Creating clearer intended learning outcomes
Adapted and developed from a powerpoint presentation by Dr Melvyn November from the UWC Teaching
and Learning Retreat in May 2011.
Learning outcomes
This document is intended to help readers:

Identify the advantages of making learning outcomes explicit.

Integrate elements from an appropriate framework(s) to develop learning outcomes.

Apply the guidelines for creating learning outcomes to create clearer outcomes.
What are intended learning outcomes (ILOs)?
Learning outcomes are
“ … the specific intentions of a programme or module, written in specific terms” (Smit, 2011).
“ … statements that provide … a common understanding by course providers …for course takers … of what is
to be achieved …” (Butcher, et al., 2006, p. 40).
We need clearly written and expressed ILOS because “*w+e must have a clear idea of what we want students
to be able to do at the end of a unit of study and communicate these intended learning outcomes to
students to they can at least share in the responsibility of achieving them” (Houghton, 2004).
Benefits of having clearly expressed ILOS
By making it clear to yourself as the lecturer and your students what it is that they need to be able to know
and do during and by the end of your course/module and also the academic year and degree programme as
a whole, you




Help students to focus what to study
Give clarity about the scope of the curriculum
Provide students with a set of expectations -what they should be able to do as a result of our
teaching and their learning (Butcher, et al., 2006, pp. 40-1)
Give students some of the responsibility, shared with you, for achieving these goals
Curriculum alignment and ILOs
“We first have to be clear what we want students to learn, and then teach and assess accordingly in an
aligned system of instruction” (Biggs, 1996).
1. Integrate Outcomes & Assessment
Knowledge
Recall
Comprehension
Application
Analysis
Evaluation
Attitudes
Skills
Behaviour
Teamwork
Key Personal Qualities
Professionalism
Motivation
Communication
Time Management
Problem Solving
Self-Learning
1. 2. Frameworksd
Learning domain
Type of learning
Taxonomy of
Cognitive
Mental skills
Knowledge
Bloom
Affective
Growth in
feelings or
emotional areas
Manual or
physical skills
Attitude
Krathwohl
Skills
Simpson
Psycho-motor
The cognitive, affective and psycho-motor dimensions of learning need to be brought into as many of the
tasks your students do as possible, and where appropriate or relevant. It is important to recognise, looking
at the pictures and text that follows that learning needs to be conceived of holistically, rather than discretely
(broken into parts). For cumulative and relevant learning to occur, students must be engaged on more than
one level in teaching, learning and assessment, as well as evaluation.
Bloom’s taxonomy for learning
Source: http://hlwiki.slais.ubc.ca/images/2/2f/BloomsTaxonomyThinking.jpg.
Bloom’s 3 higher order thinking skills
Analysis
List four ways of dealing with x and explain which ones have the highest benefits for SMMEs. Provide
references to support your statements.
Synthesis
Convert a negative trial balance for the company to a positive one replacing your choice of expenses. Explain
the benefits of using the expenses you chose vs. the original ones.
Evaluation
Present and defend opinions by making judgments about information, validity of ideas or quality of work
based on a set of criteria. Questions like: Do you feel that serving apple pie for an after school snack for
children is healthy? Why or why not?
Source: http://en.wikipedia.org/wiki/Taxonomy_of_Educational_Objectives. Accessed 17 July 2009
Krathwohl's Taxonomy of Affective Domain
Source: http://classweb.gmu.edu/ndabbagh/Resources/Resources2/kraths_tax.jpg
Simpson’s psycho-motor skills
Source: http://www.philblock.info/hitkb/_images/psychomotor_domain.jpg.
3. Guidelines for creating ILOs
Learning outcomes are characterised by being:
S pecific
- Provide details of aspect of expectation
M eaningful
- Written in understandable language
A ppropriate
- Suit the learners’ abilities & experience
R ealistic
- Are achievable given time constraints
T estable
- Some measure of progress/ achievement towards them can be made
(Butcher, et al., p. 41, 2006)
Learning outcomes include VERBS which should communicate clearly to the lecturer and student what needs
to be done by the students in order to demonstrate achievement or mastery of the outcome.
Typical verbs (linked to Bloom’s taxonomy for thinking and learning)
Source: http://www.ssdd.bcu.ac.uk/outcomes/.
> > Increasing level of cognitive complexity > >
< knowledge & understanding
intellectual skills >
Creating ‘unique’
answers to
problems
Solving open-ended
problems
Synthesis
Recalling
important
information
Knowledge
define
repeat
record
list
recall
name
relate
underline
Explaining
important
information
Comprehension
translate
restate
describe
recognize
explain
express
identify
locate
report
review
tell
Solving closedended problems
Application
interpret
apply
employ
use
demonstrate
dramatize
practise
illustrate
operate
schedule
sketch
Analysis
distinguish
analyse
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
question
relate
solve
examine
categorize
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
manage
prepare
Making critical
judgments based on
a sound knowledge
base
Evaluation
judge
appraise
evaluate
rate
compare
revise
assess
estimate
Verbs to avoid
Action verbs introduce the learning outcomes, but reconsider the use of ‘Discuss’ and ‘Demonstrate an
understanding of’ because these can tend to mean too many things and are not specific or focused enough
to avoid causing confusion. Verbs need to be active. When writing your outcomes, as yourself how your
students will be able to show you, ion a way you can measure, whether they have achieved the outcome and
to what extent.
Avoid using verbs that are not active verbs such as:
Understand
Demonstrate an understanding of
Be aware of
Perceive
Appreciate
Discuss
“Learning outcomes allow all concerned to share an idea of the journey and landmarks en route…” (Butcher,
et al., 2006).
Useful references
Bloom, B. S. ed. 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals:
Handbook I: Cognitive Domain. New York: Longman.
Gosling, D. & Moon, J. 2001. How to Use Learning Outcomes & Assessment Criteria. London: SEEC.
Moon, J. 2002. How to Use Level Descriptors. London: SEEC.
Quality Assurance Agency. 2000. Guidelines for Preparing Programme Specifications. Gloucester: QAA.
Quality Assurance Agency. 2001. The Framework for Higher Education Qualifications in England, Wales and
Northern Ireland. Gloucester: QAA.
Quality Assurance Agency. 2001. Credit & HE Qualifications. Gloucester: QAA.
Walsh, A. & Webb, M. 2002. A Guide to Writing Learning Outcomes. London: Learning & Teaching
Development Unit, Kingston University.
http://www.kingston.ac.uk/adc/writing_learning_outcomes.pdf.