The document discusses the importance of writing effective learning outcomes, which are specific measurable skills that indicate what learners should be able to do by the end of a lesson. It outlines a five-step process for creating learning outcomes, emphasizing the need for clear action verbs and criteria for assessment, while also explaining how well-defined outcomes can enhance learner motivation and success. Additionally, it highlights common pitfalls in writing outcomes and encourages collaboration in reviewing them.

1. Outcomes
Peter Fenrich
Instructional Development Consultant
Learning and Teaching Centre (bcit.ca/ltc)
British Columbia Institute of Technology
Tel: 604-432-8817
Peter_Fenrich@bcit.ca

2. Possible Confusion?
 As a student, have you
ever asked yourself:
 “What should I focus
on?”
 “What does he/she
really want us to be able
to do?”
 “What is on the test?”

3. The Outcome
 By the end of this lesson,
you should be able to:
- write complete outcomes
- evaluate whether an
outcome is written well
 What does outcome mean
to you?

4. What are Outcomes?
 Outcomes are specific measurable
skills that tell what learners should
be able to do.
 Also called learning outcomes,
objectives, and competencies.

5. Goals Versus Outcomes
 Goals are broad skills that may not
be directly measurable.
- You should be able to teach
effectively.
 Outcomes are specific measurable
skills.
- You should be able to make
lessons interactive through asking
open-ended questions.

6. For Who?
 Outcomes communicate to learners,
instructors, and other interested
people, what learners should be
able to do.
 Stated outcomes lead to an
expectation of what is to be taught.
You need to do your best to achieve
those outcomes.

7. Why Outcomes Help Learners
 With those at your table, determine
two reasons why outcomes help
learners?
1) __________________________
__________________________
2) __________________________
__________________________

8. Why Outcomes Help Learners
 Learners do better, when informed
 They help learners:
- focus their thoughts
- organize their studying
- avoid becoming lost
- make appropriate decisions
- maintain their motivation
 Note that higher expectations lead
to higher results

9. Why Cover Outcomes (1)?
 The foundation for all lesson plans.

10. Why Cover Outcomes (2)?
 Outcomes are often
a) assessed at a different than
stated level
b) not set to a high enough level
c) written poorly
d) all of the above

11. Why Cover Outcomes (3)?
Students can
become frustrated
if outcomes are
written poorly
Errors are more
likely if outcomes
are written poorly

12. Steps to Writing Outcomes

13. Writing Outcomes Step 1
 After identifying the content area:
- Identify a specific measurable
behaviour using an action verb.
- Use a verb list (e.g., Bloom’s) to
select the verb at the highest level
of skill needed.
- Domains: Cognitive (thinking),
Psychomotor (physical), and Affective
(attitudes, beliefs, and values).

14. Writing Outcomes Step 1
 Do NOT use the following, as they are
imprecise, are hard to measure, and/or
can be at various thinking levels.
 E.g., You will appreciate the importance
of personal protective equipment
 Understand, appreciate, know, discover, realize,
comprehend, grasp, get, believe, think, perceive, figure
out, enjoy, learn, consider, feel, see, be introduced to,
show awareness of, show an interest in, show a proper
attitude, show capacity for, become familiar with,
develop critical thinking abilities, develop intelligence,
use

15. Writing Outcomes Step 1
 In the content area of “Outcomes”:
- For this lesson, “Write” and
“Evaluate” are good verbs to use.
- “Have knowledge of” is a bad
“verb”. Why?
- For this lesson, I would not teach
you to “Describe” a learning
outcome. Why not?

16. Writing Outcomes Step 2
 After selecting the verb, write a
sentence with the content area put
after the verb. For example:
 Write an outcome that has a
measurable action verb.

17. Writing Outcomes Step 3
 After putting the content area after
the verb, specify applicable
conditions. For example:
 Write an outcome that has a
measurable action verb, given verbs
listed within Bloom’s taxonomy.

18. Writing Outcomes Step 4
 After specifying applicable
conditions, specify applicable
criteria. For example:
 Write an outcome that has a
measurable action verb, given verbs
listed within Bloom’s taxonomy, that
is at the highest level needed.
 Conditions can be about accuracy.
 When is 100% accuracy needed?

19. Writing Outcomes Step 5
 After specifying applicable criteria, it
is complete.
 Review the learning outcome.
- Consider having others do this.

20. Inform the Learner
 Inform the learner of the outcome.
 Consider both verbally and written.

21. Phrasing the Outcome
 A “risky” start to an outcome is:
“Today we will talk about …”
 A “safe” start to an outcome is:
“You should be able to …”
 Why is the former risky compared to
the latter?

22. Summary
 Outcomes are specific measurable skills.
 1. Identify a specific measurable
behaviour using an action verb.
Ensure the verb is at the highest
appropriate level.
 2. Put the content area after the verb.
 3. Specify applicable conditions.
 4. Specify applicable criteria.
 5. Review it.

23. Key Points
 Write down two or more key points
about writing learning outcomes that
are important to you.
______________________________
______________________________
______________________________
______________________________
______________________________

24. Write/Review An Outcome
 Write your own learning outcome
_______________________________________
_______________________________________
_______________________________________
_______________________________________
 Review it based on the steps.
 Ask one other person review it.
 Check it with me.

25. What questions
about outcomes
do you still have?