Learning Outcomes

Introduction

UNSW, along with other higher education institutions in Australia have adopted a learning outcomes approach in order to explain more precisely what students are expected to demonstrate on completion of their studies.

Learning Outcomes Defined

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. 

UNSW complies with the Australian Qualifications Framework (AQF). The AQF states that learning outcomes identify what students ‘are expected to know, understand and be able to do as a result of learning. They are expressed in terms of the dimensions of knowledge, skills and the application of knowledge and skills’ (AQF, 2013). 

Writing Learning Outcomes

  1. Start by considering what students will be expected to demonstrate upon completion of the program/course? Write sentences starting with e.g. Students will be able to: ….” Tip: Share with colleagues.  This will help confirm the quality of your learning outcome statements and assist in affirming that there is coherence and alignment within your course, between courses as well as with the program. The UNSW Integrated Curriculum Framework outlines the importance of alignment and linkage between the program, the courses and course components.
  2. Use an action verb that helps describe what students are expected to evidence or do on completion of their study. E.g. identify, compare, communicate, apply, analyse, synthesise, create, evaluate. Avoid using more passive and generic verbs and phrases such as: understand, be aware of, be familiar with.
  3. Avoid statements such as “conduct an investigation”; “write an essay”, “complete a literature review” as these are not learning outcomes, they are tasks.
  4. There are no hard and fast rules to the number of learning outcomes written. However, bear in mind that each learning outcome you include has to be achieved and assessed in your program or course.  As a general guide, between four and six learning outcomes is about right.
  5. To help structure the levels and standards of learning outcomes, its important to identify the cognitive differences between “lower level thinking” (remembering, comprehending, applying) and more “higher order level thinking” (analysing, evaluating, creating).
  6. Traditional curriculum is dominated by content knowledge and the reproduction of knowledge as a key learning outcome. However, attention also needs to be given to how that knowledge is used as well as the skills needed to effectively use that knowledge (recalling, explaining, applying, innovating and creating knowledge) as well as non-cognitive outcomes related to collaboration, teamwork and ethical behaviours, attitudes and values, etc.
  7. In developing learning outcomes consider the total learning and lived experiences of your students as defined in the Scientia Education Experience (SEE), as well as the new literacy skills (e.g. information, visual, critical, and media literacies) our students require to succeed in a digital age. This is identified as SEE’s fourth dimension: Being Digital.

Examples of Learning Outcomes

Knowledge
At the end of this course students will be able to:

  • explain the fundamental facts, concepts, principles, theories, and terminology used in the main branches of science.
  • identify health care needs of different groups in society (e.g. the elderly, indigenous people, immigrant groups and refugees). 

Skills
At the end of this course students will be able to:

  • apply critical thinking skills that use logic, evidence and science in understanding human behaviour and mental processes.
  • apply effective communication skills to present a coherent and sustained argument to specialist and non-specialist audiences in environmental studies.

Application of Knowledge and Skills
At the end of this course students will be able to:

  • analyse the extent to which systemic factors support equitable and compassionate health care.
  • responds appropriately to the complexity of ethical issues throughout all stages of life, particularly at the beginning and end of life. 

References and Further Readings