Learning outcome examples
Psychology learning outcome examples
In psychology, the first year is devoted to recognising and explaining theories, the second to research methods and statistics, and later years to analysing and evaluating cases. Research ethics is written separately as an affective outcome.
- B1 1
- B2 3
- B3 1
- B4 2
- B5 1
- B6 2
- D 1
Year 1
Introduction to Psychology
| Learning outcome | Level | Suitable assessment |
|---|---|---|
| Match the main approaches in psychology with their pioneers. | B1 Remember | Multiple choice, matching, fill in the blanks, short answer |
| Express in their own words the difference between classical and operant conditioning. | B2 Understand | Short-answer and open-ended questions, concept map |
| Interpret an everyday behaviour in terms of learning theories. | B2 Understand | Short-answer and open-ended questions, concept map |
Year 2
Research Methods and Statistics
| Learning outcome | Level | Suitable assessment |
|---|---|---|
| Distinguish between experimental, correlational and descriptive research designs. | B2 Understand | Short-answer and open-ended questions, concept map |
| Calculate appropriate descriptive statistics for a data set. | B3 Apply | Problem solving, practical exam, laboratory, performance task |
| Scrutinise the limitations of the sample and measurement methods in a research article. | B4 Analyze | Case analysis, data interpretation, analytical report |
| Formulate a hypothesis to test a research question. | B6 Create | Project, design product, portfolio, research proposal |
| Act in accordance with ethical principles, respecting participants' rights in the research process. | D5 Characterization Affective domain |
Long-term observation, internship evaluation, 360-degree feedback |
Year 4
Introduction to Clinical Psychology
| Learning outcome | Level | Suitable assessment |
|---|---|---|
| Relate the symptoms in a case text to diagnostic criteria. | B4 Analyze | Case analysis, data interpretation, analytical report |
| Discuss, with supporting evidence, the suitability of different therapy approaches for a case. | B5 Evaluate | Article critique, debate, report scored with a rubric |
| Create an assessment and monitoring plan for a case. | B6 Create | Project, design product, portfolio, research proposal |
Adapting these examples to your own course
- Change the topic, keep the verbWrite in your course topic; to keep the level, leave the verb as it is or choose another verb from the same level.
- Add a criterionA condition such as “for a given problem” or “against the success criteria” makes clear how the outcome will be assessed.
- Plan the assessmentThe assessment method in the table is the typical method for that level. Every outcome should be assessed by at least one exam question or task.
Other sections: Computer Engineering, Business Administration, Nursing, Turkish Language and Literature.
To write your own outcome, use the Learning Outcome Builder; to check what you have written, use the Learning Outcome Checker.
Frequently asked questions
Can I use these examples in my own course?
Yes, the examples can be adapted freely. Change the topic and the criterion to suit your course, and keep choosing the verb from the approved dictionary. If your institution has its own verb dictionary, that one applies.
How many learning outcomes should a course have?
Four to six outcomes are enough for most courses. The more outcomes there are, the harder it becomes to assess each with its own questions; an outcome that is not assessed produces no evidence for accreditation.
Who sets the level of an outcome?
The level comes from the verb the course coordinator chooses from the approved dictionary; it is recorded as a declaration. The levels on this page were not typed by hand either; they were read from the verb dictionary.
The examples are for guidance; they are not the official outcomes of any programme. Levels are read from the SixBloom verb dictionary.
Link your outcomes to assessment
In SixBloom Course Design Studio, every learning outcome is linked to the exam questions that assess it; at the end of term you see how many students achieved it.