Guide to Writing Learning Outcomes

Brian Bowe and Marian Fitzmaurice

Version 2

Learning,Teaching & Technology Centre

Dublin Institute of Technology
14 Upper Mount St.
Dublin 2
DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

Introduction

This document is intended to provide guidance in the writing of appropriate

programme and module learning outcomes. It begins by explaining what learning
outcomes are and the benefits of using them for both staff and students. It
distinguishes between programme and module learning outcomes and gives examples
of each. It also provides guidance on how to write learning outcomes and link them to
the assessment criteria.

1. What are Learning Outcomes?

A programme learning outcome is a statement of what the learner is expected to

know, understand or be able to do on successful completion of the entire programme.
The National Qualifications Authority of Ireland (NQAI) has published a national
framework of qualifications in which they define a set of programme learning
outcomes at each award level. As of 2004, all DIT programme learning outcomes
must conform to these NQAI standards (Details in Section 3).

A module learning outcome is a statement of what the learner is expected to be able

to do on successful completion of the module in order to demonstrate their
knowledge, understanding, skills and/or competences (Details in Section 4).

2. Why Use Learning Outcomes?

Learning outcomes can provide a useful guide to inform potential candidates and
employers about the programme and ensure consistency of outcomes across subjects
and disciplines.

Learning outcomes can also help

• guide students in their learning, in that they explain what is expected of them
• staff to focus on exactly what they want students to achieve in terms of
knowledge, skills and competences
• staff in choosing appropriate learning, teaching and assessment strategies
• both staff and students in monitoring progress.

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

3. Programme Learning Outcomes

The National Qualifications Authority of Ireland (NQAI) has established a national

framework of qualifications in order to bring coherence to the award system and
relate all education and training awards to each other. It has established clearly
defined standards about the quality of awards and about what a learner can be
expected to achieve for each award. The framework introduces a new approach to the
meaning of an award in that it recognises learning outcomes – what a person with an
award knows, can do and understands – rather than content or time spent on a
programme. As of 2004, all DIT programme learning outcomes must conform to
these NQAI standards.

The framework has a structure of ten levels with each level based on specified
standards of knowledge, skills and competence. These standards define the outcomes
to be achieved by learners seeking to gain awards at each level. Levels 6 to 10 are
relevant to DIT, as shown in Table 1.

Level Award
6 Higher Certificate
7 Ordinary Bachelor Degree
8 Honours Bachelor Degree / Higher Diploma
9 Postgraduate Diploma / Masters Degree
10 Doctoral Degree

Table 1: NQAI award levels relevant to DIT

Each of these levels is defined by a set of learning outcomes which are categorised
into three strands (knowledge, know-how & skill, and competence) which are further
divided into sub-strands, as shown in Table 2.

For example, at Level 8, under Knowledge – Kind, the NQAI require that a
successful graduate of an Honours Bachelor Degree programme should

“have a detailed knowledge and understanding in one or more

specialised areas, some of it at the current boundaries of the field(s).”

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

Strand Sub-strand Description

Breadth How extensive is the learner's knowledge?

Knowledge
What nature or quality of knowing has the learner
Kind
engaged in?
How extensive are the physical, intellectual, social
Range
and other skills demonstrated by the learner?
Know-How &
Skill How complicated are the problems that the learner
Selectivity can tackle using the skills acquired and how does a
learner tackle them?
In what contexts is a learner able to apply his / her
Context
knowledge and skills?
How much responsibility can the learner take,
Role personally and in groups, for the application of his /
her knowledge and skills?
Competence Learning to To what extent can the learner identify the gaps in his
Learn / her learning and take steps to fill those gaps?
How far has the learner integrated the intellectual,
emotional, physical and moral aspect of his / her
Insight
learning into his / her self-identity and interaction
with others?

Table 2: NQAI Strands and sub-strands for Programme Learning Outcomes

When designing or reviewing an honours degree programme, it should be evident

from the programme learning outcomes in the programme document that a successful
graduate would achieve the required NQAI learning outcomes. Therefore, when
writing learning outcomes for a programme it is advisable to organise them into these
strands and where possible into the sub-strands. A summary of Levels 6 to 10 with
their relevant required learning outcomes is provided in Appendix B.

3.1 Writing Programme Learning Outcomes

A programme learning outcome is a statement of what the learner is expected to

know, understand or be able to do on successful completion of the entire programme.
Start programme learning outcomes with the phrase:

On successful completion of this programme the graduate will…

This phrase can be followed by ‘know’, ‘understand’ and ‘be able to’ or equivalent
phrases such as ‘have knowledge of’ or ‘have an understanding’. Such phrases are

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

inherently broad as they recognise the learning outcomes of an entire programme.

