WritingLearning

Outcomes
Aguideforacademics

UNIVERSITYOFLIMERICK
OLLSCOILLUIMNIGH


UNIVERSITYOFLIMERICK2007
 TableofContents
Foreword.......................................................................................................4
Thebigpicture...............................................................................................6
BolognaProcess..................................................................................................................................6
NationalFramework...........................................................................................................................7
ECTScompliant...................................................................................................................................7

WhatAreLearningOutcomes?......................................................................7
Thedifferencebetweenaims,objectivesandlearningoutcomes.....................................................8
Advantagesanddisadvantagesoflearningoutcomes.......................................................................8
NFQLearningoutcomesattheprogrammelevel.............................................................................10
Level7...........................................................................................................................................10
Level8...........................................................................................................................................11
Level9...........................................................................................................................................11
Level10.........................................................................................................................................11

UniversityofLimerickprogrammelearningoutcomes.................................11
ActionVerbstodescribelearningoutcomes................................................12
Knowledgebreadth&kind............................................................................................................12
KnowhowandskillRange&selectivity........................................................................................12
Competencecontext&role...........................................................................................................13
Competencelearningtolearn.......................................................................................................13
Competenceinsight.......................................................................................................................13

GuidelinesforWritingProgrammeLearningOutcomes...............................14
ModuleLearningOutcomes.........................................................................16
PurposeofModuleLearningOutcomes...........................................................................................16
ElementsofModuleLearningOutcomes.........................................................................................17
CharacteristicsofModuleLearningOutcomes.................................................................................17

WritingModuleLearningOutcomes............................................................18
DomainsofLearning.........................................................................................................................18
TheCognitiveDomain.......................................................................................................................18
Knowledge....................................................................................................................................19
Comprehension.............................................................................................................................20
Application....................................................................................................................................20

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Analysis.........................................................................................................................................21
Synthesis.......................................................................................................................................21
Evaluation.....................................................................................................................................22
TheAffectiveDomain........................................................................................................................22
ThePsychomotorDomain.................................................................................................................23
GuidelinesforWritingModuleLearningOutcomes.........................................................................23

SampleModuleLearningOutcomes............................................................25
FacultyofBusiness...........................................................................................................................25
FacultyofEducation&HealthSciences............................................................................................25
FacultyofScience&Engineering......................................................................................................27
FacultyofArts,Humanities&SocialSciences..................................................................................28

References...................................................................................................29

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Foreword
TheaimoftheBolognaAgreement(1999)andtheongoingsubsequentworkoftheBologna
processistoimprovetheeffectivenessandefficiencyofhighereducationinEuropeinthecontextof
acommonEuropeanHigherEducationArea.Aspartofthisprocess,allthirdlevelinstitutions
throughouttheEUarebeingaskedtowritetheirprogrammesandmodulesintermsoflearning
outcomesinpreparationforachangeovertothestudentcentredEuropeanCreditTransferSystem
(ECTS).

Learningoutcomesarestatementsofwhatastudentisexpectedtoknow,understand
and/orbeabletodemonstrateorhaveacquiredonsuccessfulcompletionoftheirstudies.Learning
outcomesrepresentamoveawayfromtraditionalmodelsoflearning,whichemphasiseinputssuch
ascontentandteachinghours,toamoremodernstudentcentredapproach,whichemphasises
outputsintermsofstudentcompetences.Notalllearningoutcomesaremeasurable.

LearningoutcomesformacriticalpartoftheBolognaeducationreform.Ataninternational
leveltheycontributetothemobilityofstudentsbyfacilitatingtherecognitionandimprovingthe
transparencyofqualifications,therebysimplifyingcredittransfer.Atalocalleveltheyleadto
improvedcurriculumdesignbystrengtheningtherelationshipbetweenteaching,learningand
assessment.

Thisdocumenthasbeenpreparedtohelpyou,theteachingfacultyoftheUniversityof
Limerick,towritelearningoutcomesfortheprogrammesandmodulesyouteach.

Section1describessomeofthebackgrounddevelopmentsleadingtotheuseoflearning
outcomesandlooksattheirpurposeandcharacteristicsattheprogrammelevel.Section2explains
howtowritelearningoutcomesatthemodulelevelfordifferentlevelsoflearningandincludes
examplesforeachlevel.ThissectionalsoincludessamplelearningoutcomesfromeachULcollege
manythankstoConorCarroll,RolandTormey,AnnLedwith,TinaOToole,ItaRichardson,Cian
ONeillandAnnMacPhailfortheirveryusefulcontributionstothissection.

Inwritingthisdocument,extensiveusewasmadeofUCCshandbookonthesubject
WritingandUsingLearningOutcomes:APracticalGuide.Iwishalsotoacknowledgethesupport
providedbyGrinneODonovan.

Dr.JohnOBrien
AssociateVicePresidentAcademic

December2007

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 ProgrammeLearningOutcomes

Section1



WritingLearningOutcomes
AtProgrammeLevel

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ProgrammeLearningOutcomes

Thebigpicture
Tounderstandthecontextwithinwhichtheproposedchangestoprogrammesandmodules
arebeenundertakenitisusefultolookatthebiggerpicturewhichinvolvestheBolognaProcessand
theestablishmentofaNationalFrameworkofQualifications.

