Learning Outcomes:Powerfully Simple Statements of Learning

1. Centre for
Teaching and Learning
c o l l a b o r a t i v e • r e s p o n s i v e • p r a g m a t i c
Learning Outcomes:
Powerfully Simple
Statements of Learning
Rylan Egan
Centre for Teaching and Learning

2. Learning outcomes are broad yet direct
statements that describe the knowledge, skills,
and attitudes that students should reliably
demonstrate as a result of undertaking an
educational experience.

3. Why Write Learning Outcomes?
1. Sets shared expectations between students
and instructors.
2. Provides a valid source for students to set
learning goals.
3. Provides clear direction for educators when
making instruction and assessment decisions.
4. Provides a program level overview of learning
goals across courses and years.

4. Educators have always used learning
outcomes, they just haven’t always articulated
them from a student perspective.

5. Writing An Outcome
Step 1. Choose a verb that describes the level of learning
you intend.
Step 2. State the content the student will be considering.
Step 3. State what the student will be able to do as a result.
Do What, With What, For What

6. Learning Outcome Examples
(Adapted from Current Arts and Science Courses)

7. Art History - Students will interpret art works to
establish a perspective on the subject matter and the
meaning of their imagery (iconography).
Chemistry- Students will develop an appreciation for
the application of organic synthesis to the solution of
modern-day technological and social challenges.
English Language and Literature - Students will
deconstruct literary language to explore the processes
by which it may be produced, contested, and
reinvented.
Mathematics and Statistics - Students will apply
Bayesian probability to draw valid conclusions
from complex data sets.

8. Choosing a Verb

9. The Anatomy of a Learning Outcome
Learners will identify and describe the
philosophies of John Locke and Thomas
Hobbes to contrast 17th Century thinking on
civic governance.
Choose your verb carefully:
Connotes memory based learning and basic
communication of ideas.

10. The Anatomy of a Learning Outcome
Learners will evaluate and articulate the
philosophies of John Locke and Thomas
Hobbes to contrast 17th Century thinking on
civic governance.
Choose your verb carefully:
Connotes deep learning and improving
judgment and communication.

11. The Anatomy of a Learning Outcome
Learners will identify with the philosophies of
John Locke and Thomas Hobbes to contrast
17th Century thinking on civic governance.
Choose your verb carefully:
Connotes personal philosophical judgment
and reflection.

12. Handout

13. Learning Outcome Tips

14. Describe the outcome not the activity.
Reconsider Better
Students will write a
paper on societal
advantages of
sustainability in regard to
biological systems.
Students will adopt a
sustainability perspective
to maintain future
biological systems.

15. Focus on students’ learning outcomes, not instruction.
Reconsider Better
Students will learn
about Tversky and
Kahneman’s theories of
cognitive bias.
Students will evaluate
Tversky and Kahneman’s
theories of cognitive bias
to predict human
decision making
behaviours.

16. Ensure verb choice accords with future assessment(s).
Reconsider Better
Create Multiple Choice Evaluate  Critical Essay

17. Avoid jargon.
Reconsider Better
Students will identify
metacognitive cues to
effectively self-regulate
their learning.
Students will identify
academic challenges to
improve their choice of
study strategies.

18. Quality
Council
Queen’s Program Course Class
Degree Level
Expectations
Academic Plan Program
Learning
Outcomes
(CPR)
Course
Learning
Outcomes
Lesson
Outcomes
The role of outcomes across the institution

19. Questions?