What is Learning Outcomes

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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

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Learning outcomes are assessment tools that measure the students’ achievement at the end of a course or program. Learn more in: The Use of Mobile Learning Technologies in Primary Education

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A plan for learning results aligned with a particular program that assist with assessment of the program. Learn more in: Moving From Ideation to Prototyping: Developing a Learning-Centered Co-Curriculum

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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

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

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Learning outcomes are the statements that help teachers and students to understand the importance of knowledge, skills, and values of a particular course. Learn more in: Blended Teaching and Learning in Higher Education: Challenges and Opportunities

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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

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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

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Simple, concise, measurable statements that describe the knowledge or skills students should acquire by the end of a particular learning experience. Learn more in: Testing Assessments of Integrated Experiential Learning

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They are statements of what a learner is expected to know, understand and be able to demonstrate at the end of a learning experience. Learn more in: A Road Map for the COVID-19 Pandemic Process to Ensure Quality of Assurance Active Learning Strategies in Online Learning Environments: How to Plan, Implement, Evaluate, and Improve Learning Activities

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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

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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?

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

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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

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A set of capabilities displaying the quality of essential learning experience that learners have achieved in specific fields of study. Learn more in: Leadership and Innovative Approaches in Higher Education

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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?

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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

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It is all of the knowledge, skills, attitudes and behaviors that learners are aimed to acquire at the end of a learning activity and/or process. Learn more in: Opinions of Field Experts on Practices That Will Increase the Motivation Levels of Learners During the COVID-19 Pandemic Process

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Are measurable statements that define at the beginning of the course what students should know, be able to do, as a result of taking a course. Learn more in: Student-Centered Learning: Constructive Alignment of Student Learning Outcomes With Activity and Assessment

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The desired knowledge or skills that are mastered as a result of a student progressing through a course of study. Learn more in: Recruiting Faculty for Esports Programs in Academia

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They are statements of what a learner is expected to know, understand and be able to demonstrate at the end of a learning experience. Learn more in: Implementation Example for the Structured Mathematics Teaching in Learning Environments During the Pandemic Period

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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

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Learning outcomes are simple, concise, statements that describe the knowledge or skills students should acquire by the end of a particular position. Learn more in: Prototyping a University-Wide Co-Curricular Record: Technology, Relationships, and Policies

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Observable behaviors or actions on the part of students that demonstrate that the intended learning objective has occurred. Used to express intended results in precise terms. Learn more in: Engaging Students' Learning in the Built Environment Through Active Learning

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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

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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

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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

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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)

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A term that describes what students will learn in a class, as demonstrated in terms of measurable improvements in knowledge, skills, and values. The term allows the instructors to offer measurable results to assess educators’ teaching effectiveness and to offer guidelines for future improvement. Learn more in: What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data

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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

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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

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Clear statements of what a student is expected to know, understand and/or be able to prove after the successful completion of a unit of study and the level of achievement of those outcomes. Learn more in: Visibilization of Graduating Student Employability Skills via ePortfolio Practices: Evidence From East African HE Institutions

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Statements that describe the competence (i.e. the sum of knowledge, skills, attitudes, beliefs, etc.) students should acquire by the end of particular form of assessment and help students to understand why these acquisitions are important and useful for them, both in the context of the class and broadly, as the performance to maintain the life-long learning capacity. Learn more in: Assessment as Learning: A Model of the Entrepreneurial Competence Assessment in Initial Vocational-Technical Schools

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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

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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)

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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

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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

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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

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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

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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

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The objectives that students should achieve by the end of the instructional period. Learn more in: Benefits and Disadvantages of Utilizing Gamified Learning in Higher Education: A Systematic Analysis

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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

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

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