Writing Learning Outcomes in Higher Education

The principle of Learning Outcomes is central to the application of the European Credit
Transfer System (ECTS) in the European Higher Education Area (EHEA). Credits are
awarded on the basis of students being able to demonstrate achievement of specified
Learning Outcomes (see ECTS User Guide published by the European Commission).
Learning Outcomes should be identified at a Programme Level, i.e. each Programme has
specified Programme Learning Outcomes, achieved through attainment of module
learning outcomes throughout the period of study. It is often easier to construct module
learning outcomes than Programme Learning Outcomes, although some of the latter may be
generic, especially those which refer to key skills achieved throughout the Programme.
The Learning Outcomes concept relates to the aspiration to make HE studies more
transparent, helping students to choose courses and modules, and helping them to know
what they are supposed to gain from studying a given module. Clarity and precision in
writing Learning Outcomes is essential, especially given that they must be clear to students
themselves. Clear learning outcomes are integral to student centred learning. They also
benefit teaching staff, as they are a useful instrument in helping tutors find and deliver
appropriate module content.
Learning Outcomes should demonstrate appropriate progression through levels according
to the European Qualifications Framework for Lifelong Learning (Level 4, first year of a
first cycle programme, or Bachelor degree; 5 is second year; 6 is final year; 7 is
postgraduate or Master level). Thus all first year Bachelor modules are described in terms of
equivalent Learning Outcomes. All M-Level Modules also show equivalence.
The logic is that Learning Outcomes are ascribed to Modules at appropriate stages of a
degree in such a way that there is progression between levels, and equivalence between
courses, between departments, and indeed between institutions. This means that Learning
Outcomes, and the related ECTS credits, are vital instruments in international comparison,
equivalence, value, and recognition of modules undertaken as part of a mobility
experience, and indeed of degrees awarded.
A further dimension fundamental to the principle of Learning Outcomes is that assessment
is designed to test achievement of learning outcomes. The grades assigned to student work
show the extent to which Learning Outcomes have been achieved, i.e. not achieved (Fail);
adequately achieved (Pass); well achieved (Merit); achieved to the highest standard
(Distinction).

Simon Sweeney UK Bologna Expert

University of York, April 2011

Key principles in writing Learning Outcomes

The language used is specific and expresses the level of difficulty and sophistication. For
example, a Learning Outcome at Level 4 may begin with Recognise or Show awareness of,
whereas a Level 6 Learning Outcome may be expressed by Evaluate critically...
Module tutors and programme leaders should be involved in writing Learning Outcomes,
while tutors new to a module need to be fully acquainted with them
Learning outcomes should be made available to students, understood by students and
further explained at the beginning of modules as appropriate/necessary
Assessment should overtly test the achievement of Learning Outcomes
Module documentation (validated documents) should be publicly available on the web and
should include Learning Outcomes
Learning outcomes for a 10 ECTS credit undergraduate module should normally not exceed
five, and probably be no less than three. There may be exceptions to this recommendation,
particularly in Science, Technology, Engineering and Maths (STEM) subjects, where a higher
number is not uncommon.
A learning outcome should not contain more than one desired outcome (the word and in a
Learning Outcome is usually a warning light)
An exception to the last point is Compare and contrast...or Explain and justify, useful
combinations in expressing Learning Outcomes (perhaps at Level 5)
Learning outcomes should be typically introduced by the phrase By the end of the module,
students will be able to...
Examples of Learning Outcomes - BA Business Management
Level 4 module Introduction to Management
By the end of the module students will be able to

Demonstrate understanding of core management theories

Identify the main functions of company management

Apply logical decision making to specified business-related challenges

Level 5 module - Business Policy and Strategy

By the end of the module students will be able to

Explain and justify the rationale for specified policy decisions

Compare and contrast alternative strategies for company growth

Simon Sweeney UK Bologna Expert

University of York, April 2011

Undertake contrastive analysis between different business strategies

Simon Sweeney UK Bologna Expert

University of York, April 2011

Level 6 module - Human Resource Development

By the end of the module students will be able to

Critically examine different human resource problems in corporate management

Analyse theoretical approaches to staff training

Suggest comprehensive solutions to complex human resource Case Studies

Examples of Learning Outcomes - MA International Business

Level 7 International Business Environment
By the end of the module students will be able to

