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(Re)define Learning Outcomes

Aligned with the Transparency in Learning and Teaching (TILT) framework, learning outcomes focus on ensuring clarity in expectations, giving all students an equal opportunity to succeed. As such, learning outcomes are specific statements that define what students will know, be able to do, or demonstrate by the end of an activity, lesson, module, class, or program.

For students, learning outcomes serve as clear indicators of the knowledge, skills, or attitudes they are expected to acquire. For instructors, they provide a roadmap for designing courses, guiding instruction, and creating assessments that align with educational goals.

Effective Learning Outcomes

When articulating learning outcomes, it’s important to start with the end goal in mind—a process often referred to as "backward design" (Wiggins, McTighe, 2005). This approach ensures that all learning activities and assessments are aligned with the intended outcomes. The articulation of learning outcomes should also follow a SMART approach:

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To provide greater specificity, learning outcomes can be categorized into learning domains that help clarify the type of learning that each outcome aims to achieve, ensuring that the outcomes are well-defined and aligned with the desired knowledge, skills, or attitudes.

Types of Learning Domains

6-column bar chart featuring six main categories of the cognitive learning domain in a sequence of rising complexity: Remember, Comprehend, Apply, Analyze, Evaluate, Create.
6-column bar chart featuring six main categories of the psychomotor learning domain in a sequence of rising complexity: imitate, manipulate, be precise, articulate, naturalize.
6-column bar chart featuring six main categories of the affective learning domain in a sequence of rising complexity: receive, respond, value, organize, internalize.

Resources

  • Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
  • Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
  • Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Pearson.

Questions about Learning Outcomes?

Whether you're defining learning goals for an activity, course, or program, let us support you in identifying meaningful and effective learning outcomes.