Learning outcome examples
Turkish Language and Literature learning outcome examples
In Turkish language and literature, students first learn to recognise periods, genres and verse forms; then to analyse texts and relate them to their period, and in the final year to write an original study within a theoretical framework.
- B1 1
- B2 2
- B3 2
- B4 2
- B5 2
- B6 1
Year 1
Introduction to Classical Turkish Literature
| Learning outcome | Level | Suitable assessment |
|---|---|---|
| Name the main verse forms of Divan poetry. | B1 Remember | Multiple choice, matching, fill in the blanks, short answer |
| Explain the elements of harmony in a ghazal. | B2 Understand | Short-answer and open-ended questions, concept map |
| Apply aruz metre to a couplet. | B3 Apply | Problem solving, practical exam, laboratory, performance task |
Year 2
Modern Turkish Literature
| Learning outcome | Level | Suitable assessment |
|---|---|---|
| Compare the literary features of the Tanzimat and Servet-i Fünun periods. | B2 Understand | Short-answer and open-ended questions, concept map |
| Analyse a short story in terms of narrator, time and space. | B4 Analyze | Case analysis, data interpretation, analytical report |
| Relate a novel to the social conditions of its period. | B4 Analyze | Case analysis, data interpretation, analytical report |
| Evaluate the claims in a critical essay with evidence from the text. | B5 Evaluate | Article critique, debate, report scored with a rubric |
Year 4
Literary Criticism and Graduation Thesis
| Learning outcome | Level | Suitable assessment |
|---|---|---|
| Apply citation rules in academic writing. | B3 Apply | Problem solving, practical exam, laboratory, performance task |
| Critique how different critical theories are applied to the same work. | B5 Evaluate | Article critique, debate, report scored with a rubric |
| Write an original text on a chosen work based on a theoretical framework. | 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, Psychology.
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.