This document discusses writing intended learning outcomes for university courses. It explains that learning outcomes should state what students are expected to know or be able to do after completing a subject. Learning outcomes help provide transparency for students and need to be observable and measurable. The document outlines key components of learning outcomes, including using action verbs and specifying the expected knowledge or skills. It also describes how learning outcomes fit within a hierarchy from university-level graduate attributes down to class-level outcomes.

1. Writing Intended Learning Outcomes
Stuart Palmer
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2. Session learning outcomes
After completing this session, participants should be able to:
• Explain the purpose of learning outcomes in Australian higher
education;
• Identify the essential components of a learning outcome
statement for a university course/subject/class;
• Critique the usefulness of learning outcome statements;
• Produce class-level learning outcome statements for subjects
offered by the Melbourne Dental School.
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3. Learning outcomes - principles
TEQSA require of programs: “the expected learning outcomes,
their sequence of attainment and assessment”
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4. Learning outcomes - principles
TEQSA require of programs: “the expected learning outcomes,
their sequence of attainment and assessment”
• Statements that explain to students what they are expected to
know or be able to do after completing the subject
• Helpful in providing transparency for students
• Must be observable and measurable – assessable
• Good starting point for the design of activities and assessments
4From: Elliot, K. (2019) Designing a Curriculum EDUC90516

5. Aims, learning objectives and learning
outcomes
Aims or goals in teaching and learning reflect general intentions and
desired outcomes of an institution, program or course
Example: Curriculum and teaching practices aim to link students’
learning experiences to the world graduates will confront.
Learning objectives refer to teachers’ intentions for learners, such as
what students will be taught during the course or program
Example: Students will be taught the conceptual and theoretical tools
used in reasoning and problem solving, such as statistics, probability,
logic, and decision theory.
5From: Popenici, S. & Millar, M. (2015) Writing Learning Outcomes

6. Learning outcomes are statements of what a student will be able
to do or demonstrate at the completion of a certain sequence of
learning (course, program).
Example: At the end of the course students will be able to
demonstrate the ability to use mathematical and statistical
techniques relevant to the business subjects taught.
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Aims, learning objectives and learning
outcomes
From: Popenici, S. & Millar, M. (2015) Writing Learning Outcomes

7. Hierarchy of learning outcomes
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University graduate attributes

8. Hierarchy of learning outcomes
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University graduate attributes
Program learning outcomes

9. Hierarchy of learning outcomes
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University graduate attributes
Program learning outcomes
Faculty mission Accreditation body

10. Hierarchy of learning outcomes
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University graduate attributes
Program learning outcomes
Subject learning outcomes
Faculty mission Accreditation body

11. Hierarchy of learning outcomes
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University graduate attributes
Program learning outcomes
Subject learning outcomes
Class learning outcomes
Faculty mission Accreditation body

12. Attainment of learning outcomes
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University graduate attributes
Program learning outcomes
Subject learning outcomes
Class learning outcomes
Faculty mission Accreditation body
Learning activities

13. Attainment of learning outcomes
13
University graduate attributes
Program learning outcomes
Subject learning outcomes
Class learning outcomes
Assessment
Faculty mission Accreditation body
Learning activities

14. Attainment of learning outcomes
14
University graduate attributes
Program learning outcomes
Subject learning outcomes
Class learning outcomes
Assessment
Faculty mission Accreditation body
Learning activities

15. 15From: Elliot, K. (2019) Designing a Curriculum EDUC90516
Writing learning outcomes
• Begin with a stem –
After completing this class…

16. 16From: Elliot, K. (2019) Designing a Curriculum EDUC90516
Writing learning outcomes
• Begin with a stem –
After completing this class…
• Then, use an action verb that lets students know what is expected –
After completing this class, students are expected to be able to identify …

17. 17From: Elliot, K. (2019) Designing a Curriculum EDUC90516
Writing learning outcomes
• Begin with a stem –
After completing this class…
• Then, use an action verb that lets students know what is expected –
After completing this class, students are expected to be able to identify …
• Then, add the content and context –
After completing this class, students are expected to be able to identify
characteristic style features of early seventeenth-century opera.
By the end of this ________________________ , students are
[class, subject, programme of study]
expected to be able to ______ ________ ________.
[verb] [content] [context]

18. 18From: Developing Learning Outcomes - Faculty of Medicine, Dentistry and Health Sciences, UWA

19. Learning outcome verb taxonomies
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From: Airasian, Cruikshank, Mayer, Pintrich, Raths & Wittrock (2001) A taxonomy for learning, teaching and assessing: A revision of
Bloom's Taxonomy of Educational Objectives

20. Learning outcome verb taxonomies
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From: Airasian, Cruikshank, Mayer, Pintrich, Raths & Wittrock (2001) A taxonomy for learning, teaching and assessing: A revision of
Bloom's Taxonomy of Educational Objectives
From: Collis & Biggs (1986)

21. A list of useful verbs
21From: Popenici, S. & Millar, M. (2015) Writing Learning Outcomes

22. Things to look out for and avoid
• Learning outcomes are written as learning objectives
• A learning outcome is too specific for the course/subject level
• A learning outcome is composed of multiple sentences/verbs
• Use of a ‘weak’ verbs, such as ‘learn’ or ‘understand’
• Learning outcomes are unrealistic given time and resources
• Learning outcomes that will not (or cannot) be assessed
22From: Popenici, S. & Millar, M. (2015) Writing Learning Outcomes

23. Thank you for your time
Useful references
Writing Learning Outcomes, CSHE
http://go.unimelb.edu.au/4xmx
Developing Learning Outcomes - Faculty of Medicine, Dentistry
and Health Sciences, UWA
http://go.unimelb.edu.au/8xmx
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