Learning outcomes describe what students will be able to do by the end of a course, module, or lesson. Strong outcomes are measurable and observable, so you and your students can tell whether they have been met. Bloom’s Taxonomy (Bloom et al., 1956) helps you write those outcomes, choose assessments that match them, and ask questions that build higher-order thinking.
How to Write a Learning Outcome
Write for the Student
A learning outcome describes what the student will be able to do, not what the instructor will teach or what the course will cover. Start each outcome with “Students will be able to…”
- Instead of: This course covers the major theories of leadership.
- Write: Students will be able to compare two leadership theories using a case study.
Make It Measurable and Observable
Every outcome should name something students do that you can see, hear, or review, and then assess.
- Observable means you can see or hear the student do it, through a product, performance, or response.
- Measurable means you can assess how well the student did it, with a rubric, answer key, or set of criteria.
Use this formula: Students will be able to + one measurable action verb + what they will do.
- Not measurable: Students will understand the concept of photosynthesis.
- Measurable: Students will be able to explain the process of photosynthesis, including the inputs, outputs, and the role of light.
Use One Verb per Outcome
Each outcome should describe one action. Avoid joining verbs with “and,” “or,” or “and/or.” When an outcome has two verbs, you can’t tell which one a student met, so split it into two outcomes.
- Instead of: Students will be able to identify and evaluate primary sources.
- Write: Students will be able to identify primary sources.
- And: Students will be able to evaluate the reliability of primary sources.
Avoid Words You Cannot See or Measure
Words that describe what happens inside a student’s head cannot be observed or measured. Do not use: appreciate, believe, comprehend, conceptualize, experience, explore, feel, hear, know, learn, listen, perceive, realize, see, self-actualize, think, understand, or use. Always use a verb, not a noun.
Check Your Outcome
Before you finalize an outcome, ask yourself:
- Is it written from the student’s point of view?
- Does it use one action verb?
- Could I see or hear a student do this?
- Could I assess how well a student did it?
- Does the verb match the level of thinking I expect?
The Six Levels of Bloom’s Taxonomy
The revised taxonomy (Anderson & Krathwohl, 2001) organizes thinking from basic to complex:
| Level | What students do | Sample verbs | Sample assessment |
|---|---|---|---|
| Remembering | Recall information | define, list, identify | Quiz |
| Understanding | Explain ideas or concepts | explain, summarize, classify | Summary |
| Applying | Use information in another situation | apply, solve, demonstrate | Lab or demonstration |
| Analyzing | Break information into parts to explore relationships | compare, differentiate, examine | Case study |
| Evaluating | Justify a decision or course of action | critique, defend, justify | Argument or debate |
| Creating | Generate new ideas, products, or ways of viewing things | design, construct, propose | Project or proposal |
Remembering, understanding, and applying are often called lower-order thinking skills. Analyzing, evaluating, and creating are higher-order thinking skills.
Include a Mix of Levels
Courses at every level, from introductory to graduate, should include a mix of lower- and higher-order thinking. Students need a foundation of knowledge and understanding, and they also need opportunities to analyze, evaluate, and create with what they learn. To connect higher-order thinking to real-world tasks, see Designing Real-World Learning.
Verbs, Assessments, and Questions by Level
Select a level to see sample verbs, assessments, and questions.
Remembering
Recognizing, listing, describing, retrieving, naming, and finding information.
Action verbs: arrange, choose, cite, compile, define, describe, give examples, group, identify, label, list, locate, match, name, quote, recall, recite, record, repeat, reproduce, select, sequence, underline, write
Assessments: definitions, facts, fill in the blank, labeling, listing, matching, multiple choice, pre- and post-tests, quizzes and tests, reproductions, true or false, workbooks and worksheets
Question stems: What happened after…? How many…? What is…? Who…? Can you name…? Which is true or false?
Understanding
Interpreting, summarizing, paraphrasing, classifying, and explaining.
