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Learning outcomes.

Knowledge, skills, and abilities that students are expected to have learned by the end of a subject, class, or course; the level of knowledge attained can be demonstrated by taking written, oral, practical, etc.

For the European Commission (2008, p. 3), in the EQF,1 a learning outcome is defined as a statement of what a learner knows, understands, and is able to do on completion of a learning process. Here, LO´s are specified in three categories– as knowledge, skills, and competence.

Learning outcomes support the teacher and the student in the teaching-learning process

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Learning objectives.

Learning objectives are defined from the perspective of the teacher who establishes clear and specific criteria that delineate what students are expected to achieve at the end of the educational process.

According to Robert Mager, a learning objective must clearly state what the learner will be able to do. It gives the learner an idea of the change that will be brought about after taking the course. Thus, the objective focuses on the result rather than the process of the instruction.

To give students a clear understanding of where they are headed, well-written learning objectives should be Specific, Measurable, Achievable, Result-oriented, and Time-bound (SMART).

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Documento a4 Objetivos SMART Colorido Gris

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Learning Outcomes vs. Learning Objectives

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How to write measurable learning outcomes?

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How to write measurable learning outcomes?

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Let's take a look at the following example:

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Let's take a look at the following example:

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What is Bloom´s Taxonomy?

Bloom's taxonomy, also known as the taxonomy of learning domains, is a pedagogical tool that classifies educational objectives into specific categories and distributes them into six levels which is used by teachers to design, structure, and evaluate learning to guide students in the learning process to achieve the desired learning outcomes.

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Presentación Diapositivas Lluvia de Ideas A mano Doodle Colorido Azul

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In the following video, we will learn more about Bloom's taxonomy: Why, How, and some examples of its application.

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In the following video, we will learn more about Bloom's taxonomy: Why, How, and some examples of its application.

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Bloom's Taxonomy: Why, How, & Top Examples

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The Importance of Conducting a Needs Analysis

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The Importance of Conducting a Needs Analysis

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Cartel Póster Datos sobre el Proceso Artístico Doodle Amarillo y Marrón (1)

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Hernández, A. F. P., Arellano, P. P., & Sánchez, C. J. M. (2016). The learning outcomes in the study program format of school subjects belonging to the General Training Area at UJAT: A syntactic and semantic analysis. Perspectivas docentes, (60), 15-20. https://dialnet.unirioja.es/descarga/articulo/6349221.pdf

Importance and benefits of Blooms Taxonomy Implementation in Classroom. (s/f). Rajeevelt.com. Recuperado el 19 de noviembre de 2023, de https://www.rajeevelt.com/importance-and-benefits-of-blooms-taxonomy-implementation-in-classroom/rajeev-ranjan/

Miró, J. D. F. (2020, marzo 6). Juan Domingo Farnos Realizamos análisis de las necesidades, cuando necesitamos establecer prioridades en la confección de formación, basándonos en las expectativas que los aprendices demandan…sería como establecer un elemento de diseño (o revisión) , confeccionar Escenarios de Aprendizajes que se ad. Linkedin.com. https://es.linkedin.com/pulse/an%C3%A1lisis-en-los-aprendizajes-seg%C3%BAn-sus-necesidades-el-juan-farnos

Robert Mager’s Performance-based learning objectives. (2022, marzo 2). Learning Everest; Learning Everest Private Limited. https://www.learningeverest.com/robert-magers-performance-based-learning-objectives/

(S/f). Studocu.com. Recuperado el 19 de noviembre de 2023, de https://www.studocu.com/es/document/universidad-de-la-laguna/pedagogia-social-y-animacion-socio-cultural/analisis-de-necesidades/41243760

Yokomoto, C. F., & Bostwick, W. D. (1999, November). Modeling the process of writing measurable outcomes for EC 2000. In FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No. 99CH37011 (Vol. 1, pp. 11B1-18). IEEE. https://www.researchgate.net/profile/Cf-Yokomoto/publication/3844694_Modeling_The_Process_Of_Writing_Measurable_Outcomes_For_Ec_2000/links/543fe8730cf21227a11b9a65/Modeling-The-Process-Of-Writing-Measurable-Outcomes-For-Ec-2000.pdf