The Hong Kong Institute of Education
Outcomes Based Learning Unit
DESIGNING AND DEVELOPİNG LEARNING OUTCOMES
1. What are learning outcomes?
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, attitudes or
dispositions. Learning outcomes provide direction in the planning of a learning activity. They
help to:
i.
Focus on learner’s behaviour that is to be changed
ii.
Serve as guidelines for content, instruction, and evaluation
iii.
Identify specifically what should be learned
iv.
Convey to learners exactly what is to be accomplished
2. What are the characteristics of good learning outcomes?
Learning outcomes have three distinguishing characteristics:
i.
The specified action by the learners must be observable.
ii.
The specified action by the learners must be measurable.
iii.
The specified action must be done by the learners.
The ultimate trial when writing a learning outcome is whether or not the action taken by the
participants can be assessed.
If not, the outcome probably does not meet all three of the
foloowing characteristics.
i.
Who is to perform?
ii.
What action they are to take?
iii.
What results would come from their actions?
3. Problems with unclear outcomes
Some courses include learning outcomes which are unclear or represent elements of
curriculum which is either content-based or beliefs and behaviours that are intrinsic, rather
than some actions the participants will demonstrate.
1
Note the following examples:
a.) Participants will understand the nine reasons for conducting a needs assessment.
b.) Participants will develop an appreciation of cultural diversity in the workplace.
If you ask a simple question ("Can it be assessed?"), you see readily that these learning
outcomes have shortcomings. They are not measurable. The same outcomes can be modified
by changing the action verbs.
a.) Participants will list nine reasons for conducting a needs assessment.
b.) Participants will summarize in writing their view points and feelings about cultural diversity
in the workplace.
Learners now have a much better idea of what is expected of them.
4. What is the importance of action verbs?
Since the learner's performance should be observable and evidence-based, the verb chosen
for each outcome statement should be an action verb which results in overt behaviour that can
be observed andassessed. By creating learning outcomes using measurable verbs, you
indicate explicitly what the student must do in order to demonstrate learning.
Sample action verbs are:
compile, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use,
compute, discuss, explain, predict, assess, compare, rate, critique, etc.
A.
To measure knowledge (common terms, facts, principles, procedures), ask these kinds
of questions: Define, Describe, Identify, Label, List, Match, Name, Outline, Reproduce,
Select, State.
Example:
Upon successful completion of the course, students will be able to: "identify
the scientific, social and humanistic aspects of environmental issues.”
B.
To measure comprehension (understanding of facts and principles, interpretation of
material), ask these kinds of questions: Convert, Defend, Distinguish, Estimate, Explain,
Extend, Generalize, Give examples, Infer, Predict, Summarize.
Example: Upon successful completion of the course, students will be able to:" explain
environmental problems and give examples from the perspectives of both environmental
science and resource management."
C.
To measure application (solving problems, applying concepts and principles to new
situations), ask these kinds of questions: Demonstrate, Modify, Operate, Prepare,
Produce, Relate, Show, Solve, Use.
2
Example: Upon successful completion of the course, students will be able to: "choose
which of the various environmental product certifications best apply to the use of
sustainable products."
D.
To measure analysis (recognition of unstated assumptions or logical fallacies, ability to
distinguish between facts and inferences), ask these kinds of questions: Diagram,
Differentiate, Distinguish, Illustrate, Infer, Point out, Relate, Select, Separate, Subdivide.
Example: Upon successful completion of the course, students will be able to: "calculate
the cost differentiation after reviewing at least five ways green product ratings may need
to evolve in order to truly address a sustainable future."
E.
To measure synthesis (integrate learning from different areas or solve problems by
creative thinking), ask these kinds of questions: Categorize, Combine, Compile, Devise,
Design, Explain, Generate, Organize, Plan, Rearrange, Reconstruct, Revise, Tell.
Example: Upon successful completion of the course, students will be able to:"design
methodologies of the natural and social sciences to formulate testable hypotheses
concerning environmental problems and issues."
F.
To measure evaluation (judging and assessing), ask these kinds of questions: Appraise,
Compare, Conclude, Contrast, Criticize, Describe, Discriminate, Explain, Justify,
Interpret, Support.
Example: Upon successful completion of the course, students will be able to:"judge and
assess proposed solutions to environmental problems and make recommendations from
the perspectives of both environmental science and resource management.”
"
3
BLOOM'S TAXONOMY OF MEASURABLE VERBS
These verbs are categorized according to the level of thinking (in Bloom's Taxonomy) required
by each. The purpose of this list is to help generate ideas for learning outcomes, particularly
those requiring higher levels of thought. The categories are presented in order from basic
levels (literal thinking) to complex levels (critical thinking).
KNOWLEDGE (literal-level thinking)
cite
label
name
define
list
quote
pronounce
reproduce
identify
match
recite
state
tell
recall
remember
repeat
recognize
describe
memorize
locate
draw
write
select
COMPREHENSION (literal-level thinking)
alter
discover
manage
relate
summarize
explain
rephrase
restate
give
convert
substitute
match
represent
change
depict
translate
vary
describe
illustrate
reword
distinguish
interpret
paraphrase
transform
infer
review
generalize
extend
examples
express
predict
compare
APPLICATION (critical thinking)
apply
make
manage
relate
classify
employ
predict
show
use
evidence
prepare
solve
demonstrate
manifest
present
utilize
direct
practice
compute
report
illustrate
change
choose
interpret
draw
model
modify
sketch
dramatize
paint
collect
produce
ANALYSIS (critical thinking)
ascertain
diagram
outline
diagnose
reduce
contrast
differentiate
survey
associate
conclude
examine
designate
determine
organize
research
investigate
separate
compare
point out
dissect
categorize
infer
subdivide
distinguish
construct
classify
separate
analyze
divide
find
discriminate
SYNTHESIS (critical thinking)
combine
devise
integrate
revise
conceive
propose
generalize
originate
compose
extend
construct
organize
design
add to
rearrange
synthesize
create
pose
project
produce
expand
rewrite
develop
role play
modify
plan
imagine
compile
invent
theorize
formulate
hypothesize
EVALUATION (critical thinking)
judge
conclude
appraise
evaluate
select
defend
weigh
recommend
decide
criticize
compare
consider
contrast
deduce
verify
summarize
relate
solve
critique
assess
justify
debate
4
VERBS THAT ARE NOT MEASURABLE
Certain verbs are unclear and subject to different interpretations in terms of what action they
are specifying. Such verbs call for covert behaviour which cannot be observed or measured.
In order for an objective to give maximum structure to instruction, it should be free of vague or
ambiguous words or phrases.
The following lists notoriously ambiguous words or phrases which should be avoided so that
the intended outcome is concise and explicit.
Words to Avoid
Believe, Hear, Realize
Capacity, Intelligence, Recognize
Comprehend, Know, See
Conceptualize, Listen, Self-Actualize
Depth, Memorize, Think
Experience, Perceive, Understand
Feel
Phrases To Avoid
Appreciation for… Acquainted with… Anxiety
Attitude of… Adjusted to… Immaturity
Awareness of… Capable of… Insecurity
Comprehension of…. Cognizant of…
Enjoyment of… Conscious of…
Feeling for… Familiar with…
Interest in… Interested in….
Knowledge of… Knowledgeable about….
Understanding of… Self-Confi dent in.
5
6