They differ from module learning outcomes in that module learning outcomes are
written to clearly indicate how the students will demonstrate their knowledge,
understanding, skill or competence.

3.2 Examples of Programme Learning Outcomes

Some examples at Award Level 8 are provided here under the three NQAI learning
outcome strands.

Knowledge
On successful completion of this programme the graduate will:

have detailed knowledge and understanding of a wide range of business
disciplines and the manner in which these are combined in the overall process
of business management

have a good understanding of Mathematics, Statistics and their applications.

Know-How and Skill

On successful completion of this programme the graduate will:

be able to analyse business problems and propose solutions

be able to confidently engage in and successfully resolve building services
engineering projects in both the technical and managerial aspects and
communicate effectively their resolution.

Competence
On successful completion of this programme the graduate will:

have an appreciation of the necessity of national and global sustainable
development

be able to apply concepts and skills learnt in a variety of contexts

be able to research management issues and solutions to issues

appreciate the importance of professional development and of the resources
available to keep up to date with new developments in business management

be able to work independently

be able to work effectively in a team

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

be able to take responsibility for his/her own learning

be able to learn from experiences gained in different contexts

have insights into the dynamics of the management function in the business
world

demonstrate the ability to comprehend multiple perspectives.

4. Module Learning Outcomes

A module learning outcome is a statement of what the learner is expected to be able

to do on successful completion of the module to demonstrate their knowledge,
understanding, skills and/or competences. Module learning outcomes focus on
learning rather than teaching, and they do not specify what the lecturer or tutor can
provide but what the learner can demonstrate. They should define what a student
must be able to do in order to pass the module. It is important to bear in mind when
drafting module learning outcomes that all learning outcomes should be assessable.
Also, when writing module learning outcomes, it is important to give consideration to
how the module fits into an overall programme.

4.1 Writing Module Learning Outcomes

Start module outcomes with the phrase:

On successful completion of the module, students will be able to…

These phrases should then be followed by action verbs so that students are able to
demonstrate that they have learned and hence achieved the outcomes. If possible,
you should avoid using the words ‘know’, ‘understand’ or ‘appreciate’ as these tend
to be rather vague. Instead, think of what the students should be able to do in order to
demonstrate they have gained the required knowledge, understanding or
appreciation. When learning outcomes are devised which use words such as ‘know’
and ‘understand’, it is not clear to the students the level of understanding or amount
of knowledge required to successfully complete the module.

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

Different verbs can be used to demonstrate different levels of learning. For instance,
in an introductory module where the aim for the student might be to gain knowledge
and develop a basic understanding, the learning outcomes may require the students to
be able to define, recall, list, describe, explain or discuss. For a more advanced
module where the aim might be to develop a thorough understanding, the learning
outcomes may require the students to be able to formulate, appraise, evaluate,
estimate or construct. As students progress through a programme it would be expected
that the learning outcomes would reflect the progressive nature of their learning. See
Appendix A for a list of verbs that may be used in writing learning outcomes to
capture the different levels of learning and understanding.

4.2 Example of Module Learning Outcomes

On successful completion of the module, students will be able to:

• Identify a wide variety of learning and teaching methods that may be
employed effectively in higher education
• Discuss the theories of learning that underpin their teaching approach
• Explain the role of accounting information in organisations
• Identify effective on-line marketing strategies and incorporate them into a
marketing plan
• Identify and critically evaluate the strategic options available to enterprises
• Design an interactive website for use by undergraduates
• Apply theory critically to analyse professional experience
• Analyse key managerial issues in a particular industry or company and
propose appropriate managerial solutions to the situation
• Outline a personal critical philosophy of curriculum development
• Derive a relationship between the period of oscillation and the spring constant
for an oscillating spring
• Work as part of a team in analysing consumer issues in a commercial or non-
commercial context
• Develop effective and efficient self-directed study skills
• Evaluate the impact of their clinical intervention in a case

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

TIPS WHEN WRITING LEARNING OUTCOMES:

• Be realistic - take into account prior knowledge, available time and the learning
opportunities
• Avoid learning outcomes that are too broad or too narrow in scope
• Avoid using the verbs “know”, “understand” or “learn” as they are vague and subject
to interpretation
• You can use open-ended learning outcomes to allow for creativity such as “apply
theory critically to analyse a ‘given situation’”
• Be as succinct and as concise as possible
• Keep the number of learning outcomes to a manageable number
• Use language that students can understand
• Ensure that learning outcomes are assessable

5. Linking Learning Outcomes to Assessment

Learning outcomes define the minimum requirements expected of a student to

successfully pass the module. The actual level of attainment and achievement can
only be determined by the assessment method and in particular the assessment
criteria.

Example 1
Consider the following learning outcome:
On successful completion of the module, students will be able to
present the findings of their experimental work through an oral
presentation.
To what extent a student achieves the following learning outcome can only be
determined if a presentation is used as the assessment method in conjunction with
appropriate assessment criteria.

