Learning Outcome Statements
- Learning outcome statements state the knowledge, skills and attitudes that the students will gain through the learning experience of a subject.
- Learning outcomes begin with an action verb and describe something observable or measurable.
An effectively written learning outcome clearly answers the question:
What should students know and be able to do upon successful completion of this module/subject/program?
There are three parts to every learning outcome statement:
- An action verb (only ONE) that identifies the performance to be demonstrated and the level of learning – please refer to the Verbs in the Appendix on Bloom’s Taxonomy
- The content or learning focus that specifies what knowledge, concept or skill that the learner is expected to acquire (learn)
- The context or criteria that specifies the parameters, the measurable characteristics, in which the learning is grounded
When writing outcomes, ask 2 questions about each outcome:
- Is there a “specifc” focus for the learning?
- Can it be measured — Is there a specific behaviour or performance that can be associated with the achievement of the outcome?
Table for Writing Learning Outcome Statements
(adapted from Humber College – Developing Learning Outcomes – LENS guide)