Guide to
Writing
Outcomes
ADC Guide to writing Learning Outcomes
INTRODUCTION
This guide has been prepared by the Academic Development Centre to assist staff
involved in curriculum development.
The Quality Assurance Agency for Higher Education requires that all course
documents will be replaced by programme specifications and that these are to be
written using an outcome-based approach.
This guide attempts to explain the use of learning outcomes in the context of the credit
system at Kingston University and to offer suggestions for the design of outcomes.
WHAT ARE LEARNING OUTCOMES?
Learning outcomes describe what a student should know, understand or do at the
end of a period of learning.
Learning outcomes are used as a tool for curriculum design.
The writing of module outlines in terms of learning outcomes represents a shift in
focus towards a more student-centred approach in higher education.
The emphasis moves from the content (what staff will teach) to outcome (what a
student will be able to do on successful completion of the module). Learning
outcomes indicate to students what is expected of them, so that they know what to
do to achieve a pass in the module.
The experience of writing learning outcomes can also be helpful to staff, in that it
provides an opportunity for them to decide what they want students to achieve when
taking a module. Such achievement can include both knowledge and skills.
LEARNING OUTCOMES AND CREDIT
Kingston University’s Credit Accumulation and Transfer (CAT) Scheme is based on the
award of credit to learners. The building blocks of a CAT scheme are credits which are
awarded for the achievement of learning outcomes at a specified level. The
achievement of learning outcomes is the basis for the award of academic credit. Each
set of learning outcomes is allocated a credit value which indicates the volume and
learning of the module. In the undergraduate modular scheme at Kingston the majority
of modules are 15 credits at a specified level.
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ADC Guide to writing Learning Outcomes
One credit represents ten notional hours of successful learning time. This includes all
the learning time a student will take to demonstrate achievement of the learning
outcomes such as contact time, self-managed study time and time for preparation of
assessments. As a general guide one 15-credit module assumes 150 hours of
student learning.
Since the achievement of the learning outcomes triggers the award of credit, the
outcomes are usually written in a threshold model, ie specifying the learning outcomes
which would enable a student to achieve the minimum acceptable standard to pass
the module. Because this is the case it is important to avoid over specification. The
learning outcomes specified are those which represent the essential learning for a
module. There should therefore be a small group of learning outcomes which are of
fundamental importance rather than a long list of superficial outcomes. It is probable
that a module should have between four and eight learning outcomes.
It is important that learning outcomes are written consistently to ensure clarity
across modules.
LEARNING OUTCOMES AND LEVEL
In addition to credit value, each set of learning outcomes is related to a particular level
of achievement. We generally expect a different level of performance from a Level 4
student than from a Level 6 student. A level is:
“An indicator of the relative demand, complexity and
depth of learning and of learner autonomy.”
InCCA (Inter-Consortium Credit Agreement Project) 1998.
Each credit level has a level descriptor. These are:
“Statements which describe the types of learning
demand which the learner will encounter at each level.”
NICATS (Northern Ireland Credit Accumulation and Transfer System) 1999.
Level descriptors give guidance on level of expectation and help to establish
equivalence across disciplines. Kingston’s level descriptors are on page 4.
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ADC Guide to writing Learning Outcomes
LEARNING OUTCOMES AND ASSESSMENT
By assessing students it is possible to see whether they have achieved the learning
outcomes of a module. The assessment strategy for a module is therefore of
fundamental importance. Ideally there will be a range of assessment methods and
these should directly reflect the outcomes being assessed. It is helpful to ensure that
learning and teaching strategies give students an opportunity to develop the required
skills to cope with the assessment. For example, if assessing teamwork students
should be given the opportunity to work in groups.
Assessment criteria indicate what standard a student should meet to demonstrate
that the learning outcomes of a module have been achieved. An assessment method
could be ‘a 1500 word essay’, while the assessment criteria could be ‘a well
structured essay containing an introduction and a conclusion with appropriate
references and a bibliography’.
In the threshold model, the assessment criteria indicate what a student needs to do to
pass the module. They should therefore be distinguished from grading criteria, which
indicate how well the student has met the assessment criteria.
WRITING LEARNING OUTCOMES
At Kingston University learning outcomes are prefaced by:
“On successful completion of the module,
students will be able to…”
This ensures that the outcomes are expressed appropriately using verbs (see list on
page 3) since this gives the opportunity to the student to demonstrate that they have
learned / achieved the outcome. The use of some verbs in learning outcomes can
make it difficult to design appropriate assessment. For example those related to
knowledge outcomes, such as “know” and “understand” are rather general. It is more
helpful when learning outcomes make clear how the students are expected to
demonstrate that knowledge, such as “solve”, “discuss”, “analyse”.
