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Simple Reference of Lesson Outcomes

Writing learning outcomes or objectives involves specifying the intended endpoint of learning in the future tense using clear and understandable language for learners. Objectives should be SMART - specific, measurable, achievable, realistic and timebound. Individual outcomes relate to cognitive, psychomotor or affective domains and avoid ambiguity. Bloom's taxonomy provides a framework for classifying outcomes according to cognitive processes like knowledge, comprehension, application, analysis, synthesis and evaluation. Verbs are useful for mapping outcomes to cognitive levels.

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Ahmad Lokman
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46 views1 page

Simple Reference of Lesson Outcomes

Writing learning outcomes or objectives involves specifying the intended endpoint of learning in the future tense using clear and understandable language for learners. Objectives should be SMART - specific, measurable, achievable, realistic and timebound. Individual outcomes relate to cognitive, psychomotor or affective domains and avoid ambiguity. Bloom's taxonomy provides a framework for classifying outcomes according to cognitive processes like knowledge, comprehension, application, analysis, synthesis and evaluation. Verbs are useful for mapping outcomes to cognitive levels.

Uploaded by

Ahmad Lokman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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WRITING LEARNING OUTCOMES OR LEARNING OBJECTIVES

Writing learning outcomes or learning objectives


Taking the two models as a backdrop, how do you write learning objectives or outcomes?
Learning outcomes specify the intended endpoint of a period of engagement in specified learning activities. They
are written in the future tense and should clearly indicate the nature and/or level of learning required to achieve
them successfully. They should be achievable and assessible and use language that learners (and other teachers)
can easily understand. They relate to explicit statements of achievement and always contain verbs. Objectives
should be SMART: Specific, Measurable, Achievable, Realistic and Timebound.
Individual outcomes should relate to one of the three domains described by Bloom (1956):

cognitive (knowledge and intellectual skills)

psychomotor (physical skills)

affective (feelings and attitudes).


Outcomes and objectives should avoid ambiguity or over-complexity
The table below lists the elements of the cognitive domain with a brief description, and then some useful verbs
that can be used to map the learning outcome on to the relevant level.

Blooms
Taxonomy:

Description

cognitive domain

Evaluation

Ability to judge X for a purpose

Synthesis

Arranging and assembling elements into a whole

Analysis

Breaking down components to clarify

Application

Using the rules and principles

Comprehension

Knowledge

Grasping the meaning but not extending it beyond the present


situation

Recall of information previously presented

Useful verbs for outcome-level


statements

Judge, appraise, evaluate, compare,


assess

Design, organise, formulate, propose

Distinguish, analyse, calculate, test,


inspect

Apply, use, demonstrate, illustrate,


practise

Describe, explain, discuss, recognise

Define, list, name, recall, record

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