Bologna Process
InMay1998theministersinchargeofhighereducationofFrance,Italy,theUnitedKingdom
andGermanysignedthesocalledSorbonneDeclaration(Sorbonne1998)ontheharmonisationof
thearchitectureoftheEuropeanHigherEducationSystemattheSorbonneUniversityinParis.
OtherEuropeancountrieslatersubscribedtotheDeclaration.
TheSorbonneDeclarationfocusedon
aprogressiveconvergenceoftheoverallframeworkofdegreesandcyclesinanopen
Europeanareaforhighereducation
acommondegreelevelsystemforundergraduates(Bachelor'sdegree)andgraduates
(Master'sanddoctoraldegree)
enhancingandfacilitatingstudentandteachermobility(studentsshouldspendatleastone
semesterabroad);removingobstaclesformobilityandimprovingrecognitionofdegreesand
academicqualifications

ThefollowingMinisterialmeetingshavebeenheldatwhichtheBolognaProcesshas
progressed:
Bologna1999

Prague2001

Berlin2003

Bergen2005

London2007

Therearecurrently10ActionLinesintheBolognaprocess:

PromotingtheattractivenessoftheEuropeanHigherEducationArea(EHEA)

Adoptionofasystemofeasilyreadableandcomparabledegrees

Adoptionofasystemessentiallybasedontwocycles(now3cycles)

Establishmentofasystemofcredits

Promotionofmobility

PromotionofEuropeancooperationinqualityassurance

PromotionoftheEuropeandimensioninhighereducation

Lifelonglearning

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 ProgrammeLearningOutcomes

Highereducationinstitutionsandstudents

DoctoralstudiesandthesynergybetweentheEHEAandtheERA(EuropeanResearchArea)

National Framework
TheNFQwasintroducedin2003asasystemoftenlevels,basedonstandardsof
knowledge,skillandcompetence,whichincorporatesawardsmadeforallkindsoflearning,
whereveritisgained.School,furthereducationandtraining(FETAC)andhighereducationand
training(DIT,universities,HETAC)awardsallincluded.(NFQ2007)

Theframeworkstructure(NFQ2006)ispresentedbelow:

ECTS compliant
ECTSwasincludedintheBolognaprocessin1999anddevelopedfromatransfersystemtoa
creditaccumulationsystemandwaslinkedtotheconceptoflearningoutcomesandcompetences.
Onefullyearofstudenttimewasassigned60credits.Thenumber60waschosenbecauseitwas
divisibleby2,3,4,5,and6toallowforvaryingperiodsofstudyinoneacademicyear.

WhatAreLearningOutcomes?

Learningoutcomesarestatementsofwhatastudentisexpectedto
know,understandand/orbeabletodemonstrateaftercompletionofaprocess
oflearning.
(ECTSUsersGuide,2005)

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ProgrammeLearningOutcomes

The difference between aims, objectives and learning outcomes.

Aimsarebroadpurposesorgoalswhereasobjectivesarespecificstepsthattakeusfromwherewe
aretowardsourgoal.Objectivesareintentionsinmeasurabletermsandarestatedasintentionsof
thetutor.Learningoutcomesarewhatresultfromalearningprocess.Theyarespecificmeasurable
achievementsandarestatedasachievementsofthestudent.Learningoutcomesshouldspecifythe
minimumacceptablestandardforastudenttobeabletopassamoduleorcourse(thresholdlevel).
Clearlystatedlearningoutcomescan
helpstudentsunderstandwhatisexpectedofthem
helpstafffocusonpreciselywhattheywantstudentstoachieve(Sussex)

Advantages and disadvantages of learning outcomes

Thefollowingextractprovidesasummary.
Theintroductionoflearningoutcomesis,andhasalwaysbeen,subjecttomuch
disagreementandhasraisedmuchpassionineducationalists.Itisclearthatthey
canhavebothpositiveandnegativeconsequencesandtheproblemsassociated
withtheirintroductionshouldnotbeunderestimated.Thefollowingisabrief
reviewofthemainissuesthatarenormallyraised,associatedwiththeadvantages
anddisadvantagesoftheirintroduction.
Thosewhohavereservationsabouttheadoptionoflearningoutcomesapproaches
haveexpressedtwomainconcerns:(i)basicconceptual/philosophicalobjections
and(ii)practical/technicalobjections.
Intermsofphilosophy,theobjectionsfollowtheviewthathighereducation
learningcannotbeconstrictedand/orreducedtoaseriesoflearningoutcomesthat
inhibitandprescribethelearningprocess.Academicstudyisbydefinitionopen
endedandthedetailedspecificationofoutcomesisantitheticaltothetraditional
universityfunction.Proponentsofthisviewoftenemphasisethedistinction
betweenhighereducationandvocationaleducationandtraining,thelatterbeing
moresuitedtoalearningoutcomesapproachduetotheskillsandcompetence
basednatureofsuchcourses.Academicstudy,itissuggested,isdifferentinnature
andcannotbelimitedtoaskill/competencebasedapproachthatcreatesatarget
ledculturefocusedontickingboxes.Learningoutcomesareviewedasanattackon
theliberalconceptionofeducation,whichdiminishestheteachertofacilitatorand
stiflesthediversityofeducationbyreducingittoacrassinstrumentalistapproach.
Thepractical/technicalobjectionstolearningoutcomesareassociatedwiththeir
formulationandimplementation.Theimplementationoflearningoutcomesisa
formidabletaskthatinvolvesahugestaffdevelopmentprocessaswellascost
implicationsintermsoftimeandmoney.Itisamassiveundertakingtotransform
allcurriculatobeexpressedintermsofoutcomesandthisoftentakesyearsto

