Learning Outcomes

Specific, measurable statements of what learners will be able to do as a result of instruction. Distinct from aims (broad course goals) and objectives (sometimes used interchangeably, sometimes distinguished as teacher-focused).

Characteristics (SMART)

• Specific — names the target skill or knowledge
• Measurable — can be observed and assessed
• Achievable — realistic for the learner level
• Relevant — aligned with learner needs
• Time-bound — achievable within the lesson/unit/course

Bloom's Taxonomy (1956; revised Anderson & Krathwohl 2001)

Provides a hierarchy of cognitive processes for writing outcomes:

1. Remember — recall facts, terms
2. Understand — explain, paraphrase
3. Apply — use in new situations
4. Analyse — break down, compare
5. Evaluate — judge, critique
6. Create — produce, design

Higher-order outcomes (4–6) require lower-order ones as prerequisites. See Optimizing Teaching with Bloom's Taxonomy.

Writing Good Outcomes

• Start with an observable action verb (avoid "understand", "know", "appreciate")
• Specify conditions and criteria where possible: "By the end of the lesson, learners will be able to write a paragraph comparing two data sets using at least three comparative structures."
• Align outcomes with assessment tasks (Backward Design)

Practical Implications

• Outcomes drive lesson planning, materials selection, and assessment design
• In CEFR-aligned contexts, outcomes often take the form of can-do descriptors
• Sharing outcomes with learners increases transparency and motivation