Try to avoid expressions such as 'know', 'understand', 'appreciate', 'be familiar with', 'be aware of' as these are too vague to convey the exact nature of the outcome being sought and are difficult to assess accurately. It is also important to use language that students understand. Remember that the learning outcome represents the threshold level for a pass. Start with 'at the end of the session/course/programme a successful student will be able to.' then choose an action verb that says clearly what you expect the students to be able to do at the end of the course and the cognitive level they are expected to operate at when assessed. When writing learning outcomes it is important to get the language right. The role descriptors for unit and programme directors assign responsibility for both learning outcomes and alignment between unit and programme.
ILOs should be expressed from the students’ perspective and are measurable, achievable and assessable. Intended Learning Outcomes (ILOs) define what a learner will have acquired and will be able to do upon successfully completing their studies. Clear intended learning outcomes are a key component of good programme and unit planning and assessment for our students.
