Free tool · no sign-in required
Learning Outcome Builder
Write measurable learning outcomes aligned with Bloom's taxonomy in six steps. Choose the level, pick one of the approved verbs, add the object, condition and criterion; the sentence is assembled and checked instantly.
- Cognitive, affective and psychomotor domains
- Approved verbs for each level
- Assessment instrument suggestion
- What you write stays in your browser
The sentence is built and checked on the right as you complete the steps. Copy the finished outcome or add it to your list to see all your course outcomes together.
Guide
How do you write a good learning outcome?
- One measurable verbEach outcome describes a single observable behaviour: calculates, compares, designs. Verbs such as “knows, understands, learns” cannot be observed in an exam.
- Student-centredAn outcome states what a student who completes the course can do, not what the instructor will teach.
- Clear objectThe object of the verb should be specific: not “data” but “quantitative data obtained from a sample”.
- Condition and criterionStating the circumstances (in a given data set, in a laboratory setting) and the level (with 90% accuracy, in line with the criteria) makes assessment easier.
- Level balance and suitable assessmentA course's outcomes should not pile up at a single level. Each level calls for a different assessment instrument: multiple-choice questions measure recall; projects and rubrics measure creating.
Examples
Weak and strong learning outcomes
| Weak | Reason | Strong |
|---|---|---|
| Knows statistics. | The verb cannot be observed; it is unclear what is to be known and to what extent. | Computes descriptive statistics for a given data set. |
| Understands and applies research methods. | There are two verbs; if one is achieved and the other is not, the result is unclear. | Compares qualitative and quantitative research designs by purpose, sample and data type. |
| Students are taught data analysis. | It describes what the instructor will do; there is no student outcome. | Reports the results of a data analysis using tables and charts. |
| Gains awareness of ethics. | Awareness cannot be measured; there is no condition or criterion. | Evaluates the ethical risks in a given research proposal against ethics board principles. |
| Does a project. | The object and criterion are unclear; the level cannot be determined. | Designs a data collection instrument for a local problem in line with validity criteria. |
Bloom's taxonomy
Levels and measurable verbs
The verbs below form the core of the SixBloom Course Design Studio verb list. Institutions can extend their own lists.
Cognitive domain Revised Bloom (Anderson and Krathwohl, 2001)
| Level | What it measures | Verbs | Suitable assessment |
|---|---|---|---|
| B1 Remembering Remember | Recalls information as it is. The student recognises or remembers the information without doing anything with it. | name, quote, state, locate, label, match, recall, record, list, enumerate, select, list, define, recognise, repeat | Multiple choice, matching, fill in the blanks, short answer |
| B2 Understand Understand | Grasps the meaning of information. The student reconstructs the information in their own words, gives examples and interprets it. | distinguish, explain, describe, convert, generalise, illustrate, compare, paraphrase, report, classify, predict, interpret, infer, exemplify, summarise | Short-answer and open-ended questions, concept map |
| B3 Practical Apply | Uses a method or procedure in a task: carries it out in a familiar task (3.1) or implements it in a new situation (3.2). The task, not the verb, determines which one it is. | prepare, hesaplar, operate, use, construct, model, programmes, test, adapt, demonstrate, apply, execute, draw, solve, measure | Problem solving, practical exam, laboratory, performance task |
| B4 Analyse Analyze | Breaks the whole into its parts and establishes the relationships between them. The student sees the structure and distinguishes patterns. | analyse, break down, verify, differentiate, map, relate, examine, contrast, categorise, determine the cause of, question, diagnose, deduce, identify the assumptions in, organise | Case analysis, data interpretation, analytical report |
| B5 Evaluation Evaluate | Makes judgements based on criteria. The student makes a decision and justifies it. | construct an argument, audit, evaluate, critique, justify, test the validity of, scores, defend, draw conclusions, appraise, debate, check the consistency of, judge, prioritise, recommend | Article critique, debate, report scored with a rubric |
| B6 Create Create | Combines parts into a new, original whole. The student produces something that did not exist before. | integrate, develop, hypothesise, invent, formulate, construct, optimise, plan, prototype, synthesise, build a system, design, restructure, write an original text, produce | Project, design product, portfolio, research proposal |
