Learning outcomes core definition
A learning outcome is the specification of what a student should learn as the result of a period of specified and supported study. explanatory context
Learning outcomes are concerned with the achievements of the learner rather than the intentions of the teacher (expressed in the aims of a module or course). They can take many forms and can be broad or narrow in nature (Adam, 2004).
Learning outcomes and ‘aims and objectives’ are often used synonymously, although they are not the same. Adam (2004) notes that ‘ Aims are concerned with teaching and the teacher’s intentions whilst learning outcomes are concerned with learning’ and Moon
(2002) suggests that one way to distinguish aims from learning outcomes is that aims indicate the general content, direction and intentions behind the module from the designer/teacher viewpoint.
However, learning outcomes and objectives are more difficult to distinguish as objectives can be written in terms that are very similar to that used in learning outcomes. Indeed, in the UK polytechnic sector in the 1970s, objectives were written that identified what students should be able to do; this was well before they were known as learning outcomes. analytical review
One attempt to synthesise various definitions states:
A learning outcome is a written statement of what the successful student/learner is expected to be able to do at the end of the module/course unit, or qualification.
(Adam, 2004)
The Credit Common Accord for Wales defines learning outcomes as:
Statements of what a learner can be expected to know, understand and/or do as a result of a learning experience. (QCA /LSC, 2004, p. 12)
University of Warwick (2004) defines learning outcomes as:
The skills and knowledge a student will possess upon successful completion of a course. Learning outcomes as set out in Warwick course specifications are divided into four categories:
1. Subject knowledge and understanding;
2. Subject-specific skills are practical skills, practice of which is integral to the course, e.g. laboratory skills, language skills, counselling skills;
3. Cognitive skills, intellectual skills such as an understanding of methodologies, synthesis, evaluation or ability in critical analysis;
4. Key skills are skills that are readily transferable to employment in other contexts, such as written and oral communication, working within a team, problem solving, numeracy and IT skills.

University of Exeter (2004) defines:
Learning Outcome: An expression of what a student will demonstrate on the successful completion of a module. Learning outcomes:
 are related to the level of the learning;
 indicate the intended gain in knowledge and skills that a typical student will achieve;
 should be capable of being assessed.
The university distinguished the module outcomes from those for the programme, which is defines as follows:
Programme Outcome: An expression contained within a programme specification of what a typical learner will have achieved at the end of the programme.
Programme outcomes are related to the qualification level and will relate to the sum of the experience of learners on a particular programme. (
University of
Exeter, 2004)
UMIST (2001) defines a learning outcome as:
Learning Outcome: the acquisition of the knowledge, skill or understanding that is the desired outcome of a learning process.
The ECTS (EU, 2004) view is that:
Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after a completion of a process of learning.
A Canadian view is that:
Learning outcome statements are content standards for the provincial education system. Learning outcomes are statements of what students are expected to know and to do at an indicated grade, they comprise the prescribed curriculum. (BC,
2004)
CHEA (2003, p. 5) provides a definition, with riders:
Student learning outcomes are properly defined in terms of the knowledge, skills, and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of higher education experiences. Not all of the outcomes of college are confined to learning. Additional behavioral outcomes or experiences that may result from attending an institution or program include employment and increased career mobility, enhanced incomes and lifestyles, the opportunity to enroll for additional education, or simply a more fulfilled and reflective life. Hopefully, these are related to learning. Indeed, evidence that students have obtained such benefits is often used by institutions and programs as a proxy for instructional effectiveness. But such subsequent experiences, however successful, should not be confused with actual mastery of what has been taught.
Similarly, student and graduate satisfaction is important, especially as it is related to persistence and the continuing opportunity to learn. But it should not be confused with student learning itself. P. 5

