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Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program, and help students understand why that knowledge and those skills will be useful to them.
They focus on the context and potential applications of knowledge and skills, help students connect learning in various contexts, and help guide assessment and evaluation.
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Good learning outcomes emphasize the application and integration of knowledge. Instead of focusing on coverage of material, learning outcomes articulate how students will be able to employ the material, both in the context of the class and more broadly.
Example of Learning Outcomes:
By the end of this course, students will be able to:
identify and describe the political, religious, economic, and social uses of art in Italy during the Renaissance
identify a range of works of art and artists
analyze the role of art and of the artist in Italy at this time
analyze the art of the period according to objective methods
link different materials and types of art to the attitudes and values of the period
evaluate and defend their response to a range of art historical issues
For more examples of learning outcomes, please see Appendix A.
LEARNING OUTCOMES VS. LEARNING OBJECTIVES?
The distinction between learning outcomes and learning objectives is not universally recognized, and many instructors may find that the term ‘learning outcomes’ describes what they have already understood by the term ‘learning objectives’. Some scholars make no distinction between the two terms; those who do usually suggest that learning outcomes are a subset or type of learning objective.
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Learning objectives, for example, may outline the material the instructor intends to cover or the disciplinary questions the class will address. By contrast, learning outcomes should focus on what the student should know and realistically be able to do by the end of an assignment, activity, class, or course. The same goals addressed by learning objectives can be equally addressed by learning outcomes, but by focusing on the application and integration of the course content from the perspective of the student, learning outcomes can more explicitly and directly address expectations for student learning.
Many instructors may find that the reflective process of developing learning outcomes is something that they have already incorporated into their course planning processes. The phrase ‘learning outcomes’ thus simply offers a more precise term for discussing the creation of learning aims and expectations that centre on application and integration of course content.
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