Examples of learning outcomes
Program and course learning outcomes need to align with each other. For more information on aligning programs and courses see the Teaching Gateway page for the UNSW Integrated Curriculum Framework.
Below are examples of program and course learning outcomes. Note that each starts with a verb that indicates some observable action on the part of the student (for example, "describe", "demonstrate", "evaluate"). Verbs like "understand" are not useful in learning outcomes – what does it look like when a student "understands" something? You should be aiming to help students see how they can show you what they've learned.
It's important to remind students of the importance of learning outcomes for getting the most out of the course.
Examples of program learning outcomes
On successful completion of this program, graduates will be able to:
- describe the fundamental concepts, principles, theories and terminology used in the main branches of science.
- assess the health care needs of different groups in society.
- apply the principles and practices of their discipline to new or complex environments.
- collaborate effectively as part of professional teams and in interdisciplinary contexts.
- apply effective oral, written and visual communication skills to present a coherent and sustained argument to the public in a specialist area.
Application of knowledge and skills
- contribute to contemporary artistic and cultural discourses by incorporating ethically aware and globally diverse perspectives in their writing and presentations.
- demonstrate adherence to professional and ethical frameworks in healthcare services and delivery.
- engage responsibly and sensitively with cultural, historical and interdisciplinary global contexts in the synthesis of ethical and sustainable design solutions.
Examples of course learning outcomes
On successful completion of this course, students will be able to:
outline significant curriculum and assessment theories, models and research in the higher-education sector.
- critically analyse disparate sources of information about WWII.
- evaluate concepts of race, culture, identity and diversity with regards to indigenous education.
- plan and develop an independent research project that uses research methodologies that are appropriate to the discipline.
- communicate through oral presentations using visual, verbal and written information.
- apply technical skills in creating and formatting digital media content, including 2D animation.
Application of knowledge and skills
- analyse electrical engineering problems in industrial settings.
- demonstrate critical reflection on their professional knowledge and skills, incorporating broad subject knowledge and perspectives.
- communicate architectural and built-environment ideas through the medium of film.
Anderson, L. & Krathwohl, D. et al. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman Australian Higher Education Standards Framework. https://www.depauw.edu/files/resources/krathwohl.pdf
Australian Qualifications Framework. https://www.aqf.edu.au
Biggs, J., & Tang, C. (2011). Teaching for quality learning (4th ed.). SRHE and Open University Press.
Churchill, D. (2017). Digital resources for learning. Springer.
Higher Education Standards Framework. https://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021
UNSW Integrated Curriculum Framework. https://teaching.unsw.edu.au/sites/default/files/u19/integrated-curriculum-framework-approved-sept2015.pdf
Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(1), 158-168.