What is Learning Outcomes

1.

Statements that describe the expected knowledge, abilities, or performance which students will be able to demonstrate after successfully completing a learning experience. Learn more in: Evaluation of Course Curriculum and Teaching: Guidelines for Higher Education Instructors

2.

The achieved objectives; evidence that learning has occurred, performance has changed, and results have been attained. Also, a measurable change in knowledge, attitude, behavior, skill level, or a condition, status, or situation. Learn more in: Evaluating Quality in the Online Classroom

3.

Knowledge, skills, and attitudes. Learn more in: Enterprise 2.0 in Engineering Curriculum

4.

the desired objectives of providing the knowledge in the form of a course Learn more in: Key Capabilities, Components, and Evolutionary Trends in Corporate E-Learning Systems

5.

Learning outcomes are the desired objectives of providing the knowledge in the form of a course. Learn more in: E-Learning Lessons from the Corporate World

6.

Measure of the performance of a student after receiving treatment. Learn more in: Achievement in Online vs. Traditional Classes

7.

Often used at other institutions as a synonym for competencies, but generally defined more broadly and sometimes confused with completion of assignments. An acceptable learning outcome might be, for instance, a passing grade on an essay. Unless the assignment is carefully designed, however, neither the essay nor its grade may reveal much about the true extent of the student’s knowledge, skills, and abilities in the subject area. It is this imprecision that led WGU to prefer the greater specificity of “competencies.” Learn more in: Western Governors University and Competency-Based Education

8.

Results that reflect the acquisition of skills and knowledge, such as the effectiveness of instructional techniques, and as students’ perceptions or attitudes (Henderson, 1996). Learn more in: Cross-Cultural Learning Objects (XCLOs)

9.

involve what students learn through accomplishing a learning assignment, including intended knowledge contents as well as other contents, skills and abilities that students may learn through an assignment. Learn more in: To be Lost and to be a Loser Through the Web

10.

These are statements that outline what employees will acquire as a result of a given activity. They may acquire a certain skill or establish a foundation knowledge base or develop a new attitude or attain a desired condition. Learning Outcomes are supposed to serve as guidelines for assessment and evaluation. Learn more in: Project Management Assessment Methods

11.

Statements that specify what learners will know on the successful completion of a course or study program. Learning outcomes may be knowledge or skills. Whether attitudes should be learning outcomes is open to debate. Learn more in: A Tabular Approach to Outcome-Based Course Planning and Assessment

12.

It is referred as discrete, measurable, and demonstrable skills or elements of knowledge that might be assessed to indicate learning has occurred. Learn more in: Assessing General Education Outcomes Across Programs

13.

Specific identifiers an instructor sets up before the class starts that indicate what student’s should be learning during the course. Learn more in: Using Smartphones in the College Classroom

14.

Statements that identify what students will know or will be able to do at the end of the course. Learn more in: Teaching Spanish in the Digital Age: A Flipped Classroom or Just Hybrid?

15.

The identified aims and goals, as defined within the EYLF, which children aged from birth to five years old engage with and achieve. Learn more in: Digital Technology in Kindergarten: Challenges and Opportunities

16.

Specific goals or objectives that students will be able to prove they know based upon demonstration of expertise, skills, attitudes or values once they have completed or participated in an instructional or transformative experience. Learn more in: “Let Me Show You”: An Application of Digital Storytelling for Reflective Assessment in Study Abroad Programs

17.

According to UQF (2012 :51), ‘‘learning outcomes means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence. Knowledge, skills and competence form a basis for categorizing learning outcomes’’. The following definitions of the key terms: learning outcome, knowledge, skills and competences, are taken from the Tanzanian Qualifications Framework (TQF)– please follow this link: http://www.tcu.go.tz/images/pdf/University%20Qualifications%20Framework.pdf AU116: URL Validation failed because the page http://www.tcu.go.tz/images/pdf/University%20Qualifications%20Framework.pdf does not exist (HTTP error 404). Learn more in: Informatics Education Enhanced by Problem-Based Learning Model via E-Learning: Experience From BSU Project at SUA

18.

Statements of what is expected from a learner to know, understand, and/or be able to demonstrate after completing of a learning experience. Learn more in: Aligning E-Assessment With Learning Outcomes

19.

Statements that describe essential learning that students achieve and can demonstrate reliably at the end of a course or program. Learn more in: Using Case Studies in the Higher Education Classroom: Case Studies in Higher Education – What's the Big Idea?

20.

The defined results (e.g., what a student knows and is able to do) of pursuing certain learning activities. Learn more in: A Framework for Assessing Technology-Assisted Learning Outcomes

21.

Learning outcomes are the result of the learning process. These can be broadly classified into four dimensions, namely, skill, cognitive, affective and metacognitive outcomes. Learn more in: E-Collaboration Technologies Impact on Learning

22.

statements of what the students are supposed to be able to do after taking a course. Learn more in: The MORE Model for Faculty Development

23.

These refer to the display of knowledge attained or skills developed in school subjects designated by test and examination scores or marks assigned by the subjects’ teachers. Learn more in: Relevance of the Use of Instructional Materials in Teaching and Pedagogical Delivery: An Overview

24.

Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies. Learn more in: Model for Identifying Competencies and Learning Outcomes (MICRA)

25.

A statement of what a student will know or be able to do at the end of a learning activity or course. A measureable student product. Learn more in: Experiential Learning in Postsecondary Education: Application of a Learner-Centered Online Internship Program Model

26.

What a person learns from an educational intervention, learning that spans new knowledge, new skills, and changes in attitude. Learn more in: Applying Instructional Design Guidelines for Community Health Programs in Health Education

27.

The accomplishments of students in a course, as measured through various forms of assessment. Learn more in: The Quality Matters Program

28.

Expected knowledge, skills, or dispositions that result from educational experiences. Learn more in: A Return to Doing: How Authentic Assessment Changes Higher Education