Learning Outcomes

Learning Outcomes
Learning Outcome
Aim
Objective
QA at Programme Level 1
Goals, Aims and Objectives?
• Typically teacher-centric
“The aim of the programme is to provide a broad

training on the different aspects of setting-up a
family-owned business in Cambodia”.
• May have aims and objectives that are not

referring to students
“The degree programme is designed to be the

benchmark programme in the country, at par
with the best programmes in the World”
Goals, Aims and Objectives?
• May refer to non-observable, non-measurable
effects on students
“The objective of the course is to instill pride and

love for country among students”
• May refer to skills and traits that are difficult to

assess
“The module is designed to prepare students for

the 21st century world”.
The shift to (Expected) Learning
Outcomes …..
meant to ensure that aims, goals, and

objectives are translated into
observable and measurable results that
can be demonstrated and assessed.
Learning Outcome, Objective and Aim
“To introduce outcome-based education to

participants”
“Participants would understand the impact of
outcome-based education on curriculum design and
revision”
“At the end of the workshop, the participants will be

able to explain the critical role of OBE in the AUNQA
framework for programme assessment”.
Aim is a broad general statement of the teaching

Intention. It is written from the teacher’s point of view
to indicate the general content and direction of
learning.
Objective (or goal) is a specific statement of

teaching intention. It indicates one of the specific
areas that the teacher intends to cover in a block of
learning.
Learning Outcomes : working definition
Learning Outcomes are carefully written

statements of what a learner is expected to be
able to demonstrate after completion of a
learning activity”
… after completion of a session, a course, a module,

or an entire programme of study.
Learning Outcomes : structure
Learning Outcomes begin with an active ___,

the ______ of the verb (a noun), followed by a
phrase that gives the __________.
Example : By the end of the course, the student will

be able to
o solve (verb)
o non-linear equations with at least 3 unknowns
(object/noun)
o using real-world engineering problems (context)
Learning Outcomes : example
Aim/Goal: to introduce students to modes of satiric writing in
the eighteenth century.
Objectives: to familiarize students with a number of

substantive eighteenth century texts. Students will be trained
in the close reading of language and its relation to literary form.
Learning Outcome: By the end of the course, the student is

able to analyze the relationship between the language of satire
to the literary form by the close examination of a selected
number of eighteenth-century texts in a written essay.
Learning Outcomes : example
Aim/Goal: to explain the biochemical basis of drug design

and development.
Objective: to demonstrate to students the application of

molecular graphics to drug design.
Learning Outcome: By the end of the course, the student

is able to apply molecular graphics tools in the design of
drugs to illustrate general and specific cases via computer-
based presentations.
The student understands proper
dental hygiene
The student is able to :
1.identify the active ingredient in toothpaste

2.explain why teeth should be cleaned at least
twice per day
3.describe how poor dental hygiene can lead
to poor overall health
The student understands why there are seasons.
Student is able to :
explain the relationship between the tilt of the

Earth and its distance to the sun on the changing
of the seasons.
Students will be familiar with the major theories of
the discipline
Students will be familiar with withdrawal, smoothing,

forcing, compromising, and problem solving in
conflict-resolution
Students will be familiar with withdrawal, smoothing, forcing,
compromising, and problem solving in conflict-resolution
Students would be able to :
1.summarize the five major approaches to conflict resolution:

withdrawal, smoothing, forcing, compromising, and problem
solving
2.defend a chosen conflict-resolution approach appropriate for
a given situation
Tips on writing learning outcomes (form)
•Begin each learning outcome with an action verb,

followed by the object of the verb, followed by a phrase
that gives the context.
•Use only one verb per learning outcome.
•Avoid vague terms like know, understand, learn, be

familiar with, be exposed to, be acquainted with, and be
aware of.
•Avoid complicated sentences. If necessary use more

than one sentence to ensure clarity.
Tips on writing learning outcomes (substance)
•Ensure that the learning outcomes of the module relate

to the overall outcomes of the programme.
•The learning outcomes must be observable and

measurable.
•Ensure that the learning outcomes can be assessed.
•When writing learning outcomes, bear in mind the

timescale within which the outcomes are to be achieved.
Levels of Learning Outcomes
•Programme-level learning outcomes that relate to
the entire programme – and are therefore phrased
in more general terms
•Course-level or module-level learning outcomes

are specific to a given course/subject or module
and can be more detailed.
Levels of Learning Outcomes
not all programme-level outcomes need to be

