This section aims to assist you in:

• writing learning outcomes in a way which will promote appropriate learning strategies and forms of assessment.
• presenting module and programme specifications in a manner consistent with the QAA’s approach to discipline audit.

Grammatically, a learning outcome comprises:

• An active transitive verb (or verb phrase).
• An ‘object’ of the verb.
• A qualifying clause or phrase which provides a context or condition.

For example:

Active verb	Object	Context/condition
Contribute to	the manufacture of products	which meet customer need
Provide	financial advisory services	to individual customers

It is recommended that ‘knowledge & understanding’ and ‘abilities’ are presented as follows:

a.  ‘Knowledge & Understanding’ – including:

• Knowledge of substantive material.
• Understanding of theoretical perspectives, concepts and issues.

             Note that expressing knowledge and understanding in terms of learning outcomes is problematic as such outcomes are difficult to measure – see Write ‘knowledge & Understanding’ learning outcomes .

b.  ‘Abilities’ - including

• Subject Specific Skills,subject based practical/professional skillssuch as information retrieval, the ability to apply knowledge in different situations, using laboratory and workshop equipment to generate data.
• Cognitive skills, intellectual skillssuch as the ability to analyse problems and to propose solutions, the ability to think critically.
• Transferable skills, or key skills such as learning to learn, communications, C&IT skills, reflection, teamwork, negotiation.