Action verbs: articulate, ask, calculate, categorize, convert, demonstrate, describe, discuss, estimate, explain, generalize, give examples, identify, illustrate, indicate, interpret, locate, paraphrase, predict, report, retell, specify, summarize, tell, translate
Assessments: biographies, debates, definitions, diagrams, discussion boards, dramatizations, examples, explanations, labeling, listing, matching, minute papers, multiple choice, outlines, presentations, quizzes and tests, recitations, short answer, speeches, story problems, summaries, true or false
Question stems: Can you write it in your own words? How would you explain…? What could happen next? Who do you think…? What was the main idea…?
Applying
Implementing, carrying out, using, and executing.
Action verbs: adapt, apply, calculate, change, chart, compute, demonstrate, devise, dramatize, draw, establish, experiment, identify, illustrate, implement, interview, list, make, manipulate, modify, organize, perform, practice, prepare, produce, sequence, show, sketch, solve, teach
Assessments: compare and contrast, concept maps, demonstrations, diagrams, essays, experiments, illustrations, interviews, journals, labs, lessons, maps, models, performances, posters, predictions, presentations, pro and con, projects, reports, role plays, scrapbooks, simulations, speeches
Question stems: Do you know of another instance where…? Can you group…? Which factors would you change…? What questions would you ask of…? From the information given, can you develop a set of instructions about…?
Analyzing
Comparing, organizing, deconstructing, interrogating, and finding relationships.
Action verbs: analyze, calculate, categorize, characterize, classify, compare, contrast, correlate, debate, deduce, diagram, differentiate, discriminate, distinguish, examine, experiment, group, infer, interpret, investigate, order, organize, outline, question, sequence, solve, survey
Assessments: briefs, case studies, charts, checklists, databases, diagrams, discussions, essays, evaluations, graphs, illustrations, investigations, journals, labs, lists, outlines, plans, presentations, projects, questionnaires and surveys, reflections, reports, reviews, speeches, spreadsheets, summaries
Question stems: Which events could not have happened? How is… similar to…? What are some other outcomes? Why did… occur? What was the problem with…?
Evaluating
Checking, hypothesizing, critiquing, experimenting, and judging.
Action verbs: appraise, argue, assess, choose, compare, conclude, criticize, critique, debate, decide, defend, determine, estimate, evaluate, hypothesize, judge, justify, predict, prioritize, prove, rate, recommend, support, validate
Assessments: arguments, case studies, conclusions, debates, discussions, editorials, essays, investigations, journals, judgments and verdicts, labs, opinions, peer reviews, presentations, projects, recommendations, reflections, reports, research, simulations, speeches, surveys
Question stems: Is there a better solution to…? What do you think about…? Do you think… is a good or bad thing? How would you feel if…? How effective are…? What are the pros and cons of…?
Creating
Designing, constructing, planning, producing, and inventing.
Action verbs: act, adapt, arrange, assemble, build, combine, compose, construct, create, design, develop, devise, formulate, generate, improve, infer, invent, modify, plan, predict, prepare, produce, propose, reorganize, revise, show, write
Assessments: advertisements, blueprints, cartoons, collaborative assignments, collages, creative writing, experiments, films and videos, formulas, games, internships, inventions, newspapers, paintings, plans, plays, poems, portfolios, projects, proposals, research, service learning, songs, stories
Question stems: Can you design a… to…? Can you see a possible solution to…? How would you devise your own way to…? What would happen if…? How many ways can you…? Can you create new and unusual uses for…?
Connect Outcomes to Your Course
Course outcomes should guide your module outcomes, activities, and assessments. See Course Design and Alignment and Assessment, Grading, and Rubrics. Measurable outcomes are also part of the online course review for online courses.
Clear, observable outcomes matter even more as generative AI becomes part of students’ lives. They spell out what students must be able to do themselves, which helps you decide where AI can support learning and where students need to show their own thinking. See Teaching in the Age of AI.
Want help writing or revising your outcomes? Schedule a course design and teaching consultation.
Sources
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.
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