What are Learning Outcomes?
Learning outcomes are clear, specific statements that describe what learners should be able to know, do, or demonstrate by the end of a lesson, course or program. They describe the learning that is meaningful, significant, and transferable to other contexts. They focus on observable and measurable behaviours or competencies that reflect the essential knowledge, skills, and attitudes learners acquire during the learning experience.
Well-written learning outcomes guide selection of course content, teaching strategies, and assessment methods, providing a roadmap for both instructors and learners. Additionally, they support curriculum mapping, program assessment, and accreditation processes, ensuring that courses contribute meaningfully to broader program and educational objectives.
At the program level, learning outcomes typically reflect institutional, vocational, and/or provincial standards, while at the course level, learning outcomes reflect practical and theoretical learning goals that complement one another and describe all the important learning in the course. Lesson-specific learning outcomes guide the day-to-day learning goals for the course. In all cases, learning outcomes are written from the learner’s perspective, focusing on what they will be able to do rather than what the instructor will teach. This approach emphasizes the learner’s active role in the learning process and helps in designing learner-centered assessments.
Why are Learning Outcomes Important?
- Learning outcomes define the types and depth of knowledge, skills, and values learners are expected to achieve.
- They help potential learners quickly understand the focus and purpose of a course.
- Enrolled learners gain a clear understanding of what is expected of them.
- Outcomes provide a framework for structuring programs, courses, and lessons.
- They ensure assessments are aligned with the intended learning goals.
- Outcomes foster accountability by clearly outlining goals for both educators and learners.
Key Components of Learning Outcomes
Use the SMART acronym to ensure the effectiveness of your learning outcomes.
Learning outcomes should be specific enough to guide course design and assessment. They should clearly communicate what learners will know, be able to do, and/or demonstrate upon successful completion of the course.
Learning outcomes should be measurable and assessable. They should describe behaviours or skills that can be observed and evaluated. This allows for clear assessment criteria and helps in determining whether learners have achieved the intended outcomes. Avoid vague action verbs like “understand” or “appreciate” because they are difficult to measure and can lead to ambiguity in expectations.
Learning outcomes should be challenging yet achievable for learners. They should stretch learners’ abilities while remaining within reach given the course resources and timeframe.
Outcomes should be relevant to the course content, discipline, and broader program goals. They should reflect skills, knowledge, and values that are valuable and applicable beyond the course.
Consider the level and duration of the course when writing outcomes. Ensure that they can be reasonably achieved and assessed within the given time constraints.
Writing Outcomes for Polytechnic Courses
A strong learning outcome is comprised of three components (action verb, learning statement, and criterion) and should always complete the phrase, “By the end of the learning experience (i.e., program, course, or lesson) learners will be able to…”
| Action Verb How the Learner will demonstrate their learning |
Learning Statement A description of the learning |
Criterion The parameters for applying and/or assessing the learning |
| Design | a creative preschool area | to facilitate development of gross and fine motor skills |
| Apply | water sterilization techniques | to purify drinking water |
| Apply | the amount of merchandise markup | required to obtain cash flow profit |
Here are some examples of well-written learning outcomes for courses at a polytechnic institution. Look for the action verb, learning statement, and criterion in each one.
- By the end of this engineering course, learners will be able to design and prototype a functional mechanical system that meets specified industry standards.
- Information technology learners in this course will be able to develop and implement a secure database system that addresses real-world business requirements.
- Learners in this culinary arts course will be able to create and execute a complete menu that adheres to current food safety regulations and demonstrates culinary techniques.
- By the end of the digital media course, learners will be able to produce a professional-quality short film using industry-standard editing software and equipment.
- In this construction management course, learners will be able to develop a comprehensive project plan that includes cost estimates, schedules, and risk assessments for a commercial building project.
- Early Childhood Education learners in this course will be able to design developmentally appropriate learning experiences that promote health, safety, and nutrition for young children.
- By the end of this personal support worker course, learners will be able to identify, document, and report relevant client information to an interprofessional care team.
Getting Started
Drawing on action verbs outlined in Bloom’s Taxonomy is a great way to get started on writing effective learning outcomes. Bloom’s Taxonomy covers three domains of learning, and the action verbs typically address different aspects of learner development across each of these domains.
- The Cognitive Domain emphasizes knowledge and intellectual skills, ranging from simple recall to complex problem-solving. Example verbs: “analyze,” “evaluate,” “create”.