Show detailed understanding of external factors affecting multinational corporations

Critically evaluate different entry methods for international markets

Undertake critical analysis of complex Case Studies

Assess the impact of international market regulation

Level 7 Emerging Market Analysis

By the end of the module students will be able to

Undertake detailed comparison between emerging markets

Evaluate risks and opportunities in specific developing countries

Perform critical analysis of specific investments in emerging markets

SOURCES FOR FURTHER INFORMATION

Dr Suzanne Gatt University of Malta
http://llp.eupa.org.mt/files/Learning%20Outcomes%20-%20Suzanne%20Gatt.pps
See also Blooms Taxonomy (Google this to find a wheel containing words typically used in
writing Learning Outcomes).
Also http://staffdev.ulster.ac.uk/index.php?page=writing-learning-outcomes
and from University of Swansea, Example Learning Outcomes for Approved Modules
http://www.swansea.ac.uk/registry/qualityassuranceandenhancement/introducingmodulesan
dprogrammes/guidancenotesonwritinglearningoutcomes/#
Also (Google) Kingston University Guide to Writing Learning Outcomes
The Higher Education Academy www.heacademy.ac.uk is a resource on Learning Outcomes
See also Official Bologna Process website 2007-2010 at
http://www.bologna2009benelux.org

Simon Sweeney UK Bologna Expert

University of York, April 2011

Verbs for Learning Outcomes

Finding the right words for use in writing learning outcomes/assessment criteria can be
difficult, particularly when the statements must mesh with the generic level descriptors. The
following list is provided as an aid in this process. The words are organised for convenience
under headings that approximately accord with Blooms taxonomy. However, no strict
hierarchy is intended. The words are simply a vocabulary list from a variety of sources to
help you write learning outcomes and assessment criteria.
Verbs which require evidence of Knowing
Define, describe, identify, label, list, name, outline, reproduce, recall, select, state, present,
be aware of, extract, organise, recount, write, recognise, measure, underline, repeat, relate,
know, match
Verbs which require evidence of Comprehension
Interpret, translate, estimate, justify, comprehend, convert, clarify, defend, distinguish,
explain, extend, generalise, exemplify, give examples of, infer, paraphrase, predict, rewrite,
summarise, discuss, perform, report, present, restate, identify, illustrate, indicate, find, select,
understand, represent, name, formulate, judge, contrast, translate, classify, express,
compare
Verbs which require evidence of Knowledge/Understanding
Apply, solve, construct, demonstrate, change, compute, discover, manipulate, modify,
operate, predict, prepare, produce, relate, show, use, give examples, exemplify, draw (up),
select, explain how, find, choose, assess, practice, operate, illustrate, verify
Verbs which require evidence of Analysis
Recognise, distinguish between, evaluate, analyse, break down, differentiate, identify,
illustrate how, infer, outline, point out, relate, select, separate, divide, subdivide, compare,
contrast, justify, resolve, devote, examine, conclude, criticise, question, diagnose, identify,
categorise, point out, elucidate
Verbs which require evidence of Synthesis
Propose, present, structure, integrate, formulate, teach, develop, combine, compile,
compose, create, devise, design, explain, generate, modify, organise, plan, re-arrange,
reconstruct, relate, re-organise, revise, write, summarise, tell, account for, restate, report,
alter, argue, order, select, manage, generalise, prcis, derive, conclude, built up, engender,
synthesise, put together, suggest, enlarge
Verbs which require evidence of Evaluation
Judge, appraise, assess, conclude, compare, contrast, describe how, criticise, discriminate,
justify, defend, evaluate, rate, determine, choose, value, question

Note:
A version of this document was prepared for Aalto University, Helsinki. It was a contribution to the Teaching
Evaluation Exercise (TEE) School of Economics, April 2011.

Simon Sweeney UK Bologna Expert

University of York, April 2011