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 ProgrammeLearningOutcomes

accomplish.Inaddition,therecanbeahighdegreeofstaffresentmentand
disagreementconcerningthedetailedprocessofidentifying,writingand
implementinglearningoutcomesandtheconsequentialchangestoteaching,
learningandassessment.Furthermore,varioustechnicalproblemsariseconcerning
thenatureanddetailoftheapproachtooutcomesadopted.Itisarguedthat
learningoutcomeswrittenasthresholdstatementscanlimitlearningandstifle
creativityaswellasdumbdownteaching.Learningoutcomescanbeover
describedandunderdescribed(toospecificortoogeneral).Theirdevelopment
requirestheexistenceofsomesortofframeworkofqualificationsdescriptors,
levelsandleveldescriptorswithinaqualificationsframework.Finally,itis
sometimesthecasethatthemovetolearningoutcomes,whichisoftenlinkedto
theintroductionofcreditsandmodularframeworks,leadstomodule/unitoverload
astoomuchiscrammedintoarestrictedtimeperiodforlearning.
Theadvantagesofadoptinglearningoutcomesexistatseverallevelsintermsof
benefitsforthe:(i)course/moduledesigner;(ii)qualityassuranceandstandards;
(iii)learners;and(iv)nationalandinternationaleducationaltransparency.
Intermsofcourseandmoduledesigntheuseofexplicitlearningoutcome
statementscanhelpensureconsistencyofdeliveryacrossmodulesorprogrammes.
Theyarealsosaidtoaidcurriculumdesignbyclarifyingareasofoverlapbetween
module/programme/qualifications.Learningoutcomeshelpcoursedesignersto
determinepreciselythekeypurposesofacourse,howcomponentsofthesyllabus
fitandhowlearningprogressionisincorporated.Highlightingthecrucial
relationshipbetweenteaching,learningandassessment(criteriaandgrading)
improvescoursedesignandthestudentexperience.Learningoutcomespromote
reflectiononassessment,andthedevelopmentofassessmentcriteriaandmore
effectiveandvariedassessment.
Thebenefitstoqualityassurancerelatetohowlearningoutcomesincrease
transparencyandthecomparabilityofstandardsbetweenandwithinqualifications.
Outcomesbasedqualificationspossesgreatercredibilityandutilitythantraditional
qualifications.Theyplayakeyrole(nationallyandpotentiallyinternationally)by
actingaspointsofreferenceforestablishingandassessingstandards.
Learnersbenefitfromacomprehensivesetofstatementsofexactlywhattheywill
beabletoachieveaftersuccessfulstudy.Theyprovidelearnerswithclear
informationthatcanhelpthemwiththeirchoiceof
module/unit/programme/qualificationtostudyandcanleadtomoreeffective
learning.Theyalsobenefitemployers,highereducationinstitutionsandcivilsociety
ingeneralbyclearlyarticulatingtheachievementandattributesassociatedwith
particularqualifications.

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ProgrammeLearningOutcomes

Internationally,learningoutcomescontributetothemobilityofstudentsby
facilitatingtherecognitionoftheirqualificationsandimprovingthetransparencyof
qualificationsandthussimplifyingcredittransfer.Theyalsoprovideacommon
formatfordifferentformsofdelivery(e.g.distance,workbased,nonformaland
experientiallearning)andhavesignificantcapacitytolinkvocationaleducational
andtrainingandhighereducation.Thisisimportantwhentherearenowan
increasingnumberofnationalandinternationalinitiativestopromotelifelong
learning.Learningoutcomescanassistthecreationofmultipleprogressionroutes
throughandbetweendifferenttheeducationalsystems.
Itmustbestressedthatthepositiveandnegativeaspectsabovearea
summaryrepresentationofthegeneralclaimsthataremadeaboutlearning
outcomes.Inpractice,manyoftheobjectionscanbeovercome,providingthat
learningoutcomesaredevelopedwithcareandsensitivity.Muchdependsonhow
theyareconstructedandwhether(andhow)theyincludeknowledge,skills,
abilities/attitudesandunderstanding.Badlyconstructed,narrowandlimiting
learningoutcomesarenotappropriateforhighereducationwherecreativityand
imaginativeleapsarehighlyvalued.(Adam2004)


Itisfundamentaltoteachingtoappreciatethatitisthestudentthatdetermineswhats/he
learnsnottheteacher.Thisistheideabehindtheconstructivealignmenttheoryoflearning.

Constructivealignmentisadesignforteachingcalculatedtoencouragedeep
engagement.Inconstructingalignedteaching,itisfirstnecessarytospecifythe
desiredlevelorlevelsofunderstandingofthecontentinquestion.Stipulatingthe
appropriateverbsofunderstandinghelpstodothis.Theseverbsthenbecomethe
targetactivitiesthatstudentsneedtoperform,andthereforeforteachingmethods
toencourage,andfortheassessmenttaskstoaddress,inordertojudgeiforto
whatextentthestudentshavebeensuccessfulinmeetingtheobjectives.This
combinationofconstructivisttheoryandalignedinstructionisthemodelof
constructivealignment.(Biggs2006)

Intheprocessofwritinglearningoutcomesattheprogrammelevelitisworthbearingin
mindthatthirdleveleducationendeavourstopreparestudentsforjobsthatdonotyetexistusing
technologynotyetinventedandforsolvingproblemsthatweyetdontknowareproblems.
Graduatesofthefutureneedbroadknowledgeofthedisciplineswithprofoundknowledgeatthe
frontiersofadiscipline.

NFQ Learning outcomes at the programme level.

Learningoutcomesatthedifferentlevelsatwhichtheuniversityoffersprogrammesofstudy
areprovidedbytheNQAIandaresummarisedasfollows(NQAI2003):

Level7
Learningoutcomesatthislevelrelatetoknowledgeandcriticalunderstandingofthewell
establishedprinciplesinafieldofstudyandtheapplicationofthoseprinciplesindifferentcontexts.
Thislevelincludesknowledgeofmethodsofenquiryandtheabilitytocriticallyevaluatethe
appropriatenessofdifferentapproachestosolvingproblems.Theoutcomesincludean
understandingofthelimitsoftheknowledgeacquiredandhowthisinfluencesanalysesand

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 ProgrammeLearningOutcomes

interpretationsinaworkcontext.Outcomesatthislevelwouldbeappropriatetotheupperendof
manytechnicaloccupationsandwouldincludehighertechnicians,somerestrictedprofessionalsand
juniormanagement.

Level8
Innovationisakeyfeatureoflearningoutcomesatthislevel.Learningoutcomesatthislevel
relatetobeingattheforefrontofafieldoflearningintermsofknowledgeandunderstanding.The
outcomesincludeanawarenessoftheboundariesofthelearninginthefieldandthepreparation
requiredtopushbackthoseboundariesthroughfurtherlearning.Theoutcomesrelateto
adaptability,flexibility,abilitytocopewithchangeandabilitytoexerciseinitiativeandsolve
problemswithintheirfieldofstudy.Inanumberofappliedfieldstheoutcomesarethoselinked
withtheindependent,knowledgebasedprofessional.Inotherfieldstheoutcomesarelinkedwith
thoseofageneralistandwouldnormallybeappropriatetomanagementpositions.

