How to write effective aims and intended learning outcomes
Aims
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From your perspective as the educator, what is this piece of learning for?
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What are the main benefits it will bestow on learners in their current and future social contexts?
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What is the programme trying to achieve?
Examples of aims
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To provide students with an understanding of the physics behind the structure, the dynamics, the energetics and the glow of planetary atmospheres, with the main emphasis on the terrestrial atmosphere. (Physics)
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This programme provides a rigorous theoretical grounding for financial decision-making and techniques for investment practice. It explains the objective of financial management in publicly listed companies. (Business School)
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The aim is to support student success through development of expertise in curriculum design, a crucial and complex social practice operating within and beyond dynamic higher education contexts (PGA CDHE)
Intended Learning Outcomes (ILOs)
What Makes a Good Learning Outcome?
According to Baume (2009), a good learning outcome is:
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Active – Describes what students will do
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Attractive – Students want to achieve it
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Comprehensible – Clear to all stakeholders
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Appropriate – Aligned with the discipline and level
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Attainable – Realistic within the programme
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Assessable – You can measure it effectively
In addition, to align with the Warwick Education and Student Experience StrategyLink opens in a new window, our ILOs need to also be:
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Responsive - connect with and challenge wider social, cultural, and economic issues in any given context.
How to Write ILOs
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Curriculum Mapping: Align module learning outcomes to programme-level outcomes.
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Assessment Design: Ensure diverse assessments give students the opportunity to demonstrate outcomes.
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Teaching and Learning: Plan inclusive activities that actively support outcome attainment.
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Feedback | Use outcomes to frame constructive and compassionate feedback.
- "Analyse risks to computer systems and implement appropriate safeguards, justifying methods using relevant theories and standards."(Computer Security (BSc))
- "Structure and communicate ideas critically and creatively in both verbal and written formats."(Art, Event, Performance (BA))
- "Design responsive theory and evidence-informed curricula and explain your design decisions."
Curriculum Development in Higher Education (PGA)
Common pitfalls to avoid
Using vague verbs like “understand” or “appreciate”
Writing outcomes that are too broad or too narrow
Forgetting to check whether outcomes are assessable
Writing outcomes without alignment to actual learning and teaching activities