Troubleshooting Learning Outcomes
Learning Outcome Examples
(STEM) By the end of the educational activity, the student will be able to:
| Lesson Learning Outcome (LLO) | to tighten an M12 bolt to 20 LB-Ft. |
| Course Learning Outcome (CLO) | determine the torque values for a given fastener. |
| Program Learning Outcome (PLO) | construct an object safely to a standard. |
| LLO | describe the order of stages in Erikson’s theory of development. |
| CLO | illustrate the theoretical causes of given developmental behaviours. |
| PLO | hypothesis a likely cause for an observed behaviour. |
| LLO | list the steps required to insert an NG tube. |
| CLO | perform intubation on patients without anatomical challenges. |
| PLO | Arrange patient care based on symptoms, patient need, comfort and safety. |
| LLO | List the fields on a financial statement. |
| CLO | Complete financial statements for a corporation. |
| PLO | Prepare financial statements based on situation, industry practice and client need. |
Common PRoblems With LEarning Outcomes
Some learning outcomes are written from the perspective of what the instructor will do, or the topics or tasks they will cover in class. These statements written from the instructor’s perspective are more accurately described as “teaching intentions” rather than a learning outcome.
The reason for this distinction is if an instructor’s intention is to teach something, then at the end of the course, provided they covered the topic, by definition they have been successful. The students may not have learned anything, but the instructor successfully delivered their lessons. If we shift focus from the act of delivering a lesson to demonstration of relevant learning, we are better able to monitor the students progress as they develop competency. This shift is also a critical factor in Constructive alignment.
| Example of concern | |
| 1) | Different theories of economic development will be explored through lectures, readings and assignments. |
| 2) | The instructor will cover the sharpening of chisels with multiple means from stones and sandpaper to |
| 3) | The student will hear lectures about the history of Canada from 1774 to confederation. |
| 4) | The student will observe a demonstration of Adobe suite products useful for digital art production. |
| 5) | The instructor will explain the procedures for administering intravenous medications. |
| Example of resolved concern | |
| 1) | By the end of the course, the student will be able to apply theories of economic development appropriately. |
| 2) | By the end of the course, the student will be able to maintain tool sharpness using hand and powered means. |
| 3) | By the end of the course, the student will be able to describe key events in Canadian history from 1774 – Confederation. |
| 4) | By the end of the course, the student will be able to create unique art with assorted software. |
| 5) | By the end of the course, the student will be able to administer medication intravenously. |
A key part of a learning outcome is an indication of how the learning will be measured, usually described as assessed or demonstrated. Learning outcomes that fail to mention this are not effective.
| Example of concern | |
| 1) | Students will understand foreshadowing. |
| 2) | Students will explore the creative process and appreciate the role of innovation in the industry. |
| 3) | Learners will become aware of the principles of nutrition’s impact on health. |
| 4) | Learners will be exposed to welding |
| 5) | Students will appreciate diverse philosophical perspectives. |
| Example of resolved concern | |
| 1) | By the end of the course, the student will be able to identify examples of foreshadowing from provided literature. |
| 2) | By the end of the course, the student will be able to describe innovation’s value to the industry. |
| 3) | By the end of the course, the student will be able to articulate nutrition’s impact on health. |
| 4) | By the end of the course, the student will be able to contrast the four main types of welding by purpose. |
| 5) | By the end of the course, the student will be able to compare different philosophical perspectives. |
Learning outcomes are intended to provide a clear understanding of the educational activity for the instructor and the student. The outcome should provide enough information to clearly explain the educational expectation.
| Example of concern | |
| 1) | Students will be able to analyze plants. |
| 2) | Learners will know psychology. |
| 3) | Students will learn mental health concepts. |
| 4) | Students will know tourism principles |
| 5) | Students will be able to describe music. |
| Example of resolved concern | |
| 1) | By the end of the course, the student will be able to categorize plants based on physical characteristics. |
| 2) | By the end of the course, the student will be able to describe psycho0logical processes that account for a particular behaviour. |
| 3) | By the end of the course, the student will be able to recommend health practices to meet a desired outcome. |
| 4) | By the end of the course, the student will be able to detail key tourism principles that underpin most travel decisions. |
| 5) | By the end of the course, the student will be able to recommend music selections characteristic of specific periods, styles and countries of origin. |
Part of clarity is providing enough information with enough detail for clarity but not so much information that the educational intention becomes lost.
