📘 TLC Guides Available
This topic includes full-length TLC Guides for deeper exploration.
► Taxonomy for Significant Learning
► Action Verbs for Learning Outcomes
► Situational Factors Reflection
Why Learning Outcomes Matter
Learning outcomes clarify the knowledge, skills, and ways of thinking students should develop by the end of a course. They should be developed first—before selecting readings, activities, or assessments—so that all other elements of the course align with them. Including outcomes in your syllabus and revisiting them throughout the term helps make course goals clear and meaningful for students.
Using Outcomes to Guide Design
Clear outcomes provide a foundation for course design. They help you focus on what matters most for student learning and make it easier to align readings, activities, and assessments so that all elements of the course work toward shared goals.
Key Considerations When Developing Learning Outcomes
When drafting or refining learning outcomes, consider:
- Focus on student learning: Frame outcomes around what students will gain, not what the instructor will “cover.”
- Use active, observable verbs: Describe the skills, behaviors, or ways of thinking students should be able to demonstrate.
- Keep them clear and specific: Write outcomes in student-friendly language that is transparent and easy to understand.
- Allow multiple pathways: Keep outcomes broad enough to be achieved through different activities or assessments.
- Ensure alignment: Connect course outcomes to broader program learning outcomes (PLOs) or General Education Requirements where applicable.
- Connect to assessment: Make sure outcomes can be meaningfully measured or observed through assignments, projects, or exams.
- Reinforce throughout the term: Revisit outcomes with students to highlight progress and relevance.
TLC Guides
Taxonomy for Significant Learning: This framework for creating learning outcomes is based on six areas of learning that include but go beyond “knowing” and “doing.”
Action Verbs for Learning Outcomes: This list of action verbs, paired with different modes of learning, can help instructors center students as the subjects and actors when creating learning outcomes.
Situational Factors Reflection: An important early step in designing a course, reflecting on the “situational factors” that shape a course context can help instructors create appropriate and relevant learning outcomes and additional course materials.
Additional Resources
Learning Outcomes from a Universal Design for Learning Perspective
See Also
Creating a Learner-Centered Syllabus
Assessment
Active Learning