Level9
Learningoutcomesatthislevelrelatetothedemonstrationofknowledgeand
understandingwhichistheforefrontofafieldoflearning.Theoutcomesrelatetotheapplicationof
knowledge,understandingandproblemsolvingabilitiesinneworunfamiliarcontextsrelatedtoa
fieldofstudy.Theoutcomesareassociatedwithanabilitytointegrateknowledge,handle
complexityandformulatejudgements.Outcomesassociatedwiththislevelwouldlinkwith
employmentasaseniorprofessionalormanagerwithresponsibilityfortheworkoutputsofteams.

Level10
Learningoutcomesatthislevelrelatetothediscoveryanddevelopmentofnewknowledge
andskillsanddeliveringfindingsatthefrontiersofknowledgeandapplication.Furtheroutcomesat
thislevelrelatetospecialistskillsandtransferableskillsrequiredformanagingsuchastheabilities
tocritiqueanddeveloporganisationalstructuresandinitiatechange.
Eachlevelisdescribedunder8typesoflearningoutcomes:knowledgebreadth,knowledge
kind,knowhowandskillrange,knowhowandskillselectivity,competencecontext,
competencerole,competencelearningtolearn,competenceinsight.

UniversityofLimerickprogrammelearningoutcomes
The8typesdescribedinthenationalframeworkhavebeenintegratedinto5forthepurpose
ofdescribingUniversityofLimerickprogrammelearningoutcomes.

Whenwritinglearningoutcomesforeachofthesetypesoflearningoutcomesitis
necessarytochoosesuitableactionverbs.Theseverbsarelistedinthefollowingsections.Also,it
isinevitablethatsomeverbsmaybeassociatedwithmorethanonetype.

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ProgrammeLearningOutcomes

ActionVerbstodescribelearningoutcomes.

Knowledge breadth & kind

Describe Recite
Define Recognise
Identify Repeat
List Reproduce
Quote Select
Recall State
Write

Know-how and skill Range & selectivity

Apply Demonstrate Experiment Organise Translate
Assess Describe Express Practise Use
Associate Develop Extend Predict
Choose Differentiate Extrapolate Produce
Clarify Discover Generalise Recognise
Classify Discriminate Giveexamples Report
Compute Discuss Identify Rewrite
Contrast Distinguish Illustrate Review
Complete Dramatise Indicate Select
Construct Employ Infer Specify
Convert Estimate Interpret Simulate
Decode Examine Modify Solve
Defend Explain Operate Summarise

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 ProgrammeLearningOutcomes

Competence context & role

Acknowledge Combine Display Justify Relate
Act Complete Dispute Listen Report
Adhere Conform Embrace Order Resolve
Ask Cooperate Follow Organise Respond
Accept Defend Hold Participate Share
Answer Demonstrate(abeliefinor Initiate Practise Show
anappreciationof)
Assist Integrate Share Support
Differentiate
Attempt Join Praise Synthesise
Discuss
Challenge Judge Question Value

Competence learning to learn

Acknowledge Demonstrate(abeliefinoran Justify
appreciationof)
Ask Order
Differentiate
Accept Organise
Discuss
Attempt Practise
Dispute
Challenge Question
Embrace
Combine Relate
Initiate
Complete Synthesise
Integrate
Cooperate Value
Judge
Defend

Competence insight
Acknowledge Contrast Explain Question
Appraise Convince Evaluate Recommend
Ascertain Critique Initiate Resolve
Argue Defend Interpret Select
Assess Differentiate Judge Standardise
Challenge Discuss Justify Summarise
Choose Dispute Predict Synthesise
Conclude Discriminate Persuade Value

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ProgrammeLearningOutcomes

GuidelinesforWritingProgrammeLearningOutcomes
Thefollowingisalistofguidelinestoassistyouinwritinglearningoutcomesfor
programmes.Treatthelistasjustthatasetofguidelinesratherthanasetofhardandfastrules.
Forexample,whilethesecondguidelinesaystotrytouseoneverbonly,youmaysometimesfindit
morelogicaltoruntwocloselyrelatedactionsintoonelearningoutcome,suchasCompareand
contrastorConstructandtest.


Beginwithanactiveverb.
Trytousejustoneverbperlearningoutcometype.
Ensurethateachlearningoutcomeisacquirable.
Avoidcomplicatedsentences.Ifnecessaryusemorethanonesentenceforclarity.Bearin
mindthatalearningoutcomedoesnotneedtobeasspecificasanassessmentquestion.
Aimfornotmorethantwolearningoutcomespertype.

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 ModuleLearningOutcomes

Section2



WritingLearningOutcomes
AtModuleLevel

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ModuleLearningOutcomes

ModuleLearningOutcomes
Anidentifiableprocessoflearningcanbesaidtohavetakenplaceoncompletionofasingle
module.

Learningoutcomesareclearstatementsofwhatthestudentisexpectedtoachieveor
acquireattheendofthemoduleandinmanycaseshows/heisexpectedtodemonstratethat
achievement.Herearesomeexamplesofmodulelearningoutcomes 1 :
Developcriteriafortheevaluationofinformationsources.
Determinetheaccuracy,relevanceandcomprehensivenessofinformationsources.
Identifyinaccurateandmisleadinginformation.
Assessthequalityoftheprocessandproductsofpersonalinformationseeking.
Devisestrategiesforrevising,improvingandupdatingselfgeneratedknowledge.