Example 2
Similarly, consider the following learning outcome:
On successful completion of the module, students will be able to
critically evaluate research literature.
The extent to which the student is required to critically evaluate and what is actually
required from the student can only be determined by the assessment method and
criteria. For example the use of multiple-choice questions may be inappropriate to
assess a student’s skills at critical evaluation.

Therefore, a well-designed module should show clear alignment between the

learning outcomes and the assessment methods used on the module. In the case of the

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

previous learning outcome related to presentation skills, the assessment method

should obviously be an actual presentation itself. This type of alignment requires the
use of appropriate assessment methods and teaching strategies that enable the
students to achieve the required outcomes.

Programme Module
Learning Aims
Outcomes

Develop and Module

Evaluate Learning
Outcomes

Programme
Aims and
Content
Learning & Outline of
Teaching Module
Strategies Content

Assessment Assessment
Criteria Methods

Figure 1: Module design process

Alignment can be achieved at modular level by following the curriculum design

process shown in Figure 1. The aims of the overall programme determine what
content needs to be covered and therefore determine what individual modules will
make up the programme. The broad programme outcomes define the context for the
individual modules. At module level the first step is to outline the aims of the module
followed by determining the learning outcomes and an outline of the content1. When
these outcomes have been devised it is then possible to choose appropriate
assessment methods followed by defining the assessment criteria that will be used to
grade the level of achievement. Appropriate learning and teaching strategies can then

1
In the outcome-based curriculum design process the focus is on the learning outcomes rather than the
curriculum content but it may be helpful to outline the content as part of the process.

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

be chosen or developed to enable and support the students to reach the required
outcomes. Evaluation of the whole process, at both module and programme level,
enables development of the individual programme modules, in all these aspects to
ensure that achievement of the individual module learning outcomes contribute
collectively to the overall broad programme outcomes.

SOURCES

Mager, RF (1984) Preparing Instructional Objectives (2nd edn), Pitman Learning

Inc. California.

Gronlund, NE (1978) Stating Objectivesfor Classroom Instruction (2nd edn) Collier

Macmillan Pub. London.

Biggs, J (2001) Teaching for Quality Learning at University, Open University Press,
Great Britain.

Moon, J (2002) The Module and Programme Development Handbook, Kogan

Page,London.

Bloom, B S, ed. (1956) Taxonomy of Educational Objectives: The Cognitive

Domain. David McKay, New York

Moon, J (2002) How to Use Level Descriptors. London:

Quality Assurance Agency (2001) The Framework for Higher Education

Qualifications in England, Wales and Northern Ireland.

National Qualifications Authority of Ireland (2003) National Framework of

Qualifications. A framework for the development, recognition and award of
qualifications in Ireland. Dublin: NQA1

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

APPENDIX A

In 1956 Benjamin Bloom led a group of educational psychologists who developed a

classification of levels of intellectual behaviour important in learning. He identified 6
levels, knowledge, comprehension, application, analysis, synthesis and evaluation. In
writing learning outcomes it can be helpful to have verb examples that represent
intellectual activity on each level.

Verbs that can be used to give evidence of knowledge:

Define, describe, list, outline, recognise, relate, state, write, measure, match, recount,
extract, identify, show, name.

Verbs that can be used to give evidence of understanding:

Summarise, describe, compare, classify, contrast, convert, discuss, distinguish,
identify, estimate, explain, formulate, give examples of, interpret, translate, express,
illustrate, discuss, predict, present, translate, select.

Verbs that can be used to give evidence of application:

Apply, assess, change, choose, demonstrate, discover, calculate, explain how,
illustrate, predict, prepare, produce, relate, show, solve, examine, verify, compute,
construct, change, classify, experiment, solve.

Verbs that can be used to give evidence of analysis:

Analyse, separate, categorise, order, compare, conclude, contrast, criticise, diagnose,
explain, connect, differentiate, distinguish, examine, justify, infer.

Verbs that can be used to give evidence of synthesis:

Account for, argue, combine, compose, conclude, create, derive, develop, formulate,
generalise, generate, substitute, integrate, modify, order, organise, plan, propose,
design, invent, restate, report, revise, select, summarise, synthesise, teach, tell.

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

Verbs that can be used to give evidence of evaluation:

Appraise, value, decide, determine, grade, recommend, select, discriminate, choose,
compare, conclude, criticise, defend, evaluate, judge, justify, rank, value, assess,
summarise, criticise, rate.

Verbs that can be used to give evidence of problem solving:

Solve, resolve, choose, identify, propose, plan, justify, assess, formulate, describe a
course of action, devise, suggest options.