- The Psychomotor Domain focuses on physical skills and motor abilities, progressing from basic movements to complex actions. Example verbs: “perform,” “demonstrate”, “operate”.
- The Affective Domain addresses emotions, attitudes, and values, from basic awareness to internalizing values. Example verbs: “respond,” “value,” “internalize”.
In each domain, learning is traditionally conceptualized as a pyramid, with lower-order thinking at the base, and higher-order thinking at the peak. However, this hierarchical representation often leads users to the conclusion that lower-order thinking is less important than higher-order thinking. Instead, remember that the lower levels of the pyramid are foundational to the upper-levels, and the upper levels cannot exist without the lower levels. For example, in order for learners to create a final project at the end of their course, they need to be able to remember what they have learned. Therefore, when you select a higher-order level on the pyramid, you are including some or all of the levels below.
When crafting learning outcomes and objectives, use Bloom’s Taxonomy to select the most appropriate verb for the highest level of performance that will be required of your learner during the course or the lesson. By selecting one of the verbs provided, you are ensuring that your outcome will effectively capture what it is your learner must demonstrate. In this way, expectations are well communicated to the learners, they make sense for the learning that is required, and teaching and learning activities logically dovetail in a way that seamlessly guides the learner towards mastery of the outcomes.
Select action verbs from the tables below to formulate effective learning outcomes for your courses and lessons.
Bloom’s Taxonomy of Learning
| Remember Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. |
Action Verbs: Define, Describe, Find, Identify, Label, List, Match, Name, Recall, Recognize, Relate, Reproduce, Select, Show, Spell, State, Tell Lesson Examples: Recall key dates in history; List elements of the periodic table; Define terms from a glossary Course Examples: Identify key events along a historical timeline; Recall the principles of physics; List essential programming concepts |
| Understand Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. |
Action Verbs: Classify, Compare, Contrast, Demonstrate, Explain, Extend, Illustrate, Infer, Interpret, Outline, Relate, Rephrase, Show, Summarize, Translate Lesson Examples: Summarize a paragraph’s main idea; Compare two literary characters; Explain the process of photosynthesis Course Examples: Explain key themes in global history; Compare economic theories, Interpret the meaning of literary works |
| Apply Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. |
Action Verbs: Apply, Build, Choose, Construct, Develop, Experiment, Identify, Interview, Model, Organize, Plan, Select, Solve, Use, Utilize Lesson Examples: Use a formula to calculate interest; Build a simple circuit using a diagram; Apply grammar rules to edit a sentence Course Examples: Apply engineering principles to a real-world problem; Use scientific methods to design an experiment; Develop a marketing strategy for a business |
| Analyze Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. |
Action Verbs: Analyze, Categorize, Classify, Compare, Conclude, Contrast, Discover, Discuss, Dissect, Distinguish, Divide, Examine, Function, Infer, Inspect, Participate, Relate, Simplify, Survey, Test, Theme Lesson Examples: Analyze the theme of a novel; Discuss logical fallacies in an argument; Categorize plants by their characteristics Course Examples: Analyze global patterns of trade; Contrast literary themes across genres; Examine the impact of human activities on different ecosystems |
| Evaluate Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. |
Action Verbs: Agree, Appraise, Assess, Award, Choose, Compare, Conclude, Criticize, Decide, Deduce, Defend, Determine, Disprove, Estimate, Evaluate, Explain, Influence, Interpret, Judge, Justify, Mark, Measure, Perceive, Prioritize, Prove, Rate, Recommend, Select, Support Lesson Examples: Evaluate the credibility of a news source; Assess the quality of a scientific experiment; Recommend the best solution to a case study Course Examples: Interpret the outcomes of historical events; Defend ethical considerations of scientific advancements; Critique the effectiveness of advertising campaigns |
| Create Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. |
Action Verbs: Adapt, Build, Change, Combine, Compile, Compose, Construct, Create, Delete, Design, Develop, Elaborate, Estimate, Formulate, Imagine, Improve, Invent, Maximize, Minimize, Modify, Plan, Predict, Propose, Solve, Suppose, Theorize Lesson Examples: Design a infographic summarizing data; Write a short poem; Predict the outcomes and impact of a case study Course Examples: Design a new product prototype; Compose an original piece of music; Develop a comprehensive marketing plan for a company |