Purpose of Module Learning Outcomes

Itisoftenthecasethatmoduleaimsandobjectivesarewritteninawaythatplacesthe
emphasisontheteaching.Learningoutcomesplacetheemphasisonthelearnerby:
Makingitcleartostudentswhatisexpectedofthem
Makingitcleartoteacherswhatstudentsareexpectedtolearnintheirownandother
modules
Eliminatingtheneedtoassessstudentknowledgeandskillsatthestartofamodule
Helpingteacherstoselectthemostappropriateteachingstrategyfortheintendedlearning
outcomes,e.g.lecture,seminar,tutorial,groupwork,discussion,studentpresentation,
laboratorywork
Helpingteacherstoselectthemostappropriateassessmentstyletoassesstheachievement
ofthelearningoutcomes,e.g.project,essay,performanceassessment,multiplechoice
questions,endoftermexamination

1
Taken from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

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 ModuleLearningOutcomes

Elements of Module Learning Outcomes

Eachlearningoutcomecontainsanactionverbfollowedbytheobjectoftheverbfollowed
byaphrasethatgivesthecontext 2 ,e.g.Createaparametricmodelofamachinecomponent.The
learningoutcomemayalsocontainamorespecificconditionofperformance,e.g.usingSolidWorks
software.However,specifyingdetailedconditionsofperformanceinlearningoutcomesisnot
alwaysnecessary,andmayrestrictflexible,responsiveapproachestoteachingaparticularsubject.
Itisthereforemoreappropriatetogivethatlevelofdetailintheassessmentquestions.

ThelistoflearningoutcomesforeachmoduleisprecededwiththeintroductoryphraseOn
successfulcompletionofthismodule,studentsshouldbeableto:orOnsuccessfulcompletionof
thismodule,studentsshouldhaveacquired:Keepingthesephrasesinmindwillhelpyouasyou
conceptualiseandarticulatelearningoutcomesinyourownmodulesandsubjectareas.

Characteristics of Module Learning Outcomes

Wellwrittenlearningoutcomesincludethefollowingcharacteristics:
Theyspecifywhatthestudentmustbeabletodo.
Theyareachievablewithinthetimeandresourcelimitationsofthemodule.
Thespecifiedactionisfrequentlyassessable(i.e.observableandmeasurable).

2
Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

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ModuleLearningOutcomes

WritingModuleLearningOutcomes
Foreachmoduleyouteach,youneedtowriteapproximatelysixlearningoutcomesthat
matchthemodulecontent,teachingstrategiesandassessment.(Theliteratureadvisesfivetonine
inclusive.)Thegreaterthesynergybetweenlearningoutcomes,teachingstrategiesandassessment
techniques,themoresuccessfulthelearningprocessislikelytobe.

Basedonthenatureofthecontentandthepositionofthemodulewithintheprogrammeof
study,youneedtodecideonthetypeofbehaviouraloutcomeyouexpecttoseefromstudents
duringassessment.Amodulemayfocuspredominatelyononetypeoflearningormayincludea
mixtureofdomains.

Domains of Learning
Learningoutcomescanspecifybehaviourinoneofthreedomains:cognitive,affectiveor
psychomotor.
Cognitive:involvesthoughtprocesses,e.g.understanding,analysing,evaluating
Affective:involvesattitudes,feelingsandvalues,e.g.appreciating,accepting
Psychomotor:involvesphysicalskills,e.g.performing,assembling,dismantling

The Cognitive Domain

BenjaminBloom(19131999)developedaclassificationoflevelsofthinkinginthecognitive
domain.Thesystem,knownasBloomsTaxonomy,classifiesthinkingbehavioursduringthelearning
process.Asdepictedbelow,thetaxonomybuildsonthesimpleknowledgeoffactsatthelowest
leveltoevaluationatthehighestlevel.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

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 ModuleLearningOutcomes

Insimpleterms,thisiswhatitmeanstobeabletooperateateachlevelofthecognitive
domain:
Knowledge:youknowsomething
Comprehension:youunderstandwhatyouknow
Application:youcantakesomethingfromonecontextanduseitinanother
Analysis:youcanbreaksomethingdown
Synthesis:youcancreatesomethingnewasaresultofanalysis
Evaluation:youcanpassjudgementonsomething

Whenwritinglearningoutcomesinthecognitivedomain,youneedtodecidewhichlevelof
thinkingbehaviouryouwantyourstudentstobeabletodemonstrateasaresultoflearning.Once
youvedecidedthelevel,thereisasetofsuitableactionverbsfromwhichtochooseforthatlevel.
Theseverbsarelistedinthefollowingsections.Pleasenotethatthelistsarenotexhaustive.Also,it
isinevitablethatsomeverbsmaybeassociatedwithmorethanonelevel.Keepinmindthatthe
classificationsarenotcompletelycategorical.Whenwritinglearningoutcomes,itisusefultobe
tolerantofacertainamountofoverlapandambiguityandtoavoidthefeelingthatyouhaveto
exerciseunequivocalprecisionwiththedraftingofeveryobjective.

Knowledge
Knowledgemaybedefinedastheabilitytorecallfactswithoutnecessarilyunderstanding
them.Actionverbsusedtoassessknowledgeinclude:

Arrange Enumerate Name Recite Reproduce
Collect Examine Order Recognise Select
Count Find Outline Recollect Show
Define Identify Present Record State
Describe Label Point Recount Tabulate
Draw List Quote Relate Tell
Duplicate Match Recall Repeat Write

Herearesomeexamplesofknowledgebasedlearningoutcomes 3 :
Listthecriteriatobetakenintoaccountwhencaringforapatientwithtuberculosis.
Identifyethicalimplicationsofscientificinvestigations.
Describetheprocessesusedinengineeringwhenpreparingadesignbriefforaclient.

3
Taken from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

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ModuleLearningOutcomes

Comprehension
Comprehensionmaybedefinedastheabilitytounderstandandinterpretlearned
information.Actionverbsusedtoassesscomprehensioninclude:




Associate Decode Explain Indicate Restate
Change Defend Express Infer Rewrite
Clarify Describe Extend Interpret Review
Classify Differentiate Extrapolate Locate Select
Compute Discriminate Generalise Paraphrase Specify
Construct Discuss Giveexamples Predict Solve
Contrast Distinguish Identify Recognise Summarise
Convert Estimate Illustrate Report Translate

Herearesomeexamplesofcomprehensionbasedlearningoutcomes 4 :
Differentiatebetweencivilandcriminallaw.
Predictthegenotypeofcellsthatundergomeiosisandmitosis.
Explainthesocial,economicandpoliticaleffectsofWorldWar1onthepostwarworld.

