Learning outcomes

We use learning outcomes to identify and guide the teaching and learning focus of a course, unit or learning activity.

Learning outcomes are clear and measurable statements that provide a focus for educators and learners about what is to be taught or learned, and to identify the expected student behaviours once they complete a unit or course. Learning outcomes are more specific than general aims or goals. They describe what a student will be able to do in a demonstrable and measurable way.

Learning outcomes diagram

Different types of learning outcomes work together to structure learning across courses, exit degrees, units and learning sequences. Learning outcomes are influenced by the level of the course and course type. For example, an undergraduate course is positioned at Level 7 on the Australian Qualification Framework (AQF) while a Graduate Certificate course is positioned at Level 8. The higher the levels, the more complexity a learner will need to demonstrate. The complexity and depth will be reflected in the learning outcomes which should reflect a course situated at a particular level. These would cascade into the specific units that comprise the course and then into the topics around which a unit is organised.

Click on the plus icons on the diagram below to see how each type is different.

Why do we need learning outcomes? View

Learning outcomes have different purposes for different members of the community.

Learning outcomes provide the foundation for building assessment, learning activities and learning resources. Without clearly defined learning outcomes, it is easy for students and educators to become confused about expectations, content and focus. Many issues with teaching and learning in units can be traced back to poorly defined outcomes.

Learning outcomes provide students with:
- clarity around the breadth and depth of learning required of them
- information on what they require to be successful, and what to expect
- specification on assessable constructs and content
- guidance on what they should focus on and how how they should manage their learning.
Learning outcomes allow educators to:
- identify the skills and knowledge that teaching must develop and map the breadth and depth of the content required to develop these
- guide the assessment design to ensure that each task allows the students to perform the skills and knowledge that is the focus of the teaching
- ensure that the focus for teaching will develop student abilities so that students are sufficiently prepared to undertake the assessment
- measure student learning effectively
- demonstrate accountability to students when the teaching and assessment delivers on the identified learning outcomes
- align a unit with other units in a course or program
- meet the requirements for education quality standards (TEQSA, AQF) and provide students with opportunities to develop graduate attributes and employability skills.
Learning outcomes enable institutions to:
- provide detail on how they meet registration and accreditation requirements
- inform prospective and current students of what to expect
- support students in course advice, unit choices and career planning
- quality assure educational offerings, assessment practices and achievement of graduate attributes and professional standards.

Education Performance Standards Framework

You can use the tabs on the left-hand side menu to navigate between the sections or click on the links below:
1. The How-to section provides you with instructions and/or strategies to implement in your teaching.
2. The Supporting your students section provides you with key strategies for creating a good learning experience and a list of resources to share.
3. The Related resources section provides you with additional resources.
Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York.
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved 23/60/2021 from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
Australian Qualifications Framework (2ed), 2013 https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf
Barrie, Simon, (2014). Assessing and assuring Australian Graduate learning outcomes http://hdl.voced.edu.au/10707/325429.
Biggs, J. (2003) Teaching for quality learning at university: what the student does. Maidenhead, UK: Open University Press.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university : What the student does (3rd edition)
Bloom, B. S.; 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. New York: David McKay Company.
Frankland, S. (2007). Enhancing Teaching and Learning through Assessment Dordrecht, The Netherlands: Springer
Griffin, P., Francis, M. & Robertson, P. (2014) Guttman Analysis. In P. Griffin (Ed.), Assessment for teaching (pp. 198-225) Cambridge https://doi.org/10.1017/9781108116053.011
James, R., McInnis, C., & Devlin, M., (2002). Assessing learning in Australian Universities. Centre for the Study for Higher Education. Retrieved from http://www.ntu.edu.vn/Portals/96/Tu%20lieu%20tham%20khao/Phuong%20phap%20danh%20gia/assessing%20learning.pdf
Jisc, (2010). Effective Assessment in a Digital Age. Retrieved from https://www.webarchive.org.uk/wayback/archive/20140614115719/http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass
Marzano, R., Pickering, D. and McTighe, J. (1993) Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Association for Supervision and Curriculum Development
Popenici, Stefan & Millar, Victoria. (2015). Writing Learning Outcomes. A practical guide for academics. 10.13140/RG.2.1.1215.6246.
TEQSA Guidance Note: Course Design (including Learning Outcomes and Assessment) https://www.teqsa.gov.au/latest-news/publications/guidance-note-course-design-including-learning-outcomes-and-assessment
UNSW Learning outcomes guide https://www.learningenvironments.unsw.edu.au/sites/default/files/documents/5.%20UNSW%20Learning%20Outcomes%20Guide.pdf

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The Education Performance Standards identify the expectations of education practice at Monash – See the Education Performance Standards for more details.
Impact on student learning				Impact on educational knowledge		Impact on educational environment
Effective teaching and learning	Responsive program design	Student- centred orientation	Professional learning engagement	Pedagogical content knowledge	Education research performance	Education innovation	Education leadership
✓	✓	✓
You could address marking and grading across these Practice Elements by providing evidence of how you: Design measurable learning outcomes to ensure that each course/ unit/ session or task focuses student learning and prepares students to perform the required skills and knowledge Lead teams to redesign or review courses and units and the learning outcomes in these Ensure that the focus for teaching and assessment aligns with the learning outcomes Design creative ways for students to learn so that they meet the learning outcomes

Learning and Teaching: Teach HQ

Learning and Teaching: Teach HQ

Learning outcomes

Learning outcomes diagram

Why do we need learning outcomes? View

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