How to Write Them

While learning outcomes are written at the beginning of the course design process, we also ‘inherit’  existing courses. Well-written learning outcomes keep the students front and center and are SMART:

• • Specific – are clearly articulated and concise
  • Measurable – can be demonstrated and / or are observable
  • Achievable – reflect the level of the course
  • Relevant – relate to the ‘real world’
  • Timebound – doable within the time frame of the course

To begin:

1. One place to start is to select an action word. Bloom’s Taxonomy and action verbs are a good place to begin. For example: identify, analyze, classify etc. Or take a look at LaFever’s Sample Verbs and Progression.
2. Select the subject content to which the action applies. For example: Identify the key steps in conducting an assessment.
3. Decide whether the learning outcome needs a level of achievement (e.g., ‘with no mistakes’ or ‘effectively’) and / or a condition of performance (e.g., ‘independently’). For example: Independently [condition] identify [action verb] the correct order [level of achievement] of the key steps in conducting an assessment[subject content]. Not all learning outcomes require this third step.

Classifications of Learning provides different frameworks for (re)writing and (re)designing courses, thinking about learning, application of knowledge, skill development and how to include all learners in the learning experience.

Handouts: Action Verbs: PDF Version NIC Writing Effective Learning Outcomes at Program and Course Levels – PDF Version

Additional Resources: University of Alberta – Writing Learning Outcomes (PDF) is a guide to writing clear learning outcomes that are easy to assess, using both Bloom’s and Fink’s taxonomies of learning

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The Key Parts

Classifications of Learning