| Imitation Observing and copying someone else. |
Action Verbs: Copy, Follow, Measure, Observe, Prepare, Repeat, Replicate, Reproduce, Set-up, Trace Examples: Measure vital signs following instructor-led demonstrations; Set up and use fundamental laboratory equipment under supervision; Replicate instructor techniques to prepare a simple dish |
| Manipulation Performing a skill guided by instructions or practice. |
Action Verbs: Apply, Assemble, Execute, Follow, Operate, Practice, Perform Examples: Apply a sterile dressing with minimal guidance; Perform a short musical piece independently after initial practice; Assemble and test a functional circuit using a diagram |
| Precision Demonstrating accuracy, proportion, and exactness in skill performance without guidance. |
Action Verbs: Adjust, Align, Calibrate, Complete, Measure, Demonstrate, Prepare, Refine, Repair, Troubleshoot Examples: Troubleshoot and repair a mechanical system with minimal errors; Complete a controlled lab experiment with reproducible and accurate results; Prepare a dessert with precise measurements and artistic presentation |
| Articulation Combining and sequencing multiple skills and performing them consistently. |
Action Verbs: Adapt, Combine, Coordinate, Integrate, Monitor, Sequence Examples: Monitor vital signs and administer medications in a dynamic environment; Integrate techniques to optimize a complex mechanical system; Adapt a lab experiment to address unexpected variables |
| Naturalization Combining and sequencing skills with ease, making the performance automatic and requiring little effort or mental focus. |
Action Verbs: Build, Compose, Design, Execute, Implement, Innovate, Master, Perform Examples: Compose and perform an original musical piece with advanced technical and expressive elements; Design and build an innovative mechanical device or system to address a unique challenge; Innovate and implement new laboratory protocols for complex experiments. |
| Receiving Being aware of or attending to something in the environment |
Action Verbs: Ask, Attend, Choose, Demonstrate, Describe, Focus, Follow, Give, Hold, Identify, Listen, Locate, Name, Select, Show, Reply, Use Lesson Examples: Listen attentively to a guest speaker; Show awareness of cultural differences; Focus on a partner during a class discussion Course Examples: Demonstrate active listening in all class discussions; Show ongoing awareness of ethical issues in the field; Attend to safety procedures in laboratory settings regularly |
| Responding Showing new behaviors as a result of experience |
Action Verbs: Answer, Assist, Complete, Comply, Conform, Contribute, Discuss, Follow, Greet, Help, Label, Participate, Perform, Practice, Present, Tell Lesson Examples: Participate in class discussions; Complete homework assignments; Follow laboratory safety rules without prompting Course Examples: Contribute to online forums consistently throughout the course; Comply with all professional standards in internships; Assist classmates in group projects |
| Valuing Showing some definite involvement or commitment |
Action Verbs: Complete, Demonstrate, Describe, Differentiate, Exhibit; Explain, Follow, Form, Initiate, Invite, Join, Justify, Model, Propose, Share, Show Lesson Examples: Share a belief in the democratic process; Show sensitivity towards individual and cultural differences; Demonstrate a problem-solving approach Course Examples: Exhibit commitment to patient confidentiality; Show ongoing dedication to sustainable practices in design projects; Model a positive attitude towards learning challenges |
| Organization Integrating a new value into one’s general set of values |
Action Verbs: Accept, Adhere, Alter, Approach, Arrange, Balance, Combine, Compare, Defend, Develop, Generalize, Identify, Integrate, Modify, Order, Organize, Prioritize, Recognize Lesson Examples: Recognize the need for balance between freedom and responsibility; Accept professional ethical standards; Prioritize time effectively to meet deadlines Course Examples: Develop a comprehensive personal code of ethics; Approach complex social issues in research systematically; Balance team and individual responsibilities in projects |
| Characterization Acting consistently with the new value |
Action Verbs: Act, Demonstrate, Discriminate, Display, Employ, Influence, Listen, Maintain, Modify, Perform, Practice, Propose, Qualify, Question, Revise, Serve, Solve, Use, Verify Lesson Examples: Employ teamwork skills in group activities; Display self-reliance in independent study; Practice objectivity in gathering data Course Examples: Revise judgments in light of new evidence; Maintain professional behaviour in all clinical interactions; Demonstrate a commitment to lifelong learning in career choices |