| Example of concern | |
| 1) | Students will describe the process to Weld aluminum in a shop, in the open air, in the rain, in the cold and in extreme heat paying attention to the specific material preparation and equipment required for tig welding, mig welding, and arc welding with recently prepared material versus material prepared more than two weeks ago. |
| 2) | Students will acquire the knowledge and skills necessary to perform carpentry tasks, including measuring, cutting, and assembling wooden structures, understanding the properties of different types of wood, and adhering to safety standards and building codes. |
| 3) | Students will be able to identify and evaluate public health issues, understanding the impact of social, economic, and environmental factors on health outcomes, and develop strategies for promoting health and preventing disease within communities. |
| 4) | Students will be able to analyze and interpret various sociological theories and concepts, applying them to real-world situations to understand the complexities of social structures, interactions, and institutions. |
| 5) | Students will learn to provide comprehensive nursing care, including assessment, diagnosis, planning, implementation, and evaluation, understanding the principles of patient-centered care, ethical practice, and evidence-based interventions. |
| Example of resolved concern | |
| 1) | By the end of the program, the student will be able to weld safely and effectively with materials and conditions likely to be found on a worksite. |
| 2) | By the end of the course, the student will be able to design a woodworking project plan that addresses safety, industry best practice and client need. |
| 3) | By the end of the program, the student will be able to develop public health strategies that promote wellness. |
| 4) | By the end of the program, the student will be able to apply sound social designs to institutions informed by theory, practice and local need. |
| 5) | By the end of the course, the student will be able to provide nursing care informed by patient needs, best practice and relevant regional regulations. |
Some learning outcomes include so much information into the outcome that they limit the learning potential. For example, providing context that is much narrower that needed for the learning to take place.
| Example of concern | |
| 1) | Students will be able to demonstrate on an injection pad the 8 steps to give an injection. |
| 2) | Students will create a wooden frame of 10 feet by 8 feet. |
| 3) | Students will conduct a titration experiment using a Volumetric flask. |
| 4) | The Learner will be able to solve a quadratic equation using pencil and paper. |
| 5) | Students will prepare financial statements using accounting software. |
| Example of resolved concern | |
| 1) | By the end of the course, the student will be able to provide an injection to a client by following the appropriate procedure. . |
| 2) | By the end of the course, the student will be able to construct a wooden frame that meets all relevant codes. |
| 3) | By the end of the course, the student will be able to determine the concentration of an acid in a given solution. |
| 4) | By the end of the course, the student will be able to describe the motion of a projectile. |
| 5) | By the end of the course, the student will be able to prepare financial statements that meet clint need, regulation and industry best practice. |
Some Learning outcomes are written to be comprehensive and include all expectations of the curriculum professionals. For example, if the educational activity is intended to result in the learner’s ability to make an informed recommendation, there may be a tendency by the curriculum team to list the competencies leading up to the intended ability. For example “Read and Assess and Compare and Contrast and Recommend”. This can be confusing for instructors and students as it is possible for the students to perform well on two of the verbs and poorly on two others. How would this be marked? As the learning outcome is intended to represent the final enduring learning , the verb “recommend” includes all the verbs identifying the required skill sets to reach this level.
| Example of concern | |
| 1) | Students will be able to compare, contrast and analyze literary texts for themes and motifs. |
| 2) | Students will be able to develop and execute plans that meet a client’s expectations. |
| 3) | Students will be able to draw, critique and refine graphic design images maximizing their aesthetic potential. |
| 4) | Students will be able to Identify public health issues and propose solutions from improvement |
| 5) | Students will be able to understand psychological concepts and apply them to analyze human behaviour. |
| Example of resolved concern | |
| 1) | By the end of the course, the student will be able to analyze literary texts for motifs that support themes. |
| 2) | By the end of the course, the student will be able to facilitate plans that meet client expectations |
| 3) | By the end of the course, the student will be able to refine graphic designs for aesthetic purposes. |
| 4) | By the end of the course, the student will be able to propose solutions to public health issues. |
| 5) | By the end of the course, the student will be able to hypothesize psychological causes for observed human behaviour. |
Some learning outcomes switch the competency with the demonstration of the competency. For example, in a woodworking program, a likely program level competency is to create heirloom quality furniture. Some learning outcomes are written in a manner that promotes the tools above the product. For example, “Use hand tools to create heirloom quality furniture” means the intended learning is around the Tools. Stated “Create heirloom quality furniture using an assortment of hand tools” puts the emphasis on the creation of the furniture. There are arguments for both outcomes, and these can be influenced by credential level. For example, a degree in woodworking may focus on the creation of furniture, but a diploma with half the learning may focus on safely using hand tools. It is important for curriculum teams to be aware of the intention of their program and construct the learning outcomes accordingly.
| Example of concern | |
| 1) | Students will be able to use Microsoft office to create business plans. |
| 2) | Students will be able to use accounting resources to create a financial plan. |
| 3) | Students will be able to use a statistical tool to analyze a large data set. |
| 4) | Students will be able to use recorders and digital content management systems to write a journalistic article. |
| 5) | Students will be able to use PowerPoint effectively to construct a presentation. |
| Example of resolved concern | |
| 1) | By the end of the course, the student will be able to construct effective business plans meeting best practice and industry regulations. |
| 2) | By the end of the course, the student will be able to develop financial plans meeting client needs. |
| 3) | By the end of the course, the student will be able to outline key finding in provided datasets. |
| 4) | By the end of the course, the student will be able to produce a persuasive journal article supported by relevant sources. |
| 5) | By the end of the course, the student will be able to prepare an engaging presentation. |