A view from AALL (2004) adds a normative element to the definition:
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes. Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learning outcomes are statements that describe a desired condition—that is, the knowledge, skills, or attitudes required to fulfill the need. They represent the solution to the identified need or issue. Learning outcomes provide direction in the planning of a learning activity.
The UNESCO definition identifies both outcomes and student learning outcomes although they do not differ much:
Outcomes: Anticipated or achieved results of programmes or the accomplishment of institutional objectives, as demonstrated by a wide range of indicators (such as student knowledge, cognitive skills, and attitudes). Outcomes are direct results of the instructional programme, planned in terms of student/learner growth in all areas. An outcome must be distinguished from an objective , which is a soughtafter result. Generally, each outcome statement should describe one effect of the instructional programme, and not accumulate several into one statement. Also, the statements should be clearly detailed and easily understandable by all teaching staff and students in the given area or department.
Student Learning Outcomes : Statements of what a learner is expected to know, understand, and/or be able to demonstrate after completion of a process of learning as well as the specific intellectual and practical skills gained and demonstrated by the successful completion of a unit, course, or programme.
Learning outcomes, together with assessment criteria, specify the minimum requirements for the award of credit , while grading is based on attainment above or below the minimum requirements for the award of credit. Learning outcomes are distinct from the aims of learning in that they are concerned with the achievements of the learner rather than with the overall intentions of the teacher.
(Vlãsceanu et al ., 2004, pp. 41–42
) associated issues
Writing leaning outcomes
Adam (2004) notes
The creation of learning outcomes is not a precise science and they require considerable thought to write – it is easy to get them wrong and create a learning strait jacket. Learning outcomes are commonly further divided into different categories of outcomes. The most common sub-divisions are between: subject specific outcomes that relate to the subject discipline and the knowledge and/or skills particular to it; and generic (sometimes called key transferable skills) outcomes that relate to any and all disciplines e.g. written, oral, problem-solving, information technology, and team working skills, etc. The identification of generic skills is seen as important in enhancing the employability of graduates whatever their discipline. related terms

See also outcomes objectives programme aims sources
Adam, S., 2004, Using Learning Outcomes, Report for United Kingdom Bologna
Seminar 1-2 July 2004, Heriot-Watt University (Edinburgh Conference Centre)
Edinburgh. Scotland.
American Association of Law Libraries (AALL), 2004, Developing and Submitting a
Program Proposal to the AALL Professional Development Committee, ‘What are learning outcomes?’ http://www.aallnet.org/prodev/guide_for_developing_and_submitt.asp
Council for Higher Education Accreditation (CHEA) CHEA Institute for Research and
Study of Accreditation and Quality Assurance, 2003, Statement Of Mutual
Responsibilities for Student Learning Outcomes: Accreditation, Institutions, and
Programs, September 2003. pdf available at http://www.chea.org/Research/index.asp
European Union (EU), 2004,
ECTS Users’ Guide – European Credit Transfer and
Accumulation System for Lifelong Learning , European Commission. Published summer 2004.
Government of British Colombia Ministry of Education (BC).referenced in Adam (2004).
Moon, J., 2002, The Module and Programmes Development Handbook (London, Kogan
Page)
Qualifications and Curriculum Authority and Learning + Skills Council (QCA /LSC)
2004, Principles for a credit framework for England: Terms and definitions, pp. 11–
13, March (London: QCA /LSC). Uses definitions from the Credit Common Accord for Wales published in July 2003.
University of Exeter, 2004, TQA Manual, Learning and Teaching Definitions , http://www.ex.ac.uk/admin/academic/tls/tqa/modapp1.htm
Last updated 31 August
2004
University of Manchester Institute of Science and Technology (UMIST), 2001, Annex 1:
Glossary , UM/DG/005 http://www2.umist.ac.uk/staff/talsc/TaLSC/quality/dg005%20_glossary.pdf
, posted
30/08/01
University of Warwick, 2004, Course Specifications: Glossary of Terms relating to
Course Specifications http://www2.warwick.ac.uk/insite/info/quality/coursespecs/view/glossary/ Last revised: Tue, Aug 24, 2004