Writing learning outcomes or learning objectives

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Writing learning outcomes or learning objectives

Taking the two models as a backdrop, how do you write learning objectives or outcomes?

Learning outcomes specify the intended endpoint of a period of engagement in specified learning activities. They are written in the future tense and should clearly indicate the nature and/or level of learning required to achieve them successfully. They should be achievable and assessible and use language that learners (and other teachers) can easily understand. They relate to explicit statements of achievement and always contain verbs. Objectives should be SMART: Specific, Measurable, Achievable, Realistic and Timebound.

Individual outcomes should relate to one of the three domains described by Bloom (1956):

cognitive (knowledge and intellectual skills)
psychomotor (physical skills)
affective (feelings and attitudes).

Outcomes and objectives should avoid ambiguity or over-complexity

The table below lists the elements of the cognitive domain with a brief description, and then some useful verbs that can be used to map the learning outcome on to the relevant level.

Bloom’s Taxonomy: cognitive domain	Description	Useful verbs for outcome-level statements
Evaluation	Ability to judge X for a purpose	Judge, appraise, evaluate, compare, assess
Synthesis	Arranging and assembling elements into a whole	Design, organise, formulate, propose
Analysis	Breaking down components to clarify	Distinguish, analyse, calculate, test, inspect
Application	Using the rules and principles	Apply, use, demonstrate, illustrate, practise
Comprehension	Grasping the meaning but not extending it beyond the present situation	Describe, explain, discuss, recognise
Knowledge	Recall of information previously presented	Define, list, name, recall, record