Verbs that can be used to give evidence of communication:

Communicate, express, explain, respond, debate, defend, outline, examine, tell,
teach, tutor, present, summarise.

The above lists are by no means definitive and are provided as suggestions only.

Biggs Solo Taxonomy (2001) suggest that there are different levels of understanding
and some verbs for each level of this taxonomy are given below:

Minimal Understanding: basic facts – memorise, identify, recognise.

Descriptive Understanding: knowing about several topics – describe, list,
classify.
Integrative Understanding: relating facts together and understanding basic
theory – integrate, analyse, apply.
Extended understanding: going beyond what is taught and dealing creatively
with new situations – apply in new contexts,
generate, reflect.

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DIT Learning, Teaching & Technology Centre Guide to Writing Learning Outcomes

APPENDIX B
National Framework of Qualifications Grid of Level
LEVEL 6 LEVEL 7 LEVEL 8 LEVEL 9 LEVEL 10
Specialised Knowledge Specialised knowledge An understanding of A systematic A systematic
Knowledge in a broad area across a variety of theory, concepts and understanding of acquisition and
Breadth areas methods pertaining to knowledge, at, or understanding of a
a field (or fields) of informed by, the substantial body of
learning forefront of a field of knowledge which is at
learning the forefront of a field
of learning
Some theoretical Recognition of Detailed knowledge A critical awareness of The creation and
Knowledge concepts and abstract limitations of current and understanding in current problems interpretation of new
Kind thinking, with knowledge and one or more and/or new insights, knowledge, through
significant familiarity with specialized areas, generally informed by original research, or
underpinning theory sources of new some of it at the the forefront of a field other advanced
knowledge; current boundaries of of learning scholarship, of a
integration of the filed(s) quality to satisfy
concepts across a review by peers
variety of areas
Demonstrate Demonstrate Demonstrate mastery Demonstrate a range Demonstrate a
Know-how comprehensive range specialized technical, of a complex and of standard and significant range of
and Skill of specialize skills and creative or conceptual specialized area of specialized research or the principal skills,
tools skills and tools across study kills and tools; equivalent tools and techniques, tools,
Range an area of study use and modify techniques of enquiry practices and/or
advanced skills and materials which are
tools to conduct associated with a field
closely guided of learning; develop
research, professional new skills, techniques,
or advanced technical tools, practices and/or
activity materials
Formulate responses Exercise appropriate Exercise appropriate Select from complex Respond to abstract
Know-how to well defined judgement in judgement in a and advanced skills problems that expand
and Skill abstract problems planning, design, number of complex across a field of and redefine existing
technical and/or planning, design, learning; develop new procedural knowledge
Selectivity supervisory functions technical and/or skills to a high level,
related to products, management including novel and
services, operations or functions related to emerging techniques
processes products, services
operations or
processes, including
resourcing
Act in a range of Utilise diagnostic and Use advanced skills to Act in a wide and Exercise personal
Competence varied and specific creative skills in a conduct research, or often unpredictable responsibility and
Context contexts involving range of functions in a advanced technical or variety of professional largely autonomous
creative and non wide variety of professional activity, levels and ill-defined initiative in complex
routine activities; contexts accepting contexts and unpredictable
transfer and/or accountability for all situations, in
technical or creative related decision professional or
skills to a range of making; transfer and equivalent contexts
contexts apply diagnostic and
creative skills in a
range of contexts
Exercise substantial Accept accountability Act effectively under Take significant Communicate results
Competence personal autonomy for determining and guidance in a peer responsibility for the of research and
Role and often take achieving personal relationship with work of individuals innovation to peers;
responsibility for the and/or group qualified practitioners; and groups; lead and engage in critical
work of others and/or outcomes; take lead multiple, complex initiate activity dialogue; lead and
for allocation of significant or and heterogeneous originate complex
resources; form, and supervisory groups social processes
function within responsibility for the
multiple complex and work of others in
heterogeneous groups defined areas of work
Learn to evaluate own Take initiative to Learn to act in Learn to self-evaluate Learn to critique the
Competence learning and identify identify and address variable and and take responsibility broader implications
Learning to needs within a learning needs and unfamiliar learning for continuing of applying knowledge
Learn structured learning interact effectively in a contexts; learn to academic/professional to particular contexts
environment; assist learning group manage learning tasks development
others in identifying independently,
learning needs professionally and
ethically
Express an Express an Express a Scrutinise and reflect Scrutinise and reflect
Competence internalized, personal internalized, personal comprehensive, on social norms and on social norms and
Insight world view, reflecting world view, internalized personal relationships and act relationships and lead
engagement with manifesting solidarity worldview, to change them action to change them
others with others manifesting solidarity
with others
Note: The outcomes at each level include those of all the lower levels in the same sub-strand.
Source: NQAI National Framework of Qualifications Page 17.

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