Learning outcomes are statements that describe the knowledge or skills students should

acquire by the end of a particular assignment, class, course, or program, and help
students understand why that knowledge and those skills will be useful to them.

Learning outcomes are user-friendly statements that tell students what they will be able to
do at the end of a period of time. They are measurable and quite often observable.

Developing Learning Outcomes

Learning outcomes are user-friendly statements that tell students what they will be able to do at
the end of a period of time. They are measurable and quite often observable. Learning outcomes
are usually discussed within the context of program-wide assessment, but they can be valuable
components of any class because of the way they sharpen the focus on student learning.

Learning outcomes:

 state in clear terms what it is that your students should be able to do at the end of a course
that they could not do at the beginning.
 focus on student products, artifacts, or performances, rather than on instructional
techniques or course content.
 are student-centered rather than instructor-centered.
 explicitly communicate course expectations to your students.

Writing Effective Learning Outcomes

The key to writing effective learning outcomes is the selection of active, measurable verbs—the
tasks you want students to do at the end of your class. Words like know, understand,
or appreciate are difficult to measure, and they rarely get at the higher order thinking tasks most
of us really want to see in our students. Consider, instead, more specific words like these, which
progress toward more complex intellectual tasks: By the end of the class, students should be able
to ….

 Recall
 Explain
 Interpret
 Compare
 Differentiate
 Implement
 Judge
 Create

Next, consider how you will be able to measure whether students have met those outcomes.
What types of activities or assignments will let students provide evidence they can meet these
outcomes? Is this something they can demonstrate through a specific essay assignment? Via a
poster or other presentation? As part of a course project? Through well-crafted exam questions?
Learning objectives are statements that define the expected goal of a curriculum, course,
lesson or activity in terms of demonstrable skills or knowledge that will be acquired by a
student as a result of instruction.

Learning objectives can include 3 components: performance, conditions, and criteria.

Performance All SMART learning objectives contain a performance component. The
performance statement describes what the learner will know or be able to do in specific,
measurable terms. The statement should contain an action verb.

What Are Learning Outcomes?

“… think first about what is essential that students know or be
able to do after the course or program – what students need to
know and could make powerful use of to enhance their lives and
more effectively contribute to society. We believe that such
reflection will lead instructors to focus on a broad synthesis of
abilities that combine knowledge, skills and values into a whole
that reflects how people really use knowledge.” So, what’s a
learning outcome anyway? Mark Battersby, p. 1
Learning outcomes are statements that describe the knowledge or skills
students should acquire by the end of a particular assignment, class, course, or
program, and help students understand why that knowledge and those skills will
be useful to them. They focus on the context and potential applications of
knowledge and skills, help students connect learning in various contexts, and
help guide assessment and evaluation.

Good learning outcomes emphasize the application and integration of

knowledge. Instead of focusing on coverage of material, learning outcomes
articulate how students will be able to employ the material, both in the context
of the class and more broadly.

Example of Learning Outcomes:

By the end of this course, students will be able to:

 identify and describe the political, religious, economic, and social uses of
art in Italy during the Renaissance
 identify a range of works of art and artists
 analyze the role of art and of the artist in Italy at this time
 analyze the art of the period according to objective methods
 link different materials and types of art to the attitudes and values of the
period
 evaluate and defend their response to a range of art historical issues

For more examples of learning outcomes, please see Appendix A.

LEARNING OUTCOMES VS. LEARNING OBJECTIVES?

The distinction between learning outcomes and learning objectives is not

universally recognized, and many instructors may find that the term ‘learning
outcomes’ describes what they have already understood by the term ‘learning
objectives’. Some scholars make no distinction between the two terms; those
who do usually suggest that learning outcomes are a subset or type of learning
objective. Learning objectives, for example, may outline the material the
instructor intends to cover or the disciplinary questions the class will address.
By contrast, learning outcomes should focus on what the student should know
and realistically be able to do by the end of an assignment, activity, class, or
course. The same goals addressed by learning objectives can be equally
addressed by learning outcomes, but by focusing on the application and
integration of the course content from the perspective of the student, learning
outcomes can more explicitly and directly address expectations for student
learning.

Many instructors may find that the reflective process of developing learning
outcomes is something that they have already incorporated into their course
planning processes. The phrase ‘learning outcomes’ thus simply offers a more
precise term for discussing the creation of learning aims and expectations that
centre on application and integration of course content.
WHY DEVELOP LEARNING OUTCOMES?

“…students already know they want a degree. The challenge is to

help students become highly intentional about the forms of
learning and accomplishment that the degree should represent.”
College Learning for the New Global Century, AAC&U, p. 29
Learning outcomes are valuable to learners, instructors, and administrators.
Mark Battersby (1999) of the Learning Outcomes Network explains that learning
outcomes are more than simply several sentences appended to existing lesson
plans or curricula; instead, the development of learning outcomes and their use
within a unit of instruction shapes learning and assessment activities and can
enhance student engagement and learning.

Because of their ability to benefit many groups in postsecondary education, the

development of learning outcomes has become an increasing priority for
instructors and institutions over the course of the last decade. Establishing a
focus on integrated, generalizable, and transferable skills complements
contemporary demands on graduates and builds a foundation for lifelong
learning. As government and public attention on the products of higher
education increases, learning outcomes help to define the goals and essential
aspects of higher education within the institution, to students, and to the
general public.
FOR STUDENTS

 By focusing on the application of knowledge and skills learned in a course

and on the integration of knowledge and skills with other areas of their
lives, students are more connected to their learning and to the material of
the course.
 The emphasis on integration and generalizable skills helps students draw
connections between courses and between coursework and other kinds of
knowledge, enhancing student engagement.
 Students understand the conditions and goals of their assessment.
FOR INSTRUCTORS

 The process of developing learning outcomes itself offers an opportunity

for reflection on the content of the course in the context of its potential
applications. Developing learning outcomes means that the context of the
learning will always be emphasized, and courses focus on the knowledge
and skills that will be most valuable to the student now and in the future.
 Learning outcomes point to useful methods of assessment.
 Learning outcomes allow instructors to set the standards by which the
success of the course will be evaluated.

