FO RM UL AT IO N

OF LE AR NIN G
OUT C O M E S
The meaning of a LO
Remember a learning outcome is an explicit
statement of what you want your students to learn
by the end of your lesson in terms of cognition and
knowledge. That is, the verb represents the
cognitive process you want your students to
achieve and the noun represents the knowledge
you want your students to acquire or construct. In
other words, the learning outcome is the explicit
statement of how a cognitive process is applied to a
specific content.
 Parts of a learning outcome
Describe a classmate's personality using adjectives from a list.

Action Content
(Cognitive process) (Knowledge to acquire)
The specificity of a LO
Learning outcomes for your lessons need to be paticularly specific.
The reason behind this is the extent and limitation of your students'
performance. Learning outcomes are used to measure and evaluate
your students' performance in the activities you assign to them.
Hence, if learning outcomes are not sufficiently specific the results of
your students' performance might vary depending on their own
personal understanding of the learning outcome. This can make the
evaluation process extremely difficult and make your students feel
frustrated.
When LO are not specific enough
Learning outcome: Describe a person
The description of a person might imply a range a different
aspects. If you do not specify those aspects, students might
eventually end up:
1. Describing someone's physical appearance in terms of
complexion, height, hair, skin color, eye color, etc.
2. Describing someone's personality in terms of character,
emotions, values, qualities, etc.
3. Describing someone's actions
4. Describing someone's hobbies and interests
When LO are specific enough
Learning outcome: Describe a classmate's
personality orally using five adjectives from a list.
When learning outcomes are specific enough, they will allow your
students to have a clear vision of what they need to accomplish.
Consequently, it will be easier for them to identify the actions they
are required to do. When learning outcomes are specific enough,
they will also allow the teacher to measure and evaluate
accurately their students' performance.
Different versions for a LO
Describe a classmate's personality orally using five adjectives
from the list
Describe a classmate's personality in a drawing representing an
adjective from the list.
Describe a classmate's personality using an adjective from the list
in a written sentence.
Describe a classmate's personality dramatizing an adjective from
the list.
Describe a classmate's personality writing a text using five
adjectives from the list.
What we need to formulate LO

1. Action verbs (Bloom's taxonomy).

2. List of contents.
How to write LO
Ask my classmates' about their personal
information using "What's your name?", "What's
your phone number?", "What's your facebook
username?".

Use "What's your name?", "What's your phone

number?", "What's your facebook username?" to
ask my classmates' about their personal
information
Action Content
More examples of LO
Categorise words by using the prefixes re, in and un.
Explain cause and effect by employing connectors such as
consequently, therefore and as a result.
Identify and accurately pronounce the short i, o, and long ou
(as in found) vowel sounds.
Distinguish similarity and difference through the use of
comparative and superlative adverbs in an article.
 Assignment
Choose a grade from primary to highschool. Revise the
Basic Learning Rights for that grade. Choose one or two
BLR connected with your research focus.
Based on the BLR and your research focus, formulate
learning outcomes for three different lessons. Each
lesson should have two learning outcomes.