reflected in the learning outcomes of each course.
But,
set of all course level and co-curricular outcomes

should cover all programme-level learning
outcomes
Categories of Learning Outcomes
•Subject specific outcomes relate to the subject

discipline and the knowledge/skills particular to it
•Generic outcomes (sometimes called transferable

skills) relate to any or all disciplines
Generic Learning Outcomes
communication skills, problem-solving skills, IT skills,
lifelong learning skills, team-work skills, leadership,
entrepreneurial skills …
not always “delivered” in the

classrooms and laboratories …
Learning Outcomes
Bloom’s Taxonomy of Educational

Objectives - 3 Domains of Learning
• Cognitive
• Affective
• Psycho-motor
Benjamin Bloom (1913 – 1999)

University of Chicago
Learning Outcomes
Bloom’s Taxonomy (Original vs Revised)
Revised Bloom’s Taxonomy
o Terminology Changes
o Structural Changes
o Changes in Emphasis
“Learning is not attained by chance.”
Learning Outcomes
Instructional Activities
Assessments
and Materials
Goldilocks and the Three Bears
REMEMBER : Describe where Goldilocks lived.
Summarize what the Goldilocks story
UNDERSTAND :
was about..
APPLY : Construct a theory as to why Goldilocks

went into the house.
Differentiate between how Goldilocks reacted
ANALYZE :
and how you would react in each story
EVALUATE : Assess whether or not you think this really

happened to Goldilocks.
CREATE : Compose a song, skit, poem, or rap to

convey the Goldilocks story in a new form
Community Engagement
Draw the informal organizational structure
REMEMBER :
of the local community
Describe how decisions in the community
UNDERSTAND :
are arrived at, and by whom.
APPLY : Simulate a major community undertaking
Considering the past mistakes, analyze why
ANALYZE :
a given project succeeded
EVALUATE : Determine the level of satisfaction of

stakeholders.
CREATE : Formulate a plan for a new community

engagement project
Original Taxonomy
1.0 Knowledge
1.10 Knowledge of specifics
1.11 Knowledge of terminology
1.12 Knowledge of specific facts
1.20 Knowledge of ways and means of dealing with specifics
1.21 Knowledge of conventions
1.22 Knowledge of trends and sequences
1.23 Knowledge of classifications and categories
1.24 Knowledge of criteria
1.25 Knowledge of methodology
1.30 Knowledge of universals and abstractions in a field
1.31 Knowledge of principles and generalizations
1.32 Knowledge of theories and structures
2.0 Comprehension 5.0 Synthesis

2.1 Translation 5.1 Production of a unique communication
2.2 Interpretation 5.2 Production of a plan, or proposed set of
2.3 Extrapolation operations
5.3 Derivation of a set of abstract relations
3.0 Application
6.0 Evaluation
4.0 Analysis 6.1 Evaluation in terms of internal evidence
4.1 Analysis of elements 6.2 Judgments in terms of external criteria
4.2 Analysis of relationships
4.3 Analysis of organizational principles
Structural Changes
2.0 Comprehension 5.0 Synthesis
2.1 Translation 5.1 Production of a unique communication
2.2 Interpretation 5.2 Production of a plan, or proposed set of
2.3 Extrapolation operations
1.20 Knowledge of ways and means of dealing with specifics
5.3 Derivation of a set of abstract relations

3.0 Application
1.31 Knowledge of principles and generalizations

1.30 Knowledge of universals and abstractions in a field
1.23 Knowledge of classifications and categories
6.0 Evaluation
4.0 Analysis 6.1 Evaluation in terms of internal evidence
4.1 Analysis of elements 6.2 Judgments in terms of external criteria
1.32 Knowledge of theories and structures

1.22 Knowledge of trends and sequences
4.2 Analysis of relationships

4.3 Analysis of organizational
principles
1.25 Knowledge of methodology
1.12 Knowledge of specific facts
1.21 Knowledge of conventions

1.11 Knowledge of terminology
Knowledge Dimension Cognitive Process Dimension

1.24 Knowledge of criteria
1.10 Knowledge of specifics
from a 1D Hierarchy to a 2D Table

1.0 Knowledge
Bloom’s Taxonomy (Original)
Bloom’s Taxonomy (Revised)
4 Clusters of Learning Outcomes
Engineering Education CDIO Initiative :
Technical disciplinary knowledge
Personal learning outcomes : individual students’ cognitive and
affective development, which include engineering reasoning and problem
solving, experimentation and knowledge discovery, system thinking, creative
thinking, critical thinking, and professional ethics.
Interpersonal learning outcomes : individual and group

interactions such as teamwork, leadership, and communication.
Product, process, and system building skills : conceiving,

designing, implementing, and operating products, processes, and systems in
enterprise, business, and societal contexts.
Aligning Learning Outcomes to Stakeholders’ Needs
LOs University MOE Industry ABET ETC.