Application
Applicationmaybedefinedastheabilitytouselearnedmaterialinnewsituations,e.g.put
ideasandconceptstoworkinsolvingproblems.Actionverbsusedtoassessapplicationinclude:

Add Compute Experiment Operate Select
Apply Construct Find Organise Show
Assess Demonstrate Graph Plot Simulate
Calculate Develop Illustrate Practise Sketch
Change Discover Interpret Predict Solve
Choose Divide Interview Prepare Subtract
Classify Dramatise Manipulate Produce Transfer
Collect Employ Map Relate Translate
Complete Examine Modify Schedule Use

4
Taken from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

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 ModuleLearningOutcomes

Herearesomeexamplesofapplicationbasedlearningoutcomes 5 :
ConstructatimelineofsignificanteventsinthehistoryofAustraliainthe19thcentury.
Selectandemploysophisticatedtechniquesforanalysingtheefficienciesofenergyusagein
complexindustrialprocesses.
Applyprinciplesofevidencebasedmedicinetodetermineclinicaldiagnoses.

Analysis
Analysismaybedefinedastheabilitytobreakdowninformationintoitscomponentparts,
e.g.lookforinterrelationships,patterns,trends,ideas;understandorganisationalstructure;make
inferences;findevidencetosupportgeneralisations.Actionverbsusedtoassessanalysisinclude:

Analyse Connect Differentiate Group Pointout
Appraise Contrast Discover Identify Question
Arrange Criticise Discriminate Illustrate Relate
Breakdown Debate Distinguish Infer Recognise
Calculate Deduce Divide Inspect Separate
Categorise Detect Drawconclusions Investigate Simplify
Classify Determine Examine Order Subdivide
Compare Develop Experiment Outline Test

Herearesomeexamplesofanalysisbasedlearningoutcomes 6 :
Analysethecriminalisationofcertainbehaviours.
Compareandcontrastthedifferentelectronicbusinessmodels.
Deducetheeconomicandenvironmentaleffectsofenergyconversionprocesses.

Synthesis
Synthesismaybedefinedastheabilitytoputpartstogether,e.g.createnewpatternsor
structuresorproposealternativesolutions.Actionverbsusedtoassesssynthesisinclude:

Argue Construct Generalise Order Reconstruct
Arrange Create Generate Organise Relate
Assemble Design Group Originate Reorganise
Categorise Develop Integrate Plan Revise
Collect Devise Invent Prepare Rewrite
Combine Establish Make Prescribe Setup
Compile Explain Manage Propose Summarise
Compose Formulate Modify Rearrange Synthesise



5
Taken from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC
6
Adapted from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

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ModuleLearningOutcomes

Herearesomeexamplesofsynthesisbasedlearningoutcomes7:
Organiseapatienteducationprogramme.
Proposeverbalandwrittensolutionstocomplexenergymanagementproblems.
Deviseathreeyearbusinessplanforastartupcompany.

Evaluation
Evaluationmaybedefinedastheabilitytojudgethevalueofmaterialforagivenpurpose,
e.g.presentanddefendopinions;identifystrengths/weaknesses;makeconvincingarguments.
Actionverbsusedtoassessevaluationinclude:
Appraise Consider Discriminate Monitor Score
Ascertain Contrast Estimate Predict Select
Argue Convince Explain Persuade Standardise
Assess Criticise Evaluate Rank Summarise
Attach Critique Grade Rate Support
Award Decide Interpret Recommend Test
Choose Defend Judge Relate Validate
Compare Detect Justify Resolve Value
Conclude Determine Measure Revise Verify

Herearesomeexamplesofevaluationbasedlearningoutcomes 7 :
AssesstheimportanceofkeyparticipantsinbringingaboutchangeinIrishsociety.
Evaluatemarketingstrategiesfordifferentelectronicbusinessmodels.
Predicttheeffectoftemperaturechangeonthepositionofequilibrium.

The Affective Domain

Theaffectivedomainisconcernedwithissuesrelatingtotheemotionalcomponentof
learningandrangesfromthebasicwillingnesstoreceiveinformationtotheintegrationofbeliefs,
values,ideasandattitudes.
Actionverbsusedtoassesslearningintheaffectivedomaininclude:
Acknowledge Combine Display Justify Relate
Act Complete Dispute Listen Report
Adhere Conform Embrace Order Resolve
Ask Cooperate Follow Organise Respond
Accept Defend Hold Participate Share
Answer Demonstrate(a Initiate Practise Show
beliefinoran
Assist Integrate Share Support
appreciationof)
Attempt Join Praise Synthesise
Differentiate
Challenge Judge Question Value
Discuss

7
Taken from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

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 ModuleLearningOutcomes

Herearesomeexamplesoflearningoutcomesintheaffectivedomain 8 :
Demonstrateanappreciationoftheneedforconfidentialityintheprofessionalclient
relationship.
Displayaprofessionalcommitmenttoethicalpractice.
Resolveconflictingissuesbetweenpersonalbeliefsandethicalconsiderations.

The Psychomotor Domain

Thepsychomotordomainmainlyemphasisesphysicalskillsinvolvingcoordinationofthe
brainandmuscularactivity.Thepsychomotordomainiscommonlyusedinareaslikelaboratory
sciencesubjects,healthsciences,art,music,engineering,drama,physicaleducationandsport
sciences.

Actionverbsusedtoassesslearninginthepsychomotordomaininclude:

Adapt Choreograph Dismantle Handle Organise
Adjust Combine Display Heat Perform
Administer Construct Dissect Manipulate (skilfully)

Alter Copy Drive Identify Presentrecord

Arrange Design Estimate Measure Refine

Assemble Deliver Examine Mend Shorten

Balance Detect Execute Mime Sketch

Bend Demonstrate Fix Mimic Stretch

Build Differentiate(by Grasp Mix React

Calibrate touch) Grind Operate Test

Use

Herearesomeexamplesoflearningoutcomesinthepsychomotordomain:
Demonstrateproficiencyinselectedcardiovascularendurance(CVE)activitiesandresistance
training(RT)methods.
Performanexercisetomusicroutinethatincludesawarmup,developmentalandcool
downphase.
Constructandtestasimplecircuitusingadigitalmultimeter,aDCpowersupplyanda
breadboard.