Affective domain Krathwohl, Bloom and Masia (1964)
| Level | What it measures | Verbs | Suitable assessment |
|---|---|---|---|
| B1 Receiving Receiving | Becomes aware of and directs attention to relevant information, objects or situations. | attend to, listen, observe, notice | Observation form, attendance record |
| B2 Responding Responding | Participates voluntarily and responds. | participate in, volunteer, respond, help, comply, cooperate | Observation form, peer assessment |
| B3 Valuing Valuing | Attaches value to a behaviour, idea or principle and demonstrates it. | adopt, value, support, take responsibility, show care, defend | Attitude scale, reflective writing, portfolio |
| B4 Organising Organization | Compares different values, resolves conflicts and builds their own value system. | integrate, reconcile, organise, balance, prioritise | Case discussion, reflective report |
| B5 Characterisation Characterization | Consistently reflects values in behaviour. | consistently apply, display, set an example, act ethically | Long-term observation, internship evaluation, 360-degree feedback |
Psychomotor domain Dave (1970)
| Level | What it measures | Verbs | Suitable assessment |
|---|---|---|---|
| B1 Imitation Imitation | Imitates an observed skill under guidance. | imitate, perform with instructions, copy, follow and apply | Skill checklist |
| B2 Manipulation (performing with instructions) Manipulation | Performs the skill independently following written or oral instructions. | apply, perform, construct, assemble | Practical exam, observation form |
| B3 Precision Precision | Performs the skill accurately, quickly and without error. | perform correctly, calibrate, calibrate, perform without error | Timed practical exam, criterion-based rubric |
| B4 Articulation (coordination) Articulation | Combines several skills into a harmonious, consistent and fluent sequence; adapts it to the situation with minor changes when needed. | adapt, coordinate, modify, apply in an integrated way | Scenario-based practice, OSCE station |
| B5 Naturalisation Naturalization | Performs the skill masterfully, spontaneously and with minimal effort; the movement has become automatic. This mastery lays the ground for developing original methods and techniques. | develop an original technique, design, create | Expert observation, practice in a real work setting, original product |
Frequently asked questions
About learning outcomes
What is a learning outcome?
A learning outcome is a statement that describes, in an observable and measurable way, what a student who successfully completes a course will know, be able to do or what attitude they will demonstrate. A course aim describes the instructor's intention; a learning outcome describes the result the student will achieve.
How many learning outcomes should a course have?
For most courses, 5 to 8 outcomes are enough. Fewer outcomes may not cover the scope of the course; more outcomes make it harder to measure each one separately. Every outcome should be measured by at least one assessment instrument.
Which verbs should be avoided?
Verbs such as knows, understands, learns, grasps, becomes aware of or has knowledge of cannot be observed; an exam cannot show whether the student has done them. Use measurable verbs such as defines, explains, calculates, compares, evaluates or designs instead.
Can one outcome use more than one verb?
It should not. In an outcome with two verbs, such as “explains and applies”, if the student does one but not the other, it cannot be determined whether the outcome has been achieved. Write each verb as a separate outcome.
How do I choose the Bloom level?
The level is chosen according to the mental process expected of the student: recalling information (B1), explaining its meaning (B2), applying a method (B3), breaking it into parts and relating them (B4), judging against criteria (B5) or producing something new (B6). In undergraduate courses, some outcomes should be at the applying level or above.
How is a learning outcome linked to programme outcomes?
A matrix shows which programme outcome each course outcome contributes to and at what level (usually 0–5). SixBloom Course Design Studio uses this matrix, together with assessment results, to calculate the programme outcome attainment rate.
Does this tool store my data?
No. The builder runs entirely in your browser; the outcomes you write are not sent to a server and are deleted when the page is closed. To save all of a course's outcomes, link them to an assessment plan and submit them for committee approval, you can use SixBloom Course Design Studio.
Another free tool: ECTS workload calculator
Manage all of a course's outcomes in one place
SixBloom Course Design Studio links outcomes to the assessment plan, ECTS workload and programme outcomes; the package can be exported to Word and Excel.