FOR INSTITUTIONS & ADMINISTRATORS

 In order to determine what is essential for students to know, an instructor

must consider the particular course or unit in the context of future
coursework and the curriculum as a whole. This contributes to the
development of a coherent curriculum within a decentralized institution
while maintaining instructor autonomy, and helps to ensure that students
are prepared for future work and learning.
 The application and integration of learning emphasized by learning
outcomes reflect and support the contemporary nature and priorities of
the university, enhancing student engagement, uncovering opportunities
for interdisciplinary, and providing guidance and support for students with
many different kinds of previous academic preparation.
 Learning outcomes provide structures from which courses and programs
can be evaluated and can assist in program and curricular design, identify
gaps or overlap in program offerings, and clarify instructional,
programmatic, and institutional priorities.

Characteristics of Good Learning Outcomes

Good learning outcomes focus on the application and integration of the

knowledge and skills acquired in a particular unit of instruction (e.g. activity,
course program, etc.), and emerge from a process of reflection on the essential
contents of a course. More specifically, good learning outcomes:

Are very specific, and use active language – and verbs in particular – that make
expectations clear. This informs students of the standards by which they will be
assessed, and ensures that student and instructor goals in the course are
aligned. Where possible, avoid terms like understand, demonstrate, or discuss
that can be interpreted in many ways.

Please see Appendix B for a list of useful verbs.

VAGUE OUTCOME
By the end of the course, I expect students to increase their organization,
writing, and presentation skills.

MORE PRECISE OUTCOME

By the end of the course, students will be able to:

 produce professional quality writing

  effectively communicate the results of their research findings and
analyses to fellow classmates in an oral presentation

VAGUE OUTCOME
By the end of this course, students will be able to use secondary critical
material effectively and to think independently.

MORE PRECISE OUTCOME

By the end of this course, students will be able to evaluate the theoretical and
methodological foundations of secondary critical material and employ this
evaluation to defend their position on the topic.

 Should be flexible: while individual outcomes should be specific,

instructors should feel comfortable adding, removing, or adjusting learning
outcomes over the length of a course if initial outcomes prove to be
inadequate.
 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.
 Offer a timeline for completion of the desired learning.

Each assignment, activity, or course might usefully employ between

approximately five and ten learning outcomes; this number allows the learning
outcomes to cover a variety of knowledge and skills while retaining a focus on
essential elements of the course.

When writing your outcomes, keep in mind…

Learning outcomes should be SMART (TT):

SPEAK TO THE LEARNER: learning outcomes should address what the learner
will know or be able to do at the completion of the course

MEASURABLE: learning outcomes must indicate how learning will be assessed

APPLICABLE: learning outcomes should emphasize ways in which the learner is

likely to use the knowledge or skills gained

REALISTIC: all learners who complete the activity or course satisfactorily

should be able to demonstrate the knowledge or skills addressed in the outcome
TIME-BOUND: the learning outcome should set a deadline by which the
knowledge or skills should be acquired;

TRANSPARENT: should be easily understood by the learner; and

TRANSFERABLE: should address knowledge and skills that will be used by the
learner in a wide variety of contexts

The SMART(TT) method of goal setting is adapted from Blanchard, K., &
Johnson, S. (1981). The one minute manager. New York: Harper Collin

Tools for Developing Learning Outcomes

Learning outcomes should outline the most central and essential elements of a
particular course or program. They will also shape assessment. As such, the
process of developing learning outcomes offers an opportunity for reflection on
what is most necessary to help learners gain this knowledge and these skills.
Considering (1) key words for the course, (2) desired types of learning, and (3)
the context in which the knowledge and skills gained in the course will be used,
including possible applications, provides a foundation for the development of
learning outcomes.
1. Language: Articulating your outcomes

To begin the process of developing learning outcomes, it may be useful to

brainstorm some key words central to the disciplinary content and generalizable
skills taught in the course. In addition to the information about context and
types of learning provided below, you may wish to consider the following
questions as you develop this list of key words:

 What are the essential things students must know to be able to succeed in
the course?
 What are the essential things students must be able to do to succeed in
the course?
 What knowledge or skills do students bring to the course that the course
will build on?
 What knowledge or skills will be new to students in the course?
 What other areas of knowledge are connected to the work of the course?

2. Educational objectives: Addressing levels of learning

Scholars working in pedagogy and epistemology offer us taxonomies of learning

that can help make learning outcomes more precise. These levels of learning
can also help develop assessment and evaluation methods appropriate to the
learning outcomes for the course.

Bloom’s Taxonomy of Educational Objectives

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. Ultimately, however, learning outcomes should focus on the “higher
order thinking” found in the highest levels of the Taxonomy: analyze, evaluate,
and create. Bloom’s Taxonomy was developed in 1956, and was revised in 2001
by Bloom’s colleagues, Lorin Anderson and David Krathwohl. The revised
Taxonomy is presented here.

For additional examples of verbs aligned with each type of learning, please
see Appendix B.

USEFUL VERBS
Remember: recall of information
define, identify, list, name, recall, repeat, state

Understand: demonstration of comprehension

classify, describe, locate, report, restate, summarize

Apply: applying knowledge in a new context

employ, illustrate, solve, use

Analyze: supporting assertions through the use of evidence and arguments;

identifying causes and patterns
compare, contrast, criticize, distinguish, examine, question, test

Evaluate: coming to a judgment on the value of information or the validity of

arguments
appraise, argue, assess, defend, predict, select, support

Create: combining or grouping knowledge to come to new conclusions

assemble, collect, construct, develop, formulate, organize, propose

For an alternative taxonomy, please also see information on the Structure of

Observed Learning Outcomes (SOLO) taxonomy in Appendix C.

For more information about Bloom’s original and the revised Taxonomy of
Educational Objectives, please see Appendix C.

[Information about Bloom’s revised taxonomy drawn from Anderson & Krathwohl
(2001).]

