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Writing Learning Outcomes:
By: Shavneet Sharma
What are the components of a Learning
Outcome?
• i. A verb to indicate as precisely as possible how we would like
students to engage with particular content or skill (including the level
on the intellectual hierarchy)
Examples:
Describe; Apply; Analyse; Calculate; Discuss critically; Assess;
Evaluate; Problem solve; Design
• ii. An object: The content or skill to be learned Examples: Describe the
key events in a historical period Apply a SWOT analysis to a corporate
organization Analyse the multiple factors leading to the outbreak of the
Franco-Prussian War
• iii. A context/condition/level statement
Examples:
• at an introductory level.
• including …
• such as …
• in the Pacific Region.
• recognizing diverse socio-cultural backgrounds.
• applying relevant theories
Bloom’s Taxonomy
is helpful for
deciding on the
appropriate word
for the verb:
Course Learning
Outcomes and other
Course Component
• Course learning outcomes
should not be written in
isolation but planned
concurrently with the
design of teaching and
assessment

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Writing learning outcomes

  • 2. What are the components of a Learning Outcome? • i. A verb to indicate as precisely as possible how we would like students to engage with particular content or skill (including the level on the intellectual hierarchy) Examples: Describe; Apply; Analyse; Calculate; Discuss critically; Assess; Evaluate; Problem solve; Design
  • 3. • ii. An object: The content or skill to be learned Examples: Describe the key events in a historical period Apply a SWOT analysis to a corporate organization Analyse the multiple factors leading to the outbreak of the Franco-Prussian War • iii. A context/condition/level statement Examples: • at an introductory level. • including … • such as … • in the Pacific Region. • recognizing diverse socio-cultural backgrounds. • applying relevant theories
  • 4. Bloom’s Taxonomy is helpful for deciding on the appropriate word for the verb:
  • 5. Course Learning Outcomes and other Course Component • Course learning outcomes should not be written in isolation but planned concurrently with the design of teaching and assessment