Guidelines for Writing Module Learning Outcomes

Thefollowingisalistofguidelinestoassistyouinwritinglearningoutcomesforyour
modules.Treatthelistasjustthatasetofguidelinesratherthanasetofhardandfastrules.For
example,whilethesecondguidelinesaystotrytouseoneverbonly,youmaysometimesfindit

8
Taken from Kennedy, D. (2007) Writing and Using Learning Outcomes, Cork: Quality Promotion Unit, UCC.

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ModuleLearningOutcomes

morelogicaltoruntwocloselyrelatedactionsintoonelearningoutcome,suchasCompareand
contrastorConstructandtest.
Beginwithanactiveverb.
Trytousejustoneverbperlearningoutcome.
Ensurethateachlearningoutcomeisacquirable.
Avoidcomplicatedsentences.Ifnecessaryusemorethanonesentenceforclarity.Bearin
mindthatalearningoutcomedoesnotneedtobeasspecificasanassessmentquestion.
Aimforaboutsixlearningoutcomespermodule.
Whenwritinglearningoutcomesinthecognitivedomain,avoidoveruseofknowledgeand
comprehensionbasedverbs.Trytoincludesomeoutcomesbasedonapplication,analysis,
synthesisandevaluation.

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 ModuleLearningOutcomes

SampleModuleLearningOutcomes
ThefollowinglearningoutcomeswerekindlywrittenbysevenULfacultymembers
specificallyforinclusioninthistrainingdocument.

Faculty of Business
4th Year Module
Department: ManagementandMarketing
Programme: BachelorofBusinessStudies
ModuleTitle: SellingandSalesManagement
ModuleCode: MK4457
Semester: Autumnof4thYear
Lecturer: ConorCarroll

Onsuccessfulcompletionofthismodule,studentsshouldbeableto:
Differentiatebetweensalesandmarketingstrategies.
Appraisetheforcesimpactingsellingandsalesmanagement.
Criticallyevaluatemodernsellingandsalesmanagementconcepts,techniques,strategies
andtheories.
Applypersonalsellingskillsinnumeroussituationsandbusinesscontexts.
Proposesalessolutionstocomplexscenarios.
Demonstratepersonalsellingskillsandabilitiessuchasnegotiation,communication,project
management,problemsolvingandteamworkskills.

Faculty of Education & Health Sciences

3rd Year Module
Department: EducationandProfessionalStudies
Programme: BScinEducation
ModuleTitle: EducationandSocietyinIreland
ModuleCode: EN4005
Semester: Autumnof3rdYear
Lecturer: RolandTormey

Onsuccessfulcompletionofthismodule,studentsshouldbeableto:
DescribethemainchangesineducationalpolicyandpracticeinIrelandsince1920.
Identifytheforceswhichhavecontributedtotheshapeofeducationalpolicyandpractice
inthisperiod.
Identifytherelevanceofhistoricaldevelopmentsineducationalpolicyandpracticetotheir
owneducationalcontexts.
Evaluatetherelativecontributionsofthesocial,cultural,economicandpoliticalfactorsto
educationalchange.
DevelopandconveyclearandlogicalargumentswithrespecttoIrisheducationalpolicy.

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ModuleLearningOutcomes

1st Year Module

Department: PhysicalEducationandSportSciences
Programme: BScPhysicalEducation
ModuleTitle: HealthRelatedActivity/Aquatics
ModuleCode: PY4041
Semester: Autumnof1stYear
Lecturer: CianONeill

Onsuccessfulcompletionofthismodule,studentsshouldbeableto:
Identifycriticalissuespertainingtothesafeselection,structuringandplanningofcontent
forexerciseinstruction.
Demonstrateproficiencyinselectedcardiovascularendurance(CVE)activitiesand
resistancetraining(RT)methods.
Choreographanexercisetomusicroutinethatincludesaneffectivewarmup,
developmentalvariedintensitymovementpatterns,andanappropriatecooldown.
DesignanexerciseprogrammebasedonCVEandRTtrainingmodalitiesforan
asymptomaticpopulation.
AnalyseandcriticallyevaluatetechnicalperformanceinRTmethods,providingappropriate
feedbackandassistancewhererelevant.
Demonstrateanappreciationofthevariedphysicalattributesofagivenpopulationandof
howselectedmodesofexercisemaybemoreappropriateforaparticularsubpopulation.
Relatewelltopeersinavarietyofpedagogiccontexts,suchasindependentand
interdependentteachingandlearningsituations.

3rd Year Module
Department: PhysicalEducationandSportSciences
Programme: BScPhysicalEducation
ModuleTitle: YouthSportandPolicy
ModuleCode: PY4026
Semester: Springof3rdYear
Lecturer: AnnMacPhail

Onsuccessfulcompletionofthismodule,studentsshouldbeableto:
Identifycharacteristicsandtrendsinthedevelopmentofyouthsportanddefinethosemost
pertinenttotheIrishcontext.
Discusstherelationshipbetweentheoriesunderpinningyouthsportparticipationwith
observationsinayouthsport/physicalactivitycontext.
CriticallyappraisecurrentIrishyouthsportprovisioninschoolsandthecommunity.
ArticulatetheroleoftheIrishSportsCouncilandtheNationalCoachingandTrainingCentre
inyouthsportstrategies.
Identifyspecificconnectionsbetweeninternationalstrategiesandpoliciesrelatedtoyouth
sportparticipation.
Identifytheexistingpillars(physicaleducation,extracurricularsportandsportoutside
school)andtherelationshipbetweenthemandimplicationsforphysicaleducation
teachers.

