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They are statements that specific what learners will know or be able to do as a result of a learning activity, they are also usually expressed as knowledge, skills or attitudes.

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Learning Outcomes describe what students should be able to do when they end of the training process and they should ideally have a series of following characteristics :

They must be clearly defined to be understood by teachers and students.

They must be observable and assessable as far as possible.

They must be designed to ensure their suitability and relevance with respect to the subject and teaching.

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Importance to evaluate learning outcomes

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Importance to evaluate learning outcomes

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To improve the process of teaching English as a foreign language is neccesary that students know more precisely what is expected from them.
As the curriculum is made more transparent, students learn more effectively.

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Walvoord, B. E. (2010). Assessment clear and simple: A practical guide for institutions, departments and general education. San Francisco, CA: Jossey-Bass. Recuperated from: https://teaching.cornell.edu/teaching-resources/designing-your-course/setting-learning-outcomes

Importance and Benefits of learning outcomes by Manvender Sarjit (2017). Recuperated from: https://www.researchgate.net/publication/315637432_Importance_and_Benefits_of_Learning_Outcomes

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Learning outcomes are measurable statements that articulate at the beginning what students should know, be able to do, or value as a result of taking a course or completing a program (also called Backwards Course Design). Learning outcomes often take this form:

As a result of participating in (program/course name), you (students) will be able to (action verb) (learning statement).

Use your learning outcomes as a tool. Let them inform your choice of teaching strategies, course activities, and assessments.

Why Define Learning Outcomes?

Clearly identified learning outcomes allow instructors to:

Make hard decisions about selecting course content

Design assessments that allow students to demonstrate their knowledge and skills

Design teaching strategies or learning activities that will help students develop their knowledge and skills

Measure student learning accurately and effectively

Having access to articulated learning outcomes (in a syllabus, for example) helps students:

Decide if the course is a good fit for their academic trajectory

Identify what they need to do to be successful in the course

Take ownership of their progress

Be mindful of what they are learning

Getting Started with Setting Learning Outcomes

Ask yourself what the most important things a student should know (cognitive), be able to do (skills), or value (affective) after completing the course/program.

Consult a list of action verbs, which are verbs that result in overt behavior or products that can be observed and measured. Bloom's Taxonomy of Educational Objectives provides some useful verbs to write objectives for different levels of learning. For more information see An Introduction to Bloom's Taxonomy from Yale University.

Avoid verbs that are unclear and cannot be observed and measured easily, for example: appreciate, become aware of, become familiar with, know, learn, and understand.

Draft a list of possible learning outcomes. Be realistic in considering what is possible for students to accomplish in your course. Only keep the most essential learning outcomes.

Edit and review the outcomes using the Learning Outcome Review Checklist.

References

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Learning outcomes are measurable statements that articulate at the beginning what students should know, be able to do, or value as a result of taking a course or completing a program (also called Backwards Course Design). Learning outcomes often take this form: As a result of participating in (program/course name), you (students) will be able to (action verb) (learning statement).

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It allows to see the degree of learning acquired.
Teach them to plan in advance how they should teach their children.
The taxonomy yields positive and negative results to know where students have deficiencies are communication tools that can be used as speeches, reports and more.
EXAMPLE
A student learns about the Second World War, first he remembers the videos and the classes planned by the teacher, he understands in a way that he investigates, he applies his knowledge in exhibitions, he analyzes the most relevant facts of the war, he draws conclusions that the events provoke the data scientists and conclusions.

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when? Students will have the worst grades in classes
why? It does not allow to advance in the classes due to the delay of the content
how? Identify if the student has a problem with an evaluation, see the need for the student not to be able to acquire the knowledge imparted with general talks in classes, use another more participatory method here the student participates.

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It is critical to take students on assessments.

Detect the knowledge acquired in the classes, take notes necessary for the following lesson plans.

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Mcdaniel, R. (2010, June 10). Bloom’s taxonomy. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Developing learning outcomes. (n.d.). Center for Innovative Teaching and Learning. Retrieved November 8, 2022, from https://citl.indiana.edu/teaching-resources/course-design/developing-learning-outcomes/index.html

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It is important to assess students' needs and preferences in English language learning because students demonstrate their knowledge and skills at the end of a class or learning activity, teachers will assess during the learning cycle and analyse students to see if they have special needs and according to these preferences they will develop learning strategies to address this lack of knowledge, skills or both.

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It is important to use the appropriate verb for each content, each subject has many learning outcomes and it is important to identify the learning level of all

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The teacher must be constantly improving the development of tests and assessments, continually adjusting teaching, leading learners towards regular self-assessment with consistently sustained standards, so that they can see their progress over time and feel responsible for their own success.

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the needs and preferences of the students are an expression of combined learning styles different types of tools and instruments are used some of them are the interview, the questionnaire, the observation, the survey, work meetings this is very useful for the teacher because helps the student in personal aspects, such as: physical, mental, cognitive, sensory or behavioral.