Content, skills, values

These three areas can be used to identify and describe different aspects of
learning that might take place in a course. Content can be used to describe the
disciplinary information covered in the course. This content might be vital to
future work or learning in the area. A learning outcome focused on content might
read:

By the end of this course, students will be able recall the 5 major events leading
up to the Riel Rebellion and describe their role in initiating the Rebellion.
Skills can refer to the disciplinary or generalizable skills that students should be
able to employ by the conclusion of the class. A learning outcome focused on
skills might read:

By the end of this course, students will be able to define the characteristics and
limitations of historical research.
Some learning outcomes might articulate desired values: attitudes or beliefs
that are imparted or investigated in the course of learning in a field or discipline.
In particular, value-oriented learning outcomes might focus on ways that
knowledge or skills gained in the course will enrich students’ experiences
throughout their lives. A learning outcome focused on values might read:
By the end of this course, students will be able to articulate their personal
responses to a literary work they have selected independently.
“More guidance is needed to support effective program planning and tie the
goals of individual programs to the overall degree objectives…. Appropriate
statements of learning objectives would help faculty with curriculum planning
and ensure that our [programs of study] are coherent.” Curriculum review and
renewal final report, University of Toronto Faculty of Arts & Science, p. 19.
3. Context – Connecting your outcomes

Learning outcomes help instructors and learners focus on the potential

applications of the knowledge and skills gained in the course. In turn, this helps
students perceive the value of their learning, and helps instructors develop
appropriate assessment tools. In developing learning outcomes, some questions
that allow for reflection on the context of the learning taking place in the course
might include:

How does this course fit into the student’s program or curriculum?

 If the course is part of the major or specialization, what knowledge or

skills should students have coming into the course? What knowledge or
skills must they have by its conclusion in order to proceed through their
program?
How can this course contribute to the student’s broad learning and the
student’s understanding of other subjects or disciplines?
 What are the priorities of the department or faculty within which the
course takes place? How does the particular focus of the course
contribute to those broader goals?
 Does the course play a particular role within the student’s program
(introductory, elective, summative)? How is the course shaped by this
role?

How does this course fit into the student’s personal or professional future?

 What knowledge or skills gained in this course will serve students

throughout their lives? How will the class shape the student’s general
understanding of the world?
 Which careers commonly stem from education in this field? What are the
skills or knowledge essential to these careers?
 What kinds of work are produced in those careers?
 How can this course enrich a student’s personal or professional life? How
can the student employ the knowledge and skills gained in the class to
make his or her own life, or the lives of others, better?
 Where will the student encounter the subject matter of the course
elsewhere in his or her life? In what situations might the knowledge or
skills gained in the course be useful to the student?
Learning Outcomes: Alignment
When thinking about designing and developing a course, an instructor must
consider:

 learning goals, outcomes, and objectives

 assessments and feedback
 instructional strategies, learning activities, and resources
Consider learning outcomes, assessments and activities that support one
another in order to provide students the best opportunity to learn.

This resource will explain what alignment is in course design and what to look
out for in order to create a well aligned course.

The Alignment Triangle

Alignment in course design means that the outcomes, assessments, and

activities all support one another. It is often depicted as an isosceles or
equilateral triangle. If one part of the triangle is absent or is not supportive of
the other parts, the triangle will collapse or will look different than the intended
triangle.

Learning Outcomes:

Learning outcomes guide the selection and design of learning

activities and assessments.

Assessments:
Assessments are in alignment when they assess whether or not
a student can achieve the specific outcome.

Activities:
Activities and resources are in alignment when they provide students
the best opportunity to learn what is specified in the learning
outcome.
Ensuring Alignment
A good learning outcome contains a verb that can guide the selection or
creation of activities that students need to engage with to achieve the
outcome. The same verb can guide the selection or creation of assessments
that can measure how well students achieved the outcome and facilitate
appropriate feedback.

It is critical that learning activities, including skills practice, match the learning
outcome and that assessments measure what students learned and practiced.
After reviewing the course, you may discover that you have an activity or
assessment that is not aligned with the outcomes. You may need to modify
the activity or assessment to reflect the outcome or you may end up revising
the outcome.

Note: Some textbooks and associated publisher resources come with learning
outcomes or objectives. Review all outcomes and objectives carefully to
ensure alignment and appropriateness for your course.

Example
Here is an example of this relationship between these three components
affecting each other.

 The learning outcome, or objective of a lesson is to explain the events that

caused World War I.
 The activity for the lesson is to outline the historical events that lead to the
tensions which sparked the First World War.
 The assessment of this lesson comes in the form of an exam question,
which asks students to discuss the role of governments and politics which
gave rise to the First World War.
Writing Learning Outcomes
Learning outcomes have three elements:

 An action verb describing the behaviour (what the student will do) which
demonstrates the student’s learning
 Information about the context for the demonstration
 The level at which the outcome will be demonstrated
Ideally a good learning outcome is specific, measurable and defined in a way that is easily
understood.

In order to write good learning outcomes, the lecturer first needs to identify the aims of the
programme, and then the essential, core learning that needs to take place in order to meet
these aims. The complexity and depth of learning expected from the student is determined
by the level of the course, this often also determines the level of independence with which
the student is expected to work. Once the core learning has been identified, consider how
you will know when the student has achieved this core learning. What assessment tasks will
you use to measure achievement of the learning outcomes? Ideally, each learning outcome
should contain only one action verb, and it needs to be specific and measurable.
Ambiguous learning outcomes such as ‘ students will know…, understand… think,
appreciate…’ etc., can be very hard to measure objectively. Sentence structure should be
kept as simple as possible to avoid confusion or differences of interpretation amongst
students, teachers and markers.

Using action verbs

Actions verbs define the thinking skills required for an outcome. In most cases this is
determined using Blooms Taxonomy which is a way of categorising and organising thinking
skills. For further information about Blooms Taxonomy and its revision click here.
The following examples for writing a learning outcome follows the revised Blooms
Taxonomy:

Creating
Using a set of criteria to arrive at a reasoned judgement of the value of something.
 Verbs Adapt • Build • Change • Combine • Compile • Compose • Construct •
Create • Delete • Design • Develop • Discuss • Elaborate • Estimate •
Formulate • Happen • Imagine • Improve • Invent • Make up • Maximize
• Minimize • Modify • Original • Originate • Plan • Predict • Propose •
Solution • Solve • Suppose • Test • Theory

Example Design a landscape plan that includes the functional requirements for
safe public lighting

Evaluating
Putting parts together to form a new whole. Solving a problem requiring creativity or
originality.

Verbs Agree • Appraise • Assess • Award • Choose • Compare • Conclude •

Criteria • Criticize • Decide • Deduct • Defend • Determine • Disprove •
Estimate • Evaluate • Explain • Influence • Interpret • Judge • Justify •
Mark • Measure • Prioritize • Prove • Rate • Recommend • Rule on •
Select • Support • Value

Example Evaluate the likely impacts on society and business from the trends in
information systems that give customers more control and transaction
visibility in the total supply chain.