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 ModuleLearningOutcomes

Faculty of Science & Engineering

1st Year Module
Department: ManufacturingandOperationsEngineering
Programme: BachelorofEngineeringScience
ModuleTitle: ManufacturingIntegration
ModuleCode: IE4711
Semester: Autumnof1stYear
Lecturer: AnnLedwith

Onsuccessfulcompletionofthismodule,studentsshouldbeableto:
GeneratedocumentswithinMicrosoftWordandapplycommonlyusedformatting
techniquessuchaspagenumbering,paragraphformatting,pagesetup,tableof
contents/figures/tables,equations/flowcharts/graphs,bulleted/numberedlists,
headers/footers/notesanddocumenttemplates.
UseMSExceltoanalyse,calculate,sort,graphandformatspreadsheetdata.
GenerateprofessionallookingpresentationsusingMSPowerPointthatincludeonscreen
animations,graphs,tablesandothergraphicalelements.
Writeclearlylaidout,wellstructuredandformattedtechnicalreportsthatdemonstratean
abilitytocorrectlycitematerialreferencedwithinthestudentsownwork.
FindreadinglistmaterialusingtheULlibrarycatalogue,doaliteraturesearchusingtheUL
librarysdatabases,ejournalsandlibrarycatalogue,andcorrectlymanagereferences.

4th Year Module
Department: ManufacturingandOperationsEngineering
Programme: BachelorofEngineeringScience
ModuleTitle: ProjectPlanningandControl
ModuleCode: IE4248
Semester: Springof4thYear
Lecturer: AnnLedwith

Onsuccessfulcompletionofthismodule,studentsshouldbeableto:
Conductaneconomicanalysisofaprojectbasedonlifecyclecostsandusethisinformation
todeterminewhichofasetofprojectsispotentiallythemostprofitable.
Initiateandplanprojectsbydevelopingprojectcharters,projectscopestatements,work
breakdownstructuresandorganisationalbreakdownstructures.
CalculatecriticalpathsandusePERTtechniquestodeterminetheprobabilityofcompleting
aprojectwithinagiventime.
Evaluateoptimumprojectdurationsbycrashingorlevellingprojectseithermanuallyor
usingappropriatesoftware.
UsetheEarnedValuemethodtocontrolprojectcostandschedule.
ListthenineareasofprojectmanagementdefinedintheProjectManagementBodyof
Knowledge(PMBOK)anddescribehowthesemightapplyinmanagingengineeringprojects.

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ModuleLearningOutcomes

4th Year Module

Department: ComputerScienceandInformationSystems
Programme: BScinComputerSystems
ModuleTitle: SoftwareQuality
ModuleCode: CS4157
Semester: Springof4thyear
Lecturer: ItaRichardson

Onsuccessfulcompletionofthismodule,studentsshouldbeableto:
Givenasetoffunctionalandnonfunctionalrequirements,deviseasetoftestcasesthat
willsatisfyasoftwaretestingstrategy. 9
Applyappropriatesoftwaremetricstoasoftwaredevelopmentprojectandinterpretthe
resultinrelationtotheprojectunderstudy.
Applygraphicallybasedsoftwarereengineeringtechniquestoconstructmoduleswithin
existingsystems.
Interpretasoftwareprocessassessmentinnarrativeandgraphicalformat.
Debatetheconceptofqualityanddifferenttypesofsoftwarequalityanddefendthe
conceptsofproductandprocessquality.
Recogniseanddescribeonesoftwareprocessmodelandtheprocesscategorieswithinthat
model(e.g.SoftwareProcessImprovementandCapabilitydEterminationModel,SPICE).

Faculty of Arts, Humanities & Social Sciences

2nd Year Module
Department: LanguagesandCulturalStudies
Programme: BAinEnglishandCulturalStudies
ModuleTitle: IntroductiontoLiteraryTheory
ModuleCode: EH4003
Semester: Autumnof2ndYear
Lecturer: TinaOToole

Onsuccessfulcompletionofthismodule,studentsshouldbeableto:
Identifykeymovementsinliterarytheory.
Recognisetheoristsassociatedwiththesemovements.
Classifydifferenttheoreticalpositionswithinthisframework.
Applytheoreticalreadingstoprimaryliterarytexts.
Compareandcontrastdifferenttheoreticalpositionsinverbalandwrittenforms.

9
This one reads better by starting with the conditional clause; the outcome verb is devise.

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 ModuleLearningOutcomes

References
Adam,S.(2004)UsingLearningOutcomes,ScottishExecutive.Availableat:
http://www.scotland.gov.uk/Publications/2004/09/19908/42704.

Biggs,J.(2006).Teachingforqualitylearningatuniversity:whatthestudentdoesOpenUniversity
Press

Biggs,J.(2003)Aligningteachingandassessingtocourseobjectives,paperpresentedatTeaching
andLearninginHigherEducation:NewTrendsandInnovations,UniversityofAveiro,1317April
2003.

ECTSUsersGuide(2005),Brussels:DirectorateGeneralforEducationandCulture.Availableat:
http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf.

Gosling,D.andMoon,J.(2002)HowtoUseLearningOutcomesandAssessmentCriteria,3rded.,
London:SEECOffice.

Kennedy,D.(2007)WritingandUsingLearningOutcomes,Cork:QualityPromotionUnit,UCC

NFQ.(2006)."NationalFrameworksStructure."from
http://www.nfq.ie/nfq/en/documents/FanDiagramKeyandAwardDescriptionsEnglishPDF_003.pdf.

NFQ.(2007)."NationalQualificationsFramework."RetrievedSept2007,from
http://www.nfq.ie/nfq/en/learner.html.

NQAI(2003).OutlineNationalFrameworkofQualificationsDeterminationsmadebytheNational
QualificationsAuthorityofIreland.

Sorbonne.(1998)."SorbonneJointDeclaration."RetrievedSept2007,fromhttp://www.bologna
bergen2005.no/Docs/00Main_doc/980525SORBONNE_DECLARATION.PDF.

Sussex."LearningOutcomesFrequentlyAskedQuestions(FAQs)."RetrievedSept2007,from
http://www.sussex.ac.uk/tldu/1386.html.

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