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Writing effective learning outcomes
Learning outcomes are statements of what students CAN DO as a result of a learning experience. The statements focused on student learning rather than our teaching. Learning outcomes can be broadly categorized in three different types:- Blended Learning & MOOC Blended Learning & MOOC
- Teaching and Learning Innovative Projects Teaching and Learning Innovative Projects
- Education and Generative AI Fund Education and Generative AI Fund
- UGC's Strategic Grants
- eLearning Workshops
- New Faculty Orientation
- University Teaching and Learning Course
- Graduate Teaching Assistant Program Graduate Teaching Assistant Program
- HKUST eLearning Strategy
- Generative AI & Education Generative AI & Education
- Teaching and Learning Symposium
- Augmented and Virtual Reality
- People
- Seminars & Workshops
- Blended Learning Blended Learning
- News
- Contact Us
- Experiential Learning
- Gamification & Game-based Learning
- Institutional Learning Technologies
- Active Learning Tools and Proposed Usage
- MOOC MOOC
- Learner-centered Course Design Learner-centered Course Design
- Online Teaching - Real-time Online
- Online Teaching - Mixed-mode Teaching

Attitudes (Knowing “why”)

Skills (Knowing “how”)

Knowledge (knowing “What”)
How do I write learning outcomes statements?
Effective learning outcomes statements should be student-centered and ideally contain three parts:
- Behavior: an action verb that describes what students can do as a result of a learning activity
- Condition: an environment or situation under which the behavior or performance is to be displayed
- The level of achievement expected: each learning outcomes should be measurable and include the level of achievement expected.
Examples:
At course level: On successful completion of this course, you will be able to [action verb] + [activity].
At Program level: On successful completion of this program, a graduate of [name of program] will be able to [action verb] + [activity].
Outcomes are about performance, and this implies:
- There must be a performer – the student, not the teacher
- There must be a performable act (thus demonstrable or assessable)
- The focus is on the product, rather than the process
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