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ADC Guide to writing Learning Outcomes
Examples
Level 4 Accounting
On successful completion of the module, students will be able to:
• explain the role of accounting information in organisations.
Level 5 Literature
On successful completion of the module, students will be able to:
• demonstrate skill in the critical evaluation of literary texts.
Level 6 Business Strategy
On successful completion of the module, students will be able to:
• identify and critically evaluate the strategic options available to enterprises.
The following list of verbs is designed to help you to write learning outcomes. This list
is based on Bloom’s taxonomy (1956)* which identified six categories of learning:
knowledge, comprehension, application of knowledge, analysis, synthesis and
evaluation. These categories may be used at any academic level but it may be useful
to use the more complex forms of learning behaviour at the higher academic levels.
As undergraduates progress to Level 4 to Levels 5 and 6 the outcomes will reflect
higher level intellectual activities, such as synthesis and evaluation.
*Bloom B.S. (Ed) 1956 Taxonomy of Educational Objectives: The Classification of
Educational Goals. New York, Toronto. Longmans.
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ADC Guide to writing Learning Outcomes
Verbs giving evidence of KNOWLEDGE
Define, describe, identify, label, name, outline, reproduce, recall, select, state,
present, extract, organise, recount, write, recognise, measure, underline, repeat,
relate, match.
Verbs giving evidence of COMPREHENSION
Interpret, translate, estimate, justify, comprehend, convert, clarify, defend,
distinguish, explain, extend, generalise, exemplify, give examples of, infer,
paraphrase, predict, rewrite, summarise, discuss, perform, report, present, restate,
illustrate, indicate, find, select, represent, name, formulate, judge, contrast,
translate, classify, express, compare.
Verbs giving evidence of APPLICATION OF KNOWLEDGE/UNDERSTANDING
Apply, solve, construct, demonstrate, change, compute, discover, manipulate,
modify, operate, predict, prepare, produce, relate, show, use, give examples of,
exemplify, draw (up), select, explain how, find, choose, assess, practice, operate,
illustrate, verify.
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ADC Guide to writing Learning Outcomes
Verbs giving examples of ANALYSIS
Recognise, distinguish between, evaluate, analyse breakdown, differentiate,
illustrate how, infer, point out, relate, select, separate, divide/subdivide, compare,
contrast, justify, resolve, devote, conclude, criticise, question, diagnose, categorise,
point out, elucidate.
Verbs giving examples of SYNTHESIS
Propose, present, structure, integrate, formulate, teach, develop, combine, compile,
compose, create, devise, design, explain, generate, modify, organise, plan, rearrange, reconstruct, relate, re-organise, revise, write, summarise, tell, account for,
report, alter, argue, order, select, manage, generalise, derive, conclude, build up,
engender, synthesise, put together, suggest, enlarge.
Verbs giving evidence of EVALUATION
Judge, appraise, assess, conclude, compare, contrast, describe how, criticise,
discriminate, justify, defend, evaluate, rate, determine, choose, value, question.
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ADC Guide to writing Learning Outcomes
LEVELS DESCRIPTOR - LEVEL M (ADAPTED FROM SEEC/HECIW LEVELS
DESCRIPTORS)
Operational Context
The context of the learning will have the following characteristics:
• complex with elements of unpredictability, demanding innovative work which may
involve exploring the current limits of knowledge (either theoretical or applied)
• containing a high level of responsibility for self and possibly for others
• requiring an awareness of ethical dilemmas likely to arise in research/professional
practice.
Cognitive/Intellectual Skills (generic)
The learner will demonstrate:
• depth of knowledge in a complex and specialised area and/or a considerable
breadth of knowledge across specialised and applied areas
• an ability to deal with complexity, lacunae and contradictions in a complex
knowledge base using appropriate methods
• independent evaluation of alternative approaches (including their own) together with
the ability to accurately report this
• a confident response to problems by autonomously synthesising information/ideas
to provide solutions.
Key/Transferable Skills (generic)*
The learner will demonstrate:
• engagement with a critical community, including reflection on own and others’ practice
• the ability to work with and within a group towards defined outcomes and can take
the role of recognised leader or consultant
• the ability to motivate others and to negotiate conflict effectively
• the ability to engage in full professional and academic communication with peers.
The demonstration of the above skills will normally be embedded in a specific subject
base.
The extent to which these qualities were expected would be indicated to the learner
and not all aspects would be present in each element of work undertaken.
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ADC Guide to writing Learning Outcomes
LEVELS DESCRIPTOR - LEVEL 6 (ADAPTED FROM SEEC/HECIW LEVELS
DESCRIPTORS)
Operational Context
The context of the learning will have the following characteristics:
• complex with some unpredictability, response to which demands selection from a
range of innovative or standard techniques
• requiring autonomy in planning and managing resources and processes within
broad guidelines
• involving awareness of personal responsibility and professional codes of conduct
and the ability to incorporate a critical ethical dimension into work where
appropriate.