1 F F M F ?
2 F M F
3 F F F F
4 F F F F
5 F P F
6 F P
7 F F F
8 F F F F ?
F – Fully fulfilled; M – Moderately fulfilled; P – Partially fulfilled
Aligning Programme Learning Outcomes to
Graduate Profile
Graduate Profile/Competences LO1 LO2 LO3 LO4 LO5 LO6 LO7
1. A strong fundamental chemical
engineering knowledge and the ability
to apply and integrate knowledge to X X X
identify, formulate and solve problems
of chemical engineering fields
2. The professional skills necessary to be
effective and succeed in the modern
workforce including work well in multi-
disciplinary teams, the ability to design X X X X X
and solve problems, and the ability to
communicate effectively, and to uphold
standards of ethics and professionalism
3. The ability to engage in life-long
learning by acquiring new skills and to
remain relevant in today’s fast changing
X X
environment
Source: Chemical Engineering, Universitas Indonesia
Aligning Course LO to Programme LO
Note: The figures in the ELO column relate to:

1 Not directly related to ELO
2 Quite related to ELO
3 Related to ELO
4 Closely related to ELO
5 Specifically related to ELO
Source: Chemical Engineering, Universitas Indonesia

Aligning Lesson LO to Course LO

Learning Outcomes

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Learning Outcomes

“The aim of the programme is to provide a broad

• May have aims and objectives that are not

“The degree programme is designed to be the

“The objective of the course is to instill pride and

• May refer to skills and traits that are difficult to

“The module is designed to prepare students for

meant to ensure that aims, goals, and

“To introduce outcome-based education to

“At the end of the workshop, the participants will be

Aim is a broad general statement of the teaching

Objective (or goal) is a specific statement of

Learning Outcomes are carefully written

… after completion of a session, a course, a module,

Learning Outcomes begin with an active ___,

Example : By the end of the course, the student will

Objectives: to familiarize students with a number of

Learning Outcome: By the end of the course, the student is

Aim/Goal: to explain the biochemical basis of drug design

Objective: to demonstrate to students the application of

Learning Outcome: By the end of the course, the student

1.identify the active ingredient in toothpaste

explain the relationship between the tilt of the

Students will be familiar with withdrawal, smoothing,

Students would be able to :

1.summarize the five major approaches to conflict resolution:

•Begin each learning outcome with an action verb,

•Use only one verb per learning outcome.

•Avoid vague terms like know, understand, learn, be

•Avoid complicated sentences. If necessary use more

•Ensure that the learning outcomes of the module relate

•The learning outcomes must be observable and

•Ensure that the learning outcomes can be assessed.

•When writing learning outcomes, bear in mind the

•Course-level or module-level learning outcomes

not all programme-level outcomes need to be

set of all course level and co-curricular outcomes

•Subject specific outcomes relate to the subject

•Generic outcomes (sometimes called transferable

not always “delivered” in the

Bloom’s Taxonomy of Educational

Benjamin Bloom (1913 – 1999)

APPLY : Construct a theory as to why Goldilocks

EVALUATE : Assess whether or not you think this really

CREATE : Compose a song, skit, poem, or rap to

EVALUATE : Determine the level of satisfaction of

CREATE : Formulate a plan for a new community

2.0 Comprehension 5.0 Synthesis

5.3 Derivation of a set of abstract relations

1.31 Knowledge of principles and generalizations

1.32 Knowledge of theories and structures

4.2 Analysis of relationships

1.21 Knowledge of conventions

Knowledge Dimension Cognitive Process Dimension

from a 1D Hierarchy to a 2D Table

Interpersonal learning outcomes : individual and group

Product, process, and system building skills : conceiving,

LOs University MOE Industry ABET ETC.

F – Fully fulfilled; M – Moderately fulfilled; P – Partially fulfilled

Note: The figures in the ELO column relate to: