Course Learning Outcomes and Objectives

Learning Outcomes and Objectives

Course outlines at Niagara College include course learning outcomes and course learning objectives. Both outcomes and objectives describe the performance of skills, attitudes, beliefs, or abilities that students will be able to demonstrate when they complete a course.

• Learning outcomes are usually higher level and generally refer to complex vocational competencies that require significant student effort and practice to acquire. Each outcome will usually include several objectives.
• Learning objectives are more focused, discrete skills that help students to achieve mastery of the course outcomes. Multiple objectives usually build towards one broader learning outcome.

A typical course at Niagara College usually has between three and five outcomes. Each outcome will also have three to five objectives associated with it.

To illustrate how the learning outcomes and objectives function together, read through one of the learning outcomes from the Massage Therapy Program in the workbook below.

To ensure that your outcomes and objectives are attainable, you might consider the following questions.

• How many outcomes are necessary for your course?
• How many objectives are needed to accomplish the intended learning outcome/s?
• Which outcomes and objectives are necessary? Which are nice to have?
• What are the most important or central outcomes?

Components of Learning Outcomes and Objectives

Learning outcomes and objectives are clear statements of what the learner is expected to do, know, or value and how they are expected to demonstrate that achievement. Although outcomes and objectives function in somewhat different ways, the conventions for writing them are the same.

Both outcomes and objectives:

• begin with an action verb
• are stated clearly
• are observable and measurable
• are performance-based
• describe learning that is essential, durable, meaningful, and significant
• are consistent with the rationale for the program

Learning outcomes and objectives should be constructed using the S.M.A.R.T. criteria. S.M.A.R.T. is a mnemonic acronym giving criteria to guide in the setting of outcomes or objectives. S.M.A.R.T stands for specific, measurable, achievable, relevant, and time-bound. The criteria for setting outcomes or objectives is as follows:

• Specific — the outcome or objective is clearly stated
• Measurable — it can be assessed, is observable, demonstrable, performance-based
• Attainable — it can be attained by students at their current level
• Relevant — it is meaningful and significant for the students, their course and program
• Time-bound — it can be completed in the time provided

Watch the video below to see how the S.M.A.R.T criteria is used to develop and assess outcomes and objectives.

Getting Started – Think ‘Big Picture’

To get started, it can be helpful to think about outcomes in terms of the big picture; the enduring understandings that you expect students to be able to remember and apply after your course.

Try to imagine what a student might be doing two years after completing your course. Using three short bullet points, write out the answers to the following questions. Write your ideas in a notepad or use the  worksheet below. This worksheet can be completed online or exported so you can continue work on it. Note that If you advance another module or visit another page, your work will not be saved. Be sure to export your document before continuing.