Analyzing
Breaking a concept into its parts and explaining their interrelationships. Distinguishing
relevant from extraneous material.

Verbs Analyze • Assume • Categorize • Classify • Compare • Conclusion •

Contrast • Discover • Dissect • Distinguish • Divide • Examine •
Function • Inference • Inspect • List • Motive • Relationships • Simplify •
Survey • Test for • Theme

Example Analyse the relationship between parental socio-economic status and

academic achievement.

Applying
Using information in a new context to solve a problem, answer a question, perform a task.

Verbs Apply • Build • Choose • Construct • Develop • Experiment with •

Identify • Interview • Make use of • Model • Organize • Plan • Select •
Solve • Utilize

Example Identify the relevance of both fixed and equity investment in respect of
 investment in real estate.

Understanding
Understanding the meaning of remembered material, explaining ideas, giving examples,
drawing inferences, making predictions.

Verbs Classify • Compare • Contrast • Demonstrate • Distinguish • Explain •

Extend • Illustrate • Infer • Interpret • Outline • Relate • Rephrase •
Show • Summarize • Translate

Example Distinguish between an operating lease and a finance lease.

Remembering
Remembering previously learned material such as definitions, principles and formulas.

Verbs Choose • Define • Find • Label • List • Match • Name • Omit • Recall •
Relate • Select • Show • Spell

Example Name the steps involved in empathic listening.

The following table provides another example of the use of action verbs which would be
appropriate for designing learning outcomes.
Writing Student Learning Outcomes
Student learning outcomes state what students are expected to know or be able to
do upon completion of a course or program. Course learning outcomes may contribute,
or map to, program learning outcomes, and are required in group instruction course
syllabi.

At both the course and program level, student learning outcomes should be clear,
observable and measurable, and reflect what will be included in the course or program
requirements (assignments, exams, projects, etc.). Typically there are 3-7 course
learning outcomes and 3-7 program learning outcomes.

When submitting learning outcomes for course or program approvals, or assessment

planning and reporting, please:

 Begin with a verb (exclude any introductory text and the phrase “Students will…”, as this
is assumed)
 Limit the length of each learning outcome to 400 characters
 Exclude special characters (e.g., accents, umlats, ampersands, etc.)
  Exclude special formatting (e.g., bullets, dashes, numbering, etc.)

Workshops
 FEBRUARY

o February16
Developing Course Learning Outcomes10:00 am, Online

o February22
Developing Course Learning Outcomes1:00 pm, Online

MORE EVENTS

Steps for Writing Outcomes

The following are recommended steps for writing clear, observable and measurable
student learning outcomes. In general, use student-focused language, begin with action
verbs and ensure that the learning outcomes demonstrate actionable attributes.

1. Begin with an Action Verb

Begin with an action verb that denotes the level of learning expected. Terms such
as know, understand, learn, appreciate are generally not specific enough to be
measurable. Levels of learning and associated verbs may include the following:

 Remembering and understanding: recall, identify, label, illustrate, summarize.

 Applying and analyzing: use, differentiate, organize, integrate, apply, solve, analyze.
 Evaluating and creating: Monitor, test, judge, produce, revise, compose.

Consult Bloom’s Revised Taxonomy (below) for more details. For additional sample
action verbs, consult Effective Use of Performance Objectives for Learning and
Assessment.

2. Follow with a Statement

 Statement – The statement should describe the knowledge and abilities to be

demonstrated. For example:
 Identify and summarize the important feature of major periods in
the history of western culture
 Apply important chemical concepts and principles to draw
conclusions about chemical reactions
 Demonstrate knowledge about the significance of current research
in the field of psychology by writing a research paper
 Length – Should be no more than 400 characters.
*Note: Any special characters (e.g., accents, umlats, ampersands, etc.) and formatting
(e.g., bullets, dashes, numbering, etc.) will need to be removed when submitting
learning outcomes through AEFIS and other digital campus systems.

Revised Bloom’s Taxonomy of Learning: The

“Cognitive” Domain

*In 1956, Benjamin Bloom and colleagues differentiated six levels of learning in the
“cognitive” domain and proposed a list of skills that would indicate understanding at
each level. In 2001, Anderson, Krathwohl and colleagues revised the taxonomy. The
lowest levels (which are most commonly tested in exams) are based on knowledge of
factual information. Understanding at higher levels is indicated by more complex skills
in evaluation, synthesis, or the creation of new information.
To the right: find a sampling of verbs that represent learning at each level.
Find additional action verbs.
Going beyond Bloom, find two additional taxonomies for writing learning outcomes.
*Text adapted from:
Bloom, B.S. (Ed.) 1956. Taxonomy of Educational Objectives: The classification of
educational goals. Handbook 1, Cognitive Domain. New York.
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A.,
Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for
learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational
Objectives (Complete edition). New York: Longman.

Examples of Academic Program Learning

Outcomes
The following examples of academic program student learning outcomes come from a
variety of academic programs across campus, and are organized in four broad areas: 1)
contextualization of knowledge; 2) praxis and technique; 3) critical thinking; and, 4)
research and communication.

Student learning outcomes for each UW-Madison undergraduate and graduate

academic program can be found in The Guide. Click on the program of your choosing to
find its designated learning outcomes.

This is an accordion element with a series of buttons that open and close related content
panels.

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Contextualization of Knowledge
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Praxis and Technique

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Critical Thinking
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Research and Communication

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Examples of Course Learning Outcomes

Students will…

 identify, formulate and solve integrative chemistry problems. (Chemistry)

 build probability models to quantify risks of an insurance system, and use data and
technology to make appropriate statistical inferences. (Actuarial Science)
  use basic vector, raster, 3D design, video and web technologies in the creation of works
of art. (Art)
 apply differential calculus to model rates of change in time of physical and biological
phenomena. (Math)
 identify characteristics of certain structures of the body and explain how structure
governs function. (Human Anatomy lab)
 calculate the magnitude and direction of magnetic fields created by moving electric
charges. (Physics)

Writing Student Learning Outcomes

Student learning outcomes state what students are expected to know or be able to
do upon completion of a course or program. Course learning outcomes may contribute,
or map to, program learning outcomes, and are required in group instruction course
syllabi.

