Learning Outcomes

What is a learning outcome?

A learning outcome is a clear and specific statement that identifies what students must demonstrate at the level and standard required to successfully pass their study at program and course levels.

Learning outcomes are made of three components: an action verb; a content/topic phrase; and a context/condition phrase (Macquarie University FILT, 2015 & Dick; Carey & Carey, 2005).

Writing Learning Outcomes

Learning outcomes requirements:

• Learning outcomes at UNSW must comply with HESF 2015 (Threshold Standards).
• Learning outcomes for each program should encompass discipline-related and generic outcomes, including:
     a.  specific knowledge and skills and their application that characterise the field(s) of education or disciplines involved
     b.  generic skills and their application in the context of the field(s) of education or disciplines involved
     c.  knowledge and skills required for employment and further study related to the program, including those required to be eligible to seek registration to practise where applicable, and
     d.  skills in independent and critical thinking suitable for life-long learning (HESF 2015).
• The Australian Qualifications Framework (AQF) recommends learning outcomes are developed under the headings of knowledge, skills and the application of knowledge and skills. UNSW learning outcomes should align with the AQF recommendations.
• Learning outcomes must be achievable, relevant, timely, consistent and succinct and clearly understandable by students and graduate employers.

How many learning outcomes?

• There are no hard rules to the number of learning outcomes, though normally 4-10 is about right per program and course.  AQF coursework learning outcome descriptors are between 4-10 per level with Bachelors at 8, Graduate Certificate at 9, Masters at 10. Coursework programs, specialisations and courses within these programs can apply to ABPC for the inclusion of more than 10, up to a maximum of 12 learning outcomes.

Hints and tips

• Identify what students are expected to demonstrate on completion of their program or course, use action verbs such as identify, compare, apply, analyse, evaluate, create.
• Keep learning outcomes to one short statement. If more than one statement in a learning outcome, make two.
• Avoid using passive verbs/phrases such as "be familiar with". Instead use more active verbs such as identify, create, etc.
• Statements such as “conduct an investigation”; “write an essay”, are tasks rather than learning outcomes.
• Common types of learning outcomes: identify cognitive differences between lower and higher level thinking as well as affective outcomes related to attitudes, values, and collaboration, etc.

• Writing good learning outcomes is challenging as so many factors need to be taken into account. It is therefore advisable to develop learning outcomes as a group rather than as an individual activity.
• In developing learning outcomes consider the total learning experiences of your students as defined in the Scientia Education Experience (SEE).
• There are a number of online generators that may help guide learning outcome statement production e.g. Learning Outcomes Generator and Easy Generator.

Examples of Learning Outcomes