Appendix A: 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 endeavor

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
By the end of this course, students will have added to their understanding of the complete research process.

More Precise Outcome
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

Vague Outcome
By the end of this course, students will have a deeper appreciation of literature and literary movements in general.

More Precise Outcome
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
identify specific strategies for collaborating with practitioners in developmental projects, formulation of research questions, and selection of designs and measurement tools so as to produce findings usable by practitioners at all levels
analyze qualitative data systematically by selecting appropriate interpretive or quantified content analysis strategies
evaluate critically current research in social work
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

Teaching development course for faculty
By the end of the course you will be able to:

identify several learning style models and know how to use these models in your teaching
construct and use learning objectives
design a course and a syllabus
implement the principles of Universal Instructional Design in the design of a course
use strategies and instructional methods for effective teaching of small classes and large classes
identify the advantages and disadvantages of different assessment methods
construct a teaching portfolio

[Learning outcomes for OTA course designed by Prof. Susan McCahan, “Fundamentals of University Teaching”]