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

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).

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.