Learning Outcomes

Learning outcomes define what students should be able to accomplish at the end of a class, seminar, course, or program. These targets should be testable and provide clear links with assessment tasks.

An effective learning outcome includes action verbs from Bloom’s Taxonomy that show what students should be expected to do at each cognitive level assessed in your assessment. For maximum effect, use verbs with multiple groups in them.


Learning outcomes represent what students should be capable of at the conclusion of a course and are intended to measure students’ capabilities when completed. They should also be specific and measurable – for instance: “By the end of this course, students will know how to use de-escalation techniques to neutralize conflicts effectively.”

Verbs used to convey learning outcomes should generally include action words that say what students should do rather than just understanding concepts or theories, which is usually best done using verbs such as describe, identify, recognize, recall, and list.

Another critical element of learning outcomes is their cognitive level requirement. Therefore, different disciplines often have distinct learning outcomes – for instance, some may be better suited for lower-level undergraduate programs than others.

Create Learning Outcomesuiesc The process of determining learning outcomes is complex and requires careful thought. Therefore, when writing learning outcomes, it is vital to use a structured approach and consult experts. Furthermore, considering their impact on broader curriculum requirements as well as potential usage by employers is also crucial for ensuring relevance outside a specific academic setting – for instance, a learner who is capable of creating successful marketing campaigns using digital media could apply these abilities in their workplace environment.


Learning outcomes outline what students should be able to accomplish at the conclusion of a session, course, or program. Learning outcomes must be clear and specific – use action verbs instead of vague terminology such as “understand,” “appreciate,” and “be familiar with.” Focus instead on what can be expected as results of your program:

An example of a learning outcome would be, “Upon completing this unit, learners will be able to apply grammar conventions to their writing”. This could easily be measured using quizzes or assignments. Another helpful way of creating learning outcomes is using Bloom’s Taxonomy model of learning objectives.

Under this model, there are five levels of mastery: lower-level skills, basic knowledge, applied skills, critical thinking, and creative thinking. Depending on the topic being covered in class, different degrees of proficiency may be required – for instance, completing an English literature class may necessitate basic reading comprehension skills, while another may need advanced literary analysis and criticism skills.

One effective method of measuring learning outcomes is using diagnostic assessments to understand which levels of mastery your students currently occupy so you can tailor their instruction accordingly. This enables you to ensure they’re receiving maximum benefit from your courses while making decisions regarding materials and activities for inclusion into programs.


Application in education refers to what students will be able to accomplish after engaging in a training activity, seminar, course, or program. One such learning outcome might be that upon completing a course students will be able to identify and describe various styles of communication; another product could be that they know how to implement new departmental HR policies.

Instructors seeking to create measurable and meaningful learning outcomes must first consider the overall goal of their course. This should be clearly communicated to students via course titles or descriptions, including information regarding what students will learn cognitively (cognitive outcomes) or how it will be assessed (affective). Furthermore, it’s also essential that instructors think carefully about which skills students will develop as part of participating in learning activities.

Once goals are clear, they can be connected to learning objectives and activities in the course. A list of action verbs may also help the instructor craft learning objectives at each level of Bloom’s taxonomy. This will ensure that students gain the appropriate knowledge and skills in their particular discipline and make it simpler to evaluate learning outcomes when completed. As an example, students might use a standard weather map to predict severe weather, which they then compare against historical records. This evaluation could also be used in the assessment of their work – although certain learning activities might suit this method better than others.


Analysis- The analysis aspect of learning outcomes refers to students’ abilities to assess a situation or problem and make recommendations. For instance, history students could be expected to determine how an event or policy contributed to class conflict that led to the French Revolution or compare various approaches to determine which would work best in their organization or community – these skills can be measured through assignments and exams.

Selection and Phrasing of Learning Outcomes were completed via a consensus-driven process during a series of project group sessions, paying close attention to how selected learning outcomes compare with their counterpart in NKLM (See Supplemental Table 1).

Participants were also instructed to identify suitable action verbs for each of the learning outcomes and levels of Bloom’s Taxonomy, consulting a website offering multiple versions of this framework for assistance.

Finally, each learned outcome was written so as to be implemented into the compulsory curriculum at MHH and included as learning outcomes in their local catalog of learning outcomes at MHH. This resulted in 57 learning outcomes, which will now form part of this local catalog of learning outcomes at MHH.

As such, MHH learning outcomes represent a substantial step toward the inclusion of digital competencies into the MHH compulsory curriculum. They need to be further processed and adjusted according to actual didactical conditions at the university; further processing at program or institutional levels is also necessary in order to identify instructional, curricular, and institutional priorities – providing its students with a comprehensive overview of digital competency topics.


Synthesis refers to the skill of compiling information from various sources to create new concepts or support arguments and draw conclusions. It is an integral component of the research process and should not be taken for granted as an essential technique. In contrast to summarizing, synthesis is the act of creating something from individual pieces of information rather than simply restating it. While its definition remains elusive, synthesis is usually defined by its ability to connect ideas and concepts. Academic writing relies heavily on synthesis for research. It can be applied in essays, presentations, and even art-making; university writing often mandates it in the form of research papers or group assignments; it may even feature as part of discussion groups in person or online or one-on-one interactions.

Learning outcomes are statements that outline what students should know, understand, and be capable of doing at the conclusion of a course or program. They typically utilize action-oriented language such as applying, evaluating, analyzing, comparing/contrasting/comparing/contrasting practice solving and using. Learning outcomes help both instructors and students understand what tasks or exams they have been assigned or exams they will need to pass, as well as how these skills will apply in future projects.

Learning outcomes are also an effective tool for institutions, helping them identify gaps in courses and programs as well as clarify instructional, programmatic, and institutional priorities. They can serve as a model for designing curriculum development systems as well as assessment and evaluation protocols. Each learning outcome should ideally be measurable and specific so it can be translated directly into assignment or exam questions – with language that is clear and easily understandable by students.