Learning Outcomes

Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. In my opinion they are the most important aspect of the lesson planning and determine what the students should learn and how to assess this learning.  I feel the use of benchmarks is a valuable method to assess the achievement of LO. 

• When designing learning outcomes start with what you hope children are able to achieve by the end of the unit.
• Focus on the success criteria for the individual unit.
• Keep learning outcomes specific and very short term.
• Inform students what they are to achieve from the unit.  This allows students direction in thier studies and focuses their learning.
• Keep the language of the learning outcomes simple.
• Determine how to assess the outcomes.
• Use the learning outcomes until they are actually acquired by the students.

Learning outcome

A learning outcome is a descriptive statement that outlines the knowledge, skill, and understanding(s) attained in an aspect of the curriculum and measured against various criteria (for example, success criteria, achievement criteria, assessment schedule, performance criteria). Learning outcomes are derived from the achievement objectives of the curriculum, and form the heart of teaching and learning plans. They are the conduit between the achievement objectives described in the curriculum and the day to day learning that happens in lessons which are expressed as learning intentions.

Teaching and learning plans should show the success criteria that guide the teacher in what they want to teach, and form the basis for assessing what the students have learnt against the learning intention. Sometimes these are called 'specific learning outcomes' (SLOs) or 'indicators' in some curriculum documents and Ministry of Education resources. (Clarke, Timperley, Hattie 2003.)

Learning outcomes are usually preceded by the stem: Students will be able to . . . (description of acquired learning).

Learning intention

Learning intentions describe the knowledge, skill, understanding(s) and/or attitudes/values that are designed to develop an aspect of the curriculum. They are usually negotiated with students and expressed in a lesson or series of lessons. Learning intentions are expressed in language that students understand and support them in understanding what they are supposed to be doing and why. Ideally students will put learning intentions into their own words.

When the learning is expressed as an intention, it implies that a process is enacted. The process involves the complex relationship between students' prior knowledge, experience, and learning capability, and the teaching and learning strategies used by the teacher to meet the individual learning needs of students. As a result of the learning process, intentions may well have to be renegotiated or transformed according to the achievements of students. Having flexible learning intentions allows for learning spontaneity and 'unplanned' learning. A learning intention takes achievement of the original learning goal into account and aims to move students on towards the next part of the learning. Students measure their success or achievement against success criteria. Once this has been attained, the learning intention becomes an outcome because it has been 'measured'.

Learning intentions are also referred to as intended learning outcomes and usually are preceded by the stem: Students will . . . (description of intended learning). They may also be written in the first person by a student: I am learning to ... (description of intended learning) and I will achieve this by... (description of criteria for achievement).

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