Examples of Learning Outcomes

Good learning outcomes are focused on what the learner will know or be able to do by the end of a defined period of time and indicate how that knowledge or skill will be demonstrated.

  • Upon completing this assignment, students will be able to provide accurate diagrams of cells and be able to classify cells from microscopic images.
  • By the end of this course, students will be able to identify and develop data collection instruments and measures for planning and conducting sociological research.
  • By the end of this workshop, participants will be able to identify and classify their spending habits and prepare a personal budget.

One unit of instruction – whether a course, assignment, or workshop – might have multiple learning outcomes that span a range levels of learning as described by Bloom’s Taxonomy and indicated by relevant, active verbs.

By the end of this course, students will be able to:

  • predict the appearance and motion of visible celestial objects
  • formulate scientific questions about the motion of visible celestial objects
  • plan ways to model and/or simulate an answer to the questions chosen
  • select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen
  • communicate scientific ideas, procedures, results, and conclusions using appropriate SI units, language, and formats
  • describe, evaluate, and communicate the impact of research and other accomplishments in space technology on our understanding of scientific theories and principles and on other fields of endeavour

Learning outcomes can address content, skills, and long-term attitudes or values.

Content

  • By the end of this course, students will be able to categorize macroeconomic policies according to the economic theories from which they emerge.
  • By the end of this unit, students will be able to describe the characteristics of the three main types of geologic faults (dip-slip, transform, and oblique) and explain the different types of motion associated with each.

Skills

  • By the end of this course, students will be able to ask questions concerning language usage with confidence and seek effective help from reference sources.
  • By the end of this course, students will be able to analyze qualitative and quantitative data, and explain how evidence gathered supports or refutes an initial hypothesis.

Values

  • By the end of this course, students will be able to work cooperatively in a small group environment.
  • By the end of this course, students will be able to identify their own position on the political spectrum.

Learning outcomes should use specific language, and should clearly indicate expectations for student performance.

Vague outcome More precise outcome
By the end of this course, students will have added to their understanding of the complete research process. By the end of this course, students will be able to:

•       describe the research process in social interventions

•       evaluate critically the quality of research by others

•       formulate research questions designed to test, refine, and build theories

•       identify and demonstrate facility in research designs and data collection strategies that are most appropriate to a particular research project

•       formulate a complete and logical plan for data analysis that will adequately answer the research questions and probe alternative explanations

•       interpret research findings and draw appropriate conclusions

•       [Adapted from http://ssw.unc.edu/doctoral/curriculum/descriptions.html]

By the end of this course, students will have a deeper appreciation of literature and literary movements in general. By the end of this course, students will be able to:

•     identify and describe the major literary movements of the 20th century

•     perform close readings of literary texts

•     evaluate a literary work based on selected and articulated standards

Learning outcomes are useful for all levels of instruction, and in a variety of contexts.

Beginning language course
By the end of this course students will be able to:

  • identify the most frequently encountered endings for nouns, adjectives and verbs, as well as some of the more complicated points of grammar, such as aspect of the verb
  • translate short unseen texts from Czech
  • read basic material relating to current affairs using appropriate reference works, where necessary
  • make themselves understood in basic everyday communicative situations

Graduate research methodologies class
By the end of this course, students will be able to:

  • identify key measurement problems involved in the design and evaluation of social interventions and suggest appropriate solutions
  • assess the strengths and weaknesses of alternative strategies for collecting, analyzing and interpreting data from needs analyses and evaluations in direct practice, program and policy interventions
  • analyze qualitative data systematically by selecting appropriate interpretive or quantified content analysis strategies
  • articulate implications of research findings for explanatory and practice theory development and for practice/program implementation
  • instruct classmates and others in an advanced statistical or qualitative data analysis procedure

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