At both the course and program level, student learning outcomes should be clear,
observable and measurable, and reflect what will be included in the course or program
requirements (assignments, exams, projects, etc.). Typically there are 3-7 course
learning outcomes and 3-7 program learning outcomes.

When submitting learning outcomes for course or program approvals, or assessment

planning and reporting, please:

 Begin with a verb (exclude any introductory text and the phrase “Students will…”, as this
is assumed)
 Limit the length of each learning outcome to 400 characters
 Exclude special characters (e.g., accents, umlats, ampersands, etc.)
 Exclude special formatting (e.g., bullets, dashes, numbering, etc.)

Workshops
 FEBRUARY

o February16
Developing Course Learning Outcomes10:00 am, Online

o February22
Developing Course Learning Outcomes1:00 pm, Online

MORE EVENTS

Steps for Writing Outcomes

The following are recommended steps for writing clear, observable and measurable
student learning outcomes. In general, use student-focused language, begin with action
verbs and ensure that the learning outcomes demonstrate actionable attributes.
1. Begin with an Action Verb

Begin with an action verb that denotes the level of learning expected. Terms such
as know, understand, learn, appreciate are generally not specific enough to be
measurable. Levels of learning and associated verbs may include the following:

 Remembering and understanding: recall, identify, label, illustrate, summarize.

 Applying and analyzing: use, differentiate, organize, integrate, apply, solve, analyze.
 Evaluating and creating: Monitor, test, judge, produce, revise, compose.

Consult Bloom’s Revised Taxonomy (below) for more details. For additional sample
action verbs, consult Effective Use of Performance Objectives for Learning and
Assessment.

2. Follow with a Statement

 Statement – The statement should describe the knowledge and abilities to be

demonstrated. For example:
 Identify and summarize the important feature of major periods in
the history of western culture
 Apply important chemical concepts and principles to draw
conclusions about chemical reactions
 Demonstrate knowledge about the significance of current research
in the field of psychology by writing a research paper
 Length – Should be no more than 400 characters.

*Note: Any special characters (e.g., accents, umlats, ampersands, etc.) and formatting
(e.g., bullets, dashes, numbering, etc.) will need to be removed when submitting
learning outcomes through AEFIS and other digital campus systems.

Revised Bloom’s Taxonomy of Learning: The

“Cognitive” Domain
*In 1956, Benjamin Bloom and colleagues differentiated six levels of learning in the
“cognitive” domain and proposed a list of skills that would indicate understanding at
each level. In 2001, Anderson, Krathwohl and colleagues revised the taxonomy. The
lowest levels (which are most commonly tested in exams) are based on knowledge of
factual information. Understanding at higher levels is indicated by more complex skills
in evaluation, synthesis, or the creation of new information.
To the right: find a sampling of verbs that represent learning at each level.
Find additional action verbs.
Going beyond Bloom, find two additional taxonomies for writing learning outcomes.
*Text adapted from:
Bloom, B.S. (Ed.) 1956. Taxonomy of Educational Objectives: The classification of
educational goals. Handbook 1, Cognitive Domain. New York.
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A.,
Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for
learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational
Objectives (Complete edition). New York: Longman.

Examples of Academic Program Learning

Outcomes
The following examples of academic program student learning outcomes come from a
variety of academic programs across campus, and are organized in four broad areas: 1)
contextualization of knowledge; 2) praxis and technique; 3) critical thinking; and, 4)
research and communication.

Student learning outcomes for each UW-Madison undergraduate and graduate

academic program can be found in The Guide. Click on the program of your choosing to
find its designated learning outcomes.
This is an accordion element with a series of buttons that open and close related content
panels.

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Contextualization of Knowledge
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Praxis and Technique

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Critical Thinking
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Research and Communication

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Examples of Course Learning Outcomes

Students will…

 identify, formulate and solve integrative chemistry problems. (Chemistry)

 build probability models to quantify risks of an insurance system, and use data and
technology to make appropriate statistical inferences. (Actuarial Science)
 use basic vector, raster, 3D design, video and web technologies in the creation of works
of art. (Art)
 apply differential calculus to model rates of change in time of physical and biological
phenomena. (Math)
 identify characteristics of certain structures of the body and explain how structure
governs function. (Human Anatomy lab)
 calculate the magnitude and direction of magnetic fields created by moving electric
charges. (Physics)
LEARNING OBJECTIVES
LAST UPDATED: 05.15.14

