Understanding and Writing Effective Learning Outcomes

Learning outcomes are clear statements that describe what students should know, understand, or be able to do as a result of completing a course or program. This approach to curriculum design is often referred to as Backward Design, starting with the desired outcomes and then planning the instruction and assessments to achieve them. Learning outcomes are typically structured in a student-centered format:

  • “Upon completion of (program/course name), students will be able to (action verb) (learning statement).”

Learning outcomes serve as a roadmap for both instructors and students, guiding the selection of teaching methods, learning activities, and assessment strategies.

The Importance of Defining Learning Outcomes

Clearly defined learning outcomes are crucial for effective teaching and learning. They provide numerous benefits for both instructors and students:

For Instructors:

  • Focused Course Content: Learning outcomes help instructors make informed decisions about what content is essential and what can be omitted. By focusing on what students need to achieve, instructors can streamline course content and avoid unnecessary tangents.
  • Targeted Assessment Design: Outcomes directly inform the design of assessments. Instructors can create assessments that specifically measure students’ ability to demonstrate the knowledge and skills outlined in the learning outcomes. This ensures that assessments are aligned with course goals and provide meaningful feedback on student learning.
  • Effective Teaching Strategies: By knowing the desired learning outcomes, instructors can select and implement teaching strategies and learning activities that are most effective in helping students achieve those outcomes. This intentional approach to instructional design maximizes the impact of teaching efforts.
  • Meaningful Measurement of Student Learning: Learning outcomes provide a clear benchmark for measuring student progress and achievement. Instructors can effectively evaluate the extent to which students have mastered the intended learning and use this data to improve their teaching and course design in the future.

For Students:

  • Course Fit and Alignment: Access to clearly articulated learning outcomes, often in the course syllabus, allows students to determine if a course aligns with their academic goals and interests. This helps students make informed choices about their education and enroll in courses that are relevant to their learning journey.
  • Clarity of Expectations: Learning outcomes provide students with a clear understanding of what is expected of them in the course. They know exactly what they need to learn and be able to do to succeed, reducing ambiguity and anxiety.
  • Ownership of Learning: When students are aware of the learning outcomes, they can take greater ownership of their learning process. They can actively monitor their progress and identify areas where they need to focus their efforts.
  • Purposeful Learning: Learning outcomes help students understand the purpose and relevance of the course content and activities. They can see how each element of the course contributes to their overall learning and skill development, making the learning experience more meaningful and engaging.

Getting Started with Writing Learning Outcomes

Developing effective learning outcomes is a thoughtful process. Here are key steps to guide you:

  • Identify Core Learning Objectives: Begin by asking yourself: “What are the most crucial things students should know (cognitive domain), be able to do (psychomotor domain/skills), or value (affective domain) after completing this course or program?” Focus on the essential takeaways and prioritize them.
  • Utilize Action Verbs: Employ action verbs that describe observable and measurable behaviors or products. These verbs make learning outcomes clear and assessable. Bloom’s Taxonomy is a valuable resource that provides a hierarchy of cognitive skills and associated action verbs for different levels of learning. Avoid vague verbs such as “understand,” “know,” “learn,” or “appreciate,” as these are difficult to measure. Instead, opt for verbs like “analyze,” “design,” “evaluate,” “create,” “apply,” or “compare.”
  • Draft and Refine: Create a preliminary list of learning outcomes. At this stage, it’s important to be realistic about what students can realistically achieve within the timeframe of your course or program. Focus on the most critical outcomes and avoid overwhelming the list.
  • Review and Edit: Critically review and edit your drafted learning outcomes. Use a checklist specifically designed for learning outcomes to ensure they are clear, measurable, achievable, relevant, and time-bound (SMART). Ensure each outcome is student-centered and focuses on what students will do rather than what the instructor will teach.

By investing time in crafting well-defined learning outcomes, educators can significantly enhance the effectiveness of their teaching and create a more focused and rewarding learning experience for students.

References

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, E. J., & Krathwohl, D. R. (Eds.). (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green and Co.

Walvoord, B. E. (2010). Assessment clear and simple: A practical guide for institutions, departments and general education. San Francisco, CA: Jossey-Bass.

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