Teaching objectives and learning outcomes

The learning outcomes-based approach to teaching emphasizes the need to clearly define expectations, i.e. what students will be able to do after completing the course requirements, already in the planning of the curriculum or syllabus. Well-formulated outcomes are not enough on their own if teaching methods and methods of assessment are not aligned with them, because without this connection, it is difficult to achieve the desired changes in students' knowledge, skills and attitudes. The quality of the process depends on the alignment of the planned outcomes, including the levels of cognitive processes and types of knowledge, with the selected teaching strategies and assessment procedures. This relationship is called curricular or constructive alignment , where well-defined learning outcomes form the starting point for the development of effective strategies for teaching, learning and assessment of what has been learned (Anderson, 2002, all according to the Manual for the Development of Learning Outcomes of the University of Zadar, 2018).

The following notes may be helpful when writing learning outcomes:

• First, you need to think about what the student should know/be able to do after the lesson and be realistic about it.
• The outcome should be formulated as a continuation of the sentence: After learning, the student will be able to...
• You should try to use active, precise verbs such as: list, make, choose, apply, show, explain..., and avoid verbs such as: know, make aware, learn, understand, be aware…
• The outcome should be discussed with colleagues and students (whether it is clear enough and whether students know what is expected of them).

Designing learning outcomes is also possible using the SMART method (Drucker 1955). In doing so, we make sure that the learning outcome is:

• specific
• measurable
• attainable
• relevant
• time-bound

The SMART method serves as a framework for formulating learning outcomes so that specificity requires clearly defined behavior or competence, measurability predicts success indicators or criteria, and attainability verifies realism with respect to resources and level of study. Relevance relates the outcome to course goals and the needs of students or the profession, while the time frame defines the deadline in which achievement is expected. By applying SMART, outcomes become transparent and verifiable, and learning activities and evaluation methods are more easily coordinated.

Given their comprehensive role, learning outcomes are not just a teaching aid, but a fundamental component of the entire curriculum process. Their function extends from the initial phase of planning teaching content, through the selection of appropriate teaching methods and forms of work, to the development of evaluation and performance assessment instruments. In this way, learning outcomes enable teachers to structure the teaching process, and students to have a clear orientation and understanding of their own educational paths.

The importance of active verbs

When writing learning outcomes, it is very important to pay attention to the importance of active verbs, that is, you should use precise verbs and avoid imprecise verbs.

Precise verbs:

• analyze
• make
• compare
• to distinguish
• describe
• argue.

Imprecise verbs:

• awaken
• appreciate
• learn
• know
• understand
• remember.

Example of writing learning outcomes at the course level:

1. Learning outcomes at the subject level must be derived from objectives defined at the program level.
2. Learning outcomes are always formulated and published in writing.
3. Expected learning outcomes are statements written by teachers that specify what the student should know, understand and/or be able to demonstrate at the end of the learning process.
4. The starting point for shaping the outcome is clearly defined general and professional competences.
5. It is optimal to define between four and eight learning outcomes for one subject.
6. The beginning of the sentence defining the outcome should begin with the phrase:
   After successfully completing the course, the student will be able to... and should be followed by the level of achievement expressed with an active verb according to Bloom's Taxonomy.