In education, learning objectives are brief statements that describe what students will be
expected to learn by the end of school year, course, unit, lesson, project, or class period. In many
cases, learning objectives are the interim academic goals that teachers establish for students who
are working toward meeting more comprehensive learning standards.
Defining learning objective is complicated by the fact that educators use a wide variety of terms
for learning objectives, and the terms may or may not be used synonymously from place to
place. For example, the terms student learning objective, benchmark, grade-level
indicator, learning target, performance indicator, and learning standard—to name just a few of
the more common terms—may refer to specific types of learning objectives in specific
educational contexts. Educators also create a wide variety of homegrown terms for learning
objectives—far too many to catalog here. For these reasons, this entry describes only a few
general types and characteristics.
While educators use learning objectives in different ways to achieve a variety of instructional
goals, the concept is closely related to learning progressions, or the purposeful sequencing of
academic expectations across multiple developmental stages, ages, or grade levels. Learning
objectives are a way for teachers to structure, sequence, and plan out learning goals for a specific
instructional period, typically for the purpose of moving students toward the achievement of
larger, longer-term educational goals such as meeting course learning expectations, performing
well on a standardized test, or graduating from high school prepared for college. For these
reasons, learning objectives are a central strategy in proficiency-based learning, which refers to
systems of instruction, assessment, grading, and academic reporting that are based on students
demonstrating understanding of the knowledge and skills they are expected to learn before they
progress to the next lesson, get promoted to the next grade level, or receive a diploma (learning
objectives that move students progressively toward the achievement of academic standards may
be called performance indicators or performance benchmarks, among other terms).
Learning objectives are also increasingly being used in the job-performance evaluations of
teachers, and the term student learning objectives is commonly associated with this practice in
many states. For a more detailed discussion, including relevant reforms and debates on the topic,
see value-added measures and student-growth measures.
Learning objectives are also a way to establish and articulate academic expectations for students
so they know precisely what is expected of them. When learning objectives are clearly
communicated to students, the reasoning goes, students will be more likely to achieve the
presented goals. Conversely, when learning objectives are absent or unclear, students may not
know what’s expected of them, which may then lead to confusion, frustration, or other factors
that could impede the learning process.
While the terminology, structure, and use of learning objectives can differ significantly from
state to state or school to school, the following are a few of the major forms that learning
objectives take:
 School-year or grade-level objectives: In this case, learning objectives may be synonymous
with learning standards, which are concise, written descriptions of what students are expected to
know and be able to do at a specific stage of their education. Grade-level learning objectives
describe what students should achieve academically by the end of a particular grade level or grade
span (terms such as grade-level indicators or grade-level benchmarks may be used in reference to
these learning objectives or standards).
 Course or program objectives: Teachers may also determine learning objectives for courses or
other academic programs, such as summer-school sessions or vacation-break programs. In this case,
the objectives may be the same academic goals described in learning standards (in the case of a full-
year course, for example), or they may describe interim goals (for courses that are shorter in
duration).
 Unit or project objectives: Teachers may determine learning objectives for instructional units,
which typically comprise a series of lessons focused on a specific topic or common theme, such as
an historical period, for example. In the case of project-based learning—an instructional approach
that utilizes multifaceted projects as a central organizing strategy for educating students—teachers
may determine learning objectives for the end of long-term project rather than a unit.
 Lesson or class-period objectives: Teachers may also articulate learning objectives for specific
lessons that compose a unit, project, or course, or they may determine learning objectives for each
day they instruct students (in this case, the term learning target is often used). For example, teachers
may write a set of daily learning objectives on the blackboard, or post them to an online course-
management system, so that students know what the learning expectations are for a particular class
period. In this case, learning objectives move students progressively toward meeting more
comprehensive learning goals for a unit or course.
In practice, teachers will commonly express learning objectives in different ways to achieve
different instructional goals, or to encourage students to think about the learning process is a
specific way. While the minutia and nuances of pedagogical strategy are beyond the scope of this
resource, the following are a few common ways that learning objectives may be framed or
expressed by teachers:
 Descriptive statements: Learning objectives may be expressed as brief statements describing what
students should know or be able to do by the end of a defined instructional period. For
example: Explain how the Constitution establishes the separation of powers among the three
branches of the United States government—legislative, executive, and judicial—and articulate the
primary powers held by each branch. State learning standards, which may comprise a variety of
learning objectives, are commonly expressed as descriptive statements.
 “I can” statements: Teachers may choose to express learning objectives as “I can” statements as a
way to frame the objectives from a student standpoint. The basic idea is that “I can” statements
encourage students to identify with the learning goals, visualize themselves achieving the goals, or
experience a greater sense of personal accomplishment when the learning objectives are
achieved. For example: I can explain how the Constitution establishes the separation of powers
among the three branches of the United States government—legislative, executive, and judicial—and
I can articulate the primary powers held by each branch.
 “Students will be able to” statements: “Students will be able to” statements are another commonly
used format for learning objectives, and the abbreviation SWBAT may be used in place of the full
phrase. For example: SWBAT explain how the Constitution establishes the separation of powers
among the three branches of the United States government—legislative, executive, and judicial—and
articulate the primary powers held by each branch.

Part Five: Identifying Learning Objectives

 Designing Courses: An Online Seminar
 Part One: Getting Started
 Part Two: Understanding the Teaching Situation
  Part Three: Designing Courses for Learning
 Part Four: Developing Course Goals
 Part Five: Identifying Learning Objectives
 Part Six: Articulating Course Content
 Part Seven: Assessing Learning
 Part Eight: Wrapping Up
 Resources

Objective: This part of the seminar will explore the difference between course goals and
learning objectives and provide a basic introduction to scaffolding learning. Afterward,
you should be able to distinguish between goals and objectives; you also should be able
to draft measurable learning objectives for a course in your field.

Distinguishing Course Goals from Learning Objectives

If goals describe your hopes, wishes, and aims for a course (that is, the instructor perspective),
then learning objectives articulate the specific, measurable things students will know and be able
to do upon leaving your course (that is, the learner perspective).
Sometimes called learning outcomes, learning goals, and/or competencies, learning objectives
are at the heart of effective course design. Ultimately, it doesn't matter what you call them - as
long as you can distinguish between the aims you have for your work in a course and those you
have for what students will learn in the course. Together, goals and objectives represent what
Peter Filene has called the "two halves of the teaching / learning dialogue" (2005, p. 23).
The following instructional video discusses the distinction between course goals and learning
objectives in greater detail. (Click here for a transcript of the video.)
Distinguishing Goals from Objectives from Reinert CTTL on Vimeo.

Now that you have a clearer understanding of what learning objectives are, let's take a look at
how learning objectives can be used to structure student learning. After that, we'll ask you to
begin identifying objectives for your own course.

Types of Learning Objectives

As discussed in the previous video, there are different kinds of learning objectives,
corresponding to different domains of learning, and there different ways of thinking about the
relationships between them. To begin identifying learning objectives for your own course, you
must first identify which types of learning you're aiming for. Most college courses aim to foster
student learning in several "domains of learning":

Cognitive: having to do with knowledge and mental skills

Psychomotor: having to do with physical motor skills
Affective: having to do with feelings and attitudes
Interpersonal/Social: having to do with interactions with others and social skills

Obviously, these are broad categories. Each one can be broken down into different levels of
skills and knowledge, some simpler and some more complex.

Bloom's Taxonomy
Perhaps the most well-known resource for understanding the layers of the cognitive,
psychomotor and affective domains is Benjamin Bloom's Taxonomy of Educational Objectives
(1956). There, Bloom offered taxonomies for these three domains, in which he attempted to
represent the developmental nature of learning. Note: In this seminar, we limit our attention
mainly to the cognitive domain, since the vast majority of university-level courses are focused on
cognitive development and learning. If you teach courses that are more focused on affective or
psychomotor development - e.g., lab courses where handling equipment safely and properly is
essential, or health sciences courses where empathy and other affective qualities must be
cultivated - you might want to seek out additional resources on these areas.

