Before you start writing learning outcomes, let’s take a moment and identify the elements of a learning outcome. Here, I’ve given examples of what to do and what not to do. When you put the four parts together, you have a well-written learning outcome.
- State who will be doing the learning.
Don’t: “Anyone will…”
Don’t: “I will show you…”
Do: “Participants will…”
2. Use action verbs that can be measured.
Don’t: “Learn how to build a house.”
Don’t: “Know how to build a house”
Do: “Demonstrate how to build a house”
3. Specify the condition that you’ll measure learning.
Don’t: “After this lesson…”
Don’t: “After this lesson…”
Do: “Through this activity…”
The idea here is to select a time, activity, or assignment that you’ll be able to observe or measure learning during.
Set up the environment so that you can see if learning has taken place.
4. Add the measurement criterion of success.
Don’t: “…successfully”
Don’t: “…better than anyone”
Do: “…according to the checklist”
Here, we have to signal what we’re measuring to the learners. What goes into your rubric or checklist? How are you grading the success of your learners?
This is the criterion that you’re wanting to communicate early on to your learners ahead of time before the assignment or condition takes place.
Learning outcomes include these 4 elements to be useful. That is, when you write learning outcomes like this, it specifies the goal for the learners and how you’ll assess their learning.
That’s half of the design right there! Not only is this a time saver, but it’s also a way to motivate your learners to achieve the goals you create for them.
Colleen M. Smith 