Cognitive/Intellectual Skills (generic)
The learner will demonstrate:
• a comprehensive/detailed knowledge of (a) major disciplines(s) with areas of
specialisation in depth and an awareness of the provisional nature of the state of
knowledge
• an ability to analyse new and/or abstract data and situations without guidance,
using a wide range of techniques appropriate to the subject
• having minimum guidance, the ability to transform abstract data and concepts
towards a given purpose and can design novel solutions
• the ability to critically review evidence supporting conclusions/recommendations
including its reliability, validity and significance, and to investigate contradictory
information.
Key/Transferable Skills (generic)*
The learner will demonstrate:
• confidence in the application of their own criteria of judgement and can reflect on
action to elucidate/evaluate chosen approach
• confidence and flexibility in identifying and defining complex problems and the ability
to apply appropriate knowledge and skills to their solution
• the ability to engage effectively in debate in a professional manner and produce
detailed and coherent project reports
• the ability to interact effectively within a group, including the exercise of leadership
skills on occasion and the ability to negotiate and manage conflict if necessary.
The demonstration of the above skills will normally be embedded in a specific subject
base.The extent to which these qualities were expected would be indicated to the
learner and not all aspects would be present in each element of work undertaken.
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ADC Guide to writing Learning Outcomes
LEVELS DESCRIPTOR - LEVEL 5 (ADAPTED FROM SEEC/HECIW LEVELS
DESCRIPTORS)
Operational Context
The context of the learning will have the following characteristics:
• simple but unpredictable or complex but predictable contexts demanding
application of a wide range of techniques
• requiring the management of processes within broad guidelines for defined activities
• requiring an awareness of the wider social and environmental implication of area(s)
of study and the ability to debate issues in relation to more general ethical
perspectives.
Cognitive/Intellectual Skills (generic)
The learner will demonstrate:
• a detailed knowledge of (a) major discipline(s) and an awareness of a variety of
ideas/contexts/frameworks which may be applied to this
• the ability to analyse a range of information with minimum guidance, applying major
theories of the discipline and comparing alternative methods/techniques for
obtaining data
• the ability to reformat a range of ideas/information towards a given purpose
• the ability to select appropriate techniques of evaluation and use these to judge the
significance of data collected.
Key/Transferable Skills (generic)
The learner will demonstrate:
• an ability to develop own criteria and judgement, evaluating own strengths and
weaknesses and challenging received opinion where appropriate
• the ability to adopt a broad ranging and flexible approach to study with autonomous
performance in straightforward tasks
• the ability to identify key elements of problems and select appropriate methods for
their solution, reporting effectively on work undertaken
• the ability to interact effectively within a group, exchanging information and
modifying response where appropriate.
The demonstration of the above skills will normally be embedded in a specific subject
base. The extent to which these qualities were expected would be indicated to the
learner and not all aspects would be present in each element of work undertaken.
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ADC Guide to writing Learning Outcomes
LEVELS DESCRIPTOR - LEVEL 4 (ADAPTED FROM SEEC/HECIW LEVELS
DESCRIPTORS)
Operational Context
The context of the learning will have the following characteristics:
• a set of defined contexts demanding use of a specified range of standard techniques
• containing limited autonomy, with work directed within defined guidelines
• requiring an awareness of ethical issues in current area(s) of study and the ability to
discuss these in relation to personal beliefs and values.
Cognitive/Intellectual Skills (generic)
The learner will demonstrate:
• a given factual and/or conceptual knowledge base with emphasis on the nature of
the field of study and appropriate terminology
• the ability to analyse with guidance, using given classifications/principles
• the ability to collect and categorise ideas and information in a predictable and
standard format
• the ability to evaluate the reliability of data using defined techniques and/or
tutor guidance.
Key/Transferable Skills (generic)*
The learner will demonstrate:
• the ability to work within a relevant ethos and to access and use a range of learning
resources
• the ability to apply given tools/methods accurately to a well defined problem and
the awareness of the complexity of issues
• the ability to work effectively in an appropriate format and to report in a clear and
concise manner with all relevant information
• the ability to meet obligation to others and to offer initiatives and support those
of others.
The demonstration of the above skills will normally be embedded in a specific subject
base. The extent to which these qualities were expected would be indicated to the
learner and not all aspects would be present in each element of work undertaken.
*These are a generic guide to Key Skills. More details on Kingston University’s Key
Skills are being developed.
This guide was written by Anita Walsh and Marion Webb, September 2001. Updated 2009
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Academic Development Centre, Millennium House,
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T: 020 8547 7770 www.kingston.ac.uk
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