While there are many different ways of understanding how learning occurs, and there have been
critiques of Bloom over the years, Bloom's Taxonomy of Cognitive Development (often referred
to simply as "Bloom's Taxonomy") is still widely used and adapted by educators at all levels to
create measurable learning objectives for students. Bloom offers a way to think about sequencing
learning, which can be applied to everything from specific assignments to curricular structure.

According to Bloom, cognitive development can be organized into different levels, and , "lower-
order" (or less complex) thinking skills form the foundation for "higher-order" (or more
complex) thinking skills. The relationships between these different levels of skills and
knowledge often are represented in this diagram:

Image at: http://www.learnnc.org/lp/media/misc/2008/blooms_old.png

Here, more fundamental concepts and skills form the base of the pyramid, while more advanced
concepts and skills form the apex. Ultimately, each level of the pyramid represents a different
way of knowing and demonstrating knowledge.

For each level, there may be any number of synonyms, and charts have been developed to
highlight verbs that correspond to each. (For instance, see this website or this chart.) In
developing learning objectives for your course, using the taxonomy and the related verbs can
help you to be sure that your objectives are observable and measurable - an essential feature of
learning objectives.

Recent Revisions to Bloom

In the decades since Bloom first introduced his taxonomies, his work has been the source of both
inspiration and criticism. Critiques of Bloom tend to focus on evidence that suggests that
learning is not strictly linear or sequential as these taxonomies suggest, but is, rather, more
recursive in nature. Others point to the fact that his work is the product of a very different
cultural moment than the one in which we are designing courses now. Certainly, there may be
good reason to interrogate Bloom's assumptions. And many of us question certain aspects of the
taxonomy for cognitive development - e.g., does application come before analysis?
Is evaluation of a "higher-order" than synthesis? Answers to these questions depend on many
factors, particularly disciplinary differences.
In 2000, Anderson and Krathwohl offered a revision of the original taxonomy (link):

And the result is perhaps more

appealing for many of us, for several reasons:

 It removes the word, knowledge: since all of the cognitive processes listed are versions of
knowledge (increasingly sophisticated or expert versions of knowledge we might even say), the
revised version seems more accurate.
 It converts the levels to verbs, which underscores that these levels involve actions, cognitive
skills to be demonstrated, rather than states of being.
 It culminates in creating, moving evaluating down a level. This strikes many disciplinary experts
as appropriate. After all, until one can evaluate gaps in existing research, for example, it is
difficult to create new knowledge for the field.

As with the original, the so-called "Revised Bloom" often is presented with lists of verbs that
correspond to the levels. (See this or this.)

Certainly, some of the same critiques may be offered of this revised version. And there are other
taxonomies and tools for understanding how learning works. In designing learning experiences
for students, what matters isn't the particular taxonomy or word choices. What matters is that this
type of tool allows us to design courses and assignments more intentionally, with attention to
specific, measurable skills and to structuring learning in effective ways (breaking down complex
tasks into simpler ones at first, etc.).

What do you want students to know and be able to do?

Identifying Learning Objectives for Your Course
As you begin developing learning objectives for your own courses, you probably won't be able to
identify every single thing you could ever hope for your students to know and be able to do. But
you should be able to identify some of the key takeaways for your course, the most important
knowledge and skills students should leave with. Linda Nilson calls these "ultimate outcomes"
(2010); others call them course-level learning objectives.

From there, you should be able to work backward, identifying what students will need to know
and be able to do before they can do those more ambitious things. Eventually, you can work all
the way back to what Nilson calls "foundational outcomes," or the skills, knowledge, and
attitudes students must have at the beginning of the course if they are to successfully achieve the
ultimate outcomes. Below is a visual representation of the steps Nilson suggests for developing
course objectives:

Writing Your Own Objectives

As you prepare to draft learning objectives for your own course, there are three key areas you'll
want to be aware of:
Content The core concepts, texts, formulae, etc. that are essential for students to learn in your
course.
Skills: What you want students to be able to do upon leaving your course. This includes what
they should be able to do with the content you'll cover, as well as so-called "cross-cutting skills"
- skills that "cut across" disciplines, such as communication skills, reasoning skills, and so on.
Context: Specific contextual factors that may have a bearing on the learning objectives you
develop. Depending on student ability level, disciplinary expectations, and a host of other things,
certain learning objectives may or may not be appropriate for your course. (See Part
2: Understanding the Teaching Situation for more on contextual factors to be considered for
effective course design.)

Finally, as with course goals, learning objectives may not be entirely up to you. As you design
your course, be sure to consider your broader curricular context, since there may be departmental
expectations about the specific objectives, outcomes, or competencies of your particular course,
depending upon how it fits into the larger curriculum.

EXERCISE: Writing Learning Objectives

Earlier in the seminar, you developed a few goals for your course. Go back to the
earlier Worksheet: Writing Goals and Objectives. Now that you have a better understanding of
how goals and objectives differ from one another, try drafting some learning objectives for your
course. This exercise should get you started.
Step 1: Return to the course goals you drafted earlier. Choose one of your main goals for the
course. You'll use this goal to guide your development of specific learning objectives.
Step 2: On a separate sheet of paper, answer the following question, writing as many responses
as you can think of: What will students need to know and be able to do in order for you to know
this goal has been met?
Step 3: Using the responses from Step 2 above, develop 2-3 learning objectives.
Consult Bloom's Taxonomy (and related verbs) or the Revised Bloom's Taxonomy (and related
verbs) to identify the best level and verbs for your desired learning. (Note: if you need to write
objectives for the affective, psychomotor, or social domains, feel free to list those, as well.)
Step 4: Record your learning objectives in the Worksheet: Writing Goals and Objectives, if it's
helpful to do so.
An Alternative Approach:

Some people find it easier to identify learning objectives than goals. If that's you, try this instead:

Step 1: Brainstorm a big list of all the things you want students to know and be able to do by the
time they complete your course.
Step 2: Consider both the things you want them to be able to do with content and other, more
cross-cutting skills (e.g., writing effective arguments, using quantitative data effectively,
evaluating source credibility, etc.).
Step 3: Using the results of this brainstorming activity, try to identify links between those things.
Consider which are simpler and which are more complex; consider which are pre-requisite for
others.
Step 4: Select the most complex, challenging skills and use those to write your overall (or
"ultimate") learning objectives for the course.
Step 5: Go back to your course goals and make sure there is alignment between your goals and
the objectives you want students to achieve upon leaving the course.
Hold onto the material you generate here. It can form the bases of more complete course design
work later on.

