University College of the North
Academic Development
August, 2015
Learning Outcomes – Tip Sheet
What are Student Learning Outcomes?
An internet search reveals quickly that a single and
universally accepted definition of learning outcomes has not
been adopted by post-secondary institutions. Consider the
following definitions:
“Learning outcomes are statements that describe the
significant, essential, transferable, verifiable learning that
must be demonstrated in order to be successful in a
particular unit of study.” (Camosun College)
“Learning outcomes describe how the student will integrate
knowledge, skills and abilities learned in a course or program
in a complex role performance.” (Red River College)
Regardless of the definition, student
learning outcomes should….
o
o
o
Focus on what the learner has
achieved rather than the
intentions of the instructor
Focus on what the learner can
demonstrate at the end of a
learning activity (measurable)
Focus on the application and
integration of knowledge and
skills (complex, not a singular
task)
“Learning outcomes are the assessable ends of education,
written from the students’ perspective, focused on what
students can expect to achieve if they have learned
successfully.” (University of Windsor)
An outcomes-based approach to education clearly specifies
what students are expected to learn and arranges the
curriculum such that these intended outcomes are achieved
(Harden, 2007a). Learning outcomes provide the base for an
effectively aligned and integrated curriculum, where
instructional activities and assessment strategies are
explicitly linked to course-specific and degree-level learning
outcomes, which are tied to institutional and provinciallydefined graduate degree level expectations.” (University of
Guelph)
Characteristics of Good Learning Outcomes (University of Toronto)
http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes/characteristics.htm
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Are specific can use active language – verbs in particular – that make expectations clear. Bloom’s Taxonomy of
Educational Objectives is particularly useful because it associates particular verbs with each level of learning. Although
Bloom’s Taxonomy is a hierarchy, each type of learning can be a valuable aspect of a course. Below is one version of
Bloom’s Taxonomy with action verbs associated with each level of learning.
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Are focused on the learner: rather than explaining what the instructor will do in the course, good learning outcomes
describe knowledge or skills that the student will employ, and help the learner understand why that knowledge and
those skills are useful and valuable to their personal, professional, and academic future
Are realistic, not aspirational: all passing students should be able to demonstrate the knowledge or skill described by
the learning outcome at the conclusion of the course. In this way, learning outcomes establish standards for the
course.
Focus on the application and integration of acquired knowledge and skills: good learning outcomes reflect and
indicate the ways in which the described knowledge and skills may be used by the learner now and in the future.
Indicate useful modes of assessment and the specific elements that will be assessed: good learning outcomes prepare
students for assessment and help them feel engaged in and empowered by the assessment and evaluation process.
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Learning Outcomes
Course
Means
Assessment Tasks
(Learning Experiences & Teaching Methods)
Three Essentials of Alignment:
1.Teaching methods should help students develop the knowledge and skills specified in the learning outcomes. The teaching methods are the
means; the learning outcomes are the ends.
2.Assesment tasks should determine whether, and to what degree, students have achieved the learning outcomes.
3. Teaching methods, assessments, and learning outcomes should be consistent and coherent.
Potter M. & Kustra, E. (2012). Course Design for Constructive Alignment. Centre for Teaching and Learning, University of Windsor
Web Resources
Writing Outcomes:
https://myconestoga.ca/web/tlc/learn-about-program-and-course-curriculum#writingoutcomes
http://cll.mcmaster.ca/COU/pdf/Brief%201%20Learning%20Outcomes.pdf
http://www.rrc.ca/LearningOutcomeSupport/
For additional teaching tips, contact:
Connie Wyatt Anderson, Academic
Specialist
cwyattanderson@ucn.ca
204-627-8634