Writing Effective Learning Outcomes

Department for the Enhancement of Learning, Teaching and

Assessment

RGU:DELTA

Content

• What are learning outcomes?

• Types of Learning Outcomes

• Writing effective learning outcomes at the appropriate Scottish Credits and Qualifications Framework (SCQF) Levels.

Scottish Credit and Qualifications

Framework (SCQF) Levels

[Please refer to the SCQF Learning Outcomes (Levels 7-10

for Undergraduate) and Levels 11 - 12 (for Postgraduate)

Learning Outcomes

•What is a Learning Outcome?

A Learning Outcome is a statement that specifies what a learner will be able do at the end of a learning activity.

Classification of Learning Outcomes

Classification of Learning Outcomes

• Bloom’s Classification:- Cognitive: - acquisition and application of knowledge and comprehension (understanding)

- Affective: - attitudes, feelings and values

- Psychomotor: - manipulative or physical skills

Cognitive Domain

• Classified by Bloom in a hierarchical order into:- Knowledge: recall of information- Comprehension: interpret and make sense or

meaning of information- Application: apply or link facts, principles and

theory to practice- Analysis: analyse or interpret facts, principles

and theories- Synthesis: make, sequence or create new

information or products from available information/ materials

- Evaluation: make critical judgement

Modern Classification

• Lower Order Cognitive: Knowledge Comprehension

• Higher Order Cognitive: Application Analysis Synthesis Evaluation• Affective• Psychomotor• Interpersonal - interpersonal and group

interactive and life skills

SOLO TaxonomyThe five-stage approach of the SOLO taxonomy may be used to inform the design of courses/activities:

• Pre-structural level

• Uni-structural level

• Multi-structural level

• Relational level

• Extended abstract level

Source: Structure of the Observed Learning Outcomes [SOLO Taxonomy] (Adapted after Biggs and Collis1982 - quoted in Biggs 1999)

Categories/Grouping for Learning Outcomes

Progression to

Employment or Further

Studies

Transferable/

Core skills Cognitive Skills

Personal Development

Competencies/Capabilities

Values

and Ethics

Attributes

and attitudes

Juwah, C. 2004

Writing Learning Outcomes

- What is the curriculum/learning activity supposed to deliver?

- Functional Analysis: break down the curriculum/course/module into “specific parts”

Writing Learning Outcomes

HintUse the SCQF Level Learning Outcomes (LLOs) and information on Slide 8 to guide you in writing the module learning outcomes.

Ensure that your outcomes are aligned to the intended aims of the programme/module.

Writing Learning Outcomes

Refer to the SCQF Guidelines for:

• Levels – Undergraduate (SCQF Levels 7 – 10) or Masters (SCQF Level 11)

• Specific Domains: Knowledge and Understanding, Intellectual Skills, Practical Skills, Employability, etc.)

- Write effective learning outcomes for the “specific parts” using the SMART approach. The outcomes may be written in the terms shown on the next slide

Characteristics of Good Learning Outcome(s)

• An active verb (i.e. involves action or doing)• Specific – states what the learner will be able to

do at the end of the learning activity• Clear and unambiguous• Measurable – qualitatively or quantitatively

(Link this to appropriate assessment methods)• Achievable and Realistic• Transparent (and/or Time bound)• May specify conditions or constraints under

which performance is carried out

Hint

You should start your outcome statement as follows:

At the end of the course, the student is expected to be able …..

Exemplar LOs

• SCQF 10 (Honours Year)

- Select and use appropriate teaching methods to meet students’ different learning styles.

• SCQF 11 (Postgraduate Level)

- Use relevant reflective frameworks to critically analyse and reflect on the impact of your teaching approaches to students’ learning.

Hint

Check to ensure that the learning outcomes are aligned to the SCQF Level Learning Outcomes

Hint

• A maximum of FIVE learning outcomes per module

• All outcomes must be assessed or else they become redundant. (Do not write outcomes that cannot or won’t be assessed)

• Do not use “know” and “understand” in writing outcomes