Conclusion
It can be tempting to ask why you need both goals and learning objectives at all. Certainly, in
more skills-heavy courses, where learning objectives are much more obvious and are the whole
point of the class, it can seem like the larger, course-level conceptual framing is unnecessary.
However, students often crave the larger, more conceptual framing of a course. Without it, they
can feel as if they are jumping through hoops, or going through motions, without a clear sense of
the purpose behind those things. When students have access to both the conceptual framing and
the specific objectives, they are more likely to experience the course in integrated ways that
enhance their learning.
The difference
between “learning
objectives” and
“learning outcomes”
At first glance, you may think there’s really no difference
between “learning objectives” and “learning outcomes”. Even if
you research the topic a little, you will often find these terms
used interchangeably.
But, there are some important differences. In this article, we’ll
look at those differences and why it’s important to understand
them, so you can improve the effectiveness of your e-learning.

By Kasper Spiro on Oct 1st

Learning objectives versus
learning outcomes
First, let’s get the definitions straight. A learning objective is the instructor’s purpose

for creating and teaching their course. These are the specific questions that the

instructor wants their course to raise. In contrast, learning outcomes are the answers to

those questions. They are the specific, measurable knowledge and skills that the

learner will gain by taking the course.

It might help you to think about the difference in terms of perspective. Learning

objectives are usually viewed from the instructor’s perspective (what does the

instructor want to accomplish?) while learning outcomes are seen more from the

learner’s perspective (what will the course teach me, as a learner?). Of course, the two
are closely related, because a trainer’s objectives will ultimately be translated into the

learner’s outcomes, as long as the course successfully serves its purpose.

We’ve built a free and easy-to-use Learning Objective Maker so you can start creating

your own goals and learning objectives.

Benefits of learning objectives

As mentioned above, learning objectives help foster a sense of purpose for all the

parties involved. They enable authors and trainers to shift their focus from delivery to

creating an engaging experience for learners. Learners and administration benefit too.

Let’s review the advantages for each group.

Benefits for learners

 Orientation: Learners can get a sense of what questions the course will be

asking upfront. This allows them to have a better idea of the skills or

knowledge changes they’ll go through by committing to a course.

 Learner action: Subsequently, knowing the desired learning objectives

beforehand enables learners to choose courses according to their interests

and goals. They can review specific sections of the content, engage with the

material selectively, determine whether they need different learning methods,

decide on what sections to skip, or evaluate their own progress throughout

the course.

Benefits for trainers and authors

 Content planning: Knowing what questions the course or module aims to

answer will likely make it easier to create the content. Trainers and authors

can strategically sequence sections, determine how much time each section
 will take to complete, and even identify what information, features, or images

are needed. In other words, they’ll have an outline they can work toward and

align the content with.

 Strategic content adjustment: For authors, learning objectives can be a

prerequisite for developing follow-up content. It gives authors and trainers a

chance to evaluate whether the course content accurately reflects the

expected behaviors. Based on this evaluation, they’ll be able to either adjust

the course content to better match the objectives or even create relevant

follow-up courses.

Benefits for administrators and management

 Better assessment: The goal of any assessment is to monitor learner progress

and provide feedback to the learners. Learning objectives can simplify this

process by serving as a grading guideline. Administration can rely on learning

objectives as a clear standard for measuring learner progress and

achievement, which can also lead to more accurate and meaningful feedback

for learners.

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Before you can define learning objectives you need to identify what levels of learning

you want learners to achieve. The industry standard for this is Bloom’s taxonomy,

which has six levels of learning. The most basic level of learning is ‘Remembering’,

and the highest level of learning is ‘Creating’.

Easygenerator helps Subject Matter Experts (without a didactics background) create

effective learning objectives with our Learning Objectives Maker that has seamlessly

integrated Bloom’s taxonomy into the software and allows the authors to create an

objective with four easy steps.

Why are learning outcomes

important?
For instructors and content authors, focusing on outcomes is a great way to improve

the effectiveness of your course. That’s because it encourages you to put yourself in

the learner’s shoes. By consciously putting learning outcomes into words, you gain a

clearer understanding of your purpose as an instructor.

They are also valuable because they give instructors, learners, and administrators

clear, measurable criteria for assessing whether a course has done its job and if you

need to improve your approach to the material. If you start with a clear learning

outcome in mind but find that the course fails or struggles to achieve this outcome,

then you know that you need to rethink your approach.

If you are a training manager, you will probably also think of learning outcomes in

financial terms. After all, your organization is investing valuable resources in its

training program, so it’s important that the training content delivers a good return on

that investment. Learning outcomes are precisely that return on investment.

That means clear, measurable learning outcomes are essential for evaluating whether a

specific training activity is worth the time and money. If a course fails to deliver on

learning outcomes, it’s time to try a new strategy.

The benefits of learning
outcomes
Lastly, let’s look at how clear learning outcomes improve the learning experience for

the three main stakeholders of any learning program: the learners, the instructors, and

the administrators/managers:

Benefits for learners

 They give learners a better understanding of the specific knowledge and skills

they will acquire during the course.

 Focusing on outcomes from the beginning places greater emphasis on the

relevant, practical knowledge and skills to be gained.

 This makes learning more effective because learners have a clear sense of

what the desired outcome looks like.

 Clear learning outcomes also help learners see why content and assessments

are relevant to them.

Benefits for educators

 Focusing on learning outcomes puts trainers more in touch with the learner’s

perspective. It also gives them a clearer sense of purpose when creating their

course.

 They help course creators choose the best assessment techniques.

 With them, trainers have a measurable standard for judging the success of

their course.

Benefits for administrators and management

 When learning outcomes are defined, it gives managers a clear mark for

measuring whether a specific course, resource, or activity has delivered a

good return on investment.

 They enable administrators to evaluate the effectiveness of their training

program as a whole.

 They act as a guide for evaluating the performance of course creators, so they

can improve methods and achieve better results when needed.

 Lastly, focusing on learning outcomes allows administrators to create a

learner-focused training program, in which all activities are centered on giving

learners the knowledge and tools they need for success.