Learning outcomes are descriptions of the specific knowledge, skills, or
expertise that the learner will get from a learning activity, such as a training
session, seminar, course, or program.
Learning outcomes are measurable achievements that the learner will be able to
understand after the learning is complete, which helps learners understand the
importance of the information and what they will gain from their engagement
with the learning activity.
Creating clear, actionable learning outcomes is an important part of the creation
of training programs in organizations. When developing these programs, both
management and instructors need to be clear about what learners should
understand after completing their learning path.
Learning outcomes also play a key role in assessment and evaluation, making
clear what knowledge learners should have upon completion of the learning
activity.
A well-written learning outcome will focus on how the learner will be able to
apply their new knowledge in a real-world context, rather than on a learner being
able to recite information.
The most useful learning outcomes include a verb that describes an observable
action, a description of what the learner will be able to do and under
which conditions they will be able to do it, and the performance level they
should be able to reach.
Learning outcomes describe the measurable skills, abilities, knowledge or
values that students should be able to demonstrate as a result of a completing a
course. They are student-centered rather than teacher-centered, in that they
describe what the students will do, not what the instructor will teach.
Writing Student Learning Outcomes
Student learning outcomes state what students are expected to know or be able to do upon
completion of a course or program. Course learning outcomes may contribute, or map to,
program learning outcomes, and are required in group instruction course syllabi.
At both the course and program level, student learning outcomes should be clear, observable
and measurable, and reflect what will be included in the course or program requirements
(assignments, exams, projects, etc.).
When submitting learning outcomes for course or program approvals, or assessment planning
and reporting, please:
• Begin with a verb (exclude any introductory text and the phrase “Students will…”, as
this is assumed)
• Limit the length of each learning outcome to 400 characters
• Exclude special characters (e.g., accents, umlats, ampersands, etc.)
• Exclude special formatting (e.g., bullets, dashes, numbering, etc.)
Steps for Writing Outcomes
The following are recommended steps for writing clear, observable and measurable student
learning outcomes. In general, use student-focused language, begin with action verbs and
ensure that the learning outcomes demonstrate actionable attributes.
1. Begin with an Action Verb
Begin with an action verb that denotes the level of learning expected. Terms such
as know, understand, learn, appreciate are generally not specific enough to be
measurable. Levels of learning and associated verbs may include the following:
• Remembering and understanding: recall, identify, label, illustrate, summarize.
• Applying and analyzing: use, differentiate, organize, integrate, apply, solve, analyze.
• Evaluating and creating: Monitor, test, judge, produce, revise, compo
2. Follow with a Statement
• Statement – The statement should describe the knowledge and abilities to be
demonstrated. For example:
• Identify and summarize the important feature of major periods in the
history of western culture
• Apply important chemical concepts and principles to draw
conclusions about chemical reactions
• Demonstrate knowledge about the significance of current research in
the field of psychology by writing a research paper
• Length – Should be no more than 400 characters.
Learning outcomes examples
▪ Identify which scenarios to apply each of the five types of conflict
management.
▪ Interpret marketing data and use it to create graphs.
▪ Apply basic conflict resolution practices in the workplace.
▪ Describes a wider range of behavior, knowledge and skill that makes up the
basis of learning.
▪ Describes discrete concepts, skills, or units of knowledge.
▪ List the styles of communication.
▪ Identify new protocols and explain why they have been established.
▪ Discuss the new policy for reporting travel expenses.
