Intended Learning Outcomes


The term “Intended Learning Outcomes” (ILO) refers to precise assertions of what is expected of a learner, along with the standard or degree of success that is expected. ILOs are statements that are produced from the perspective of the students and reflect the level of knowledge and competence they are anticipated to acquire as a result of participating in teaching and learning experiences.

Intended Learning Outcomes must concentrate on what students must be able to exhibit after the program in terms of topic learning and knowledge, in addition to capabilities, behaviors, ideals, and principles. The foundation for creating effective ILOs is figuring out the general goal and objectives of your curriculum or unit.

Stages of ILOs:

ILO statements are categorized into various tiers that affect the curriculum in three different ways.

  • University Level:

The standards of the Australian Qualifications structure are reflected in university-level ILOs, which are educational obligations between the university and the government, performance improvement, and certification forums.

  • Program Level:

ILOs are general assertions made at the course level. ILOs courses are directly linked to the purpose of the institution that includes the advantages and needs of the major players, including the university, academic certifying bodies, employers, students, and disciplinary communities.

  • Theme Level:

The graduation competencies and results that will be attained in a particular training and studying period are described in ILOs about the subject and theme.

Writing Learning Objectives:

It’s crucial to use appropriate terminology when drafting learning objectives. Choose an operative phrase that clearly states what you anticipate the learners to be capable to perform after the session. You can start your writing by saying, “A smart learner will be able to after the session/course/program.” You should also keep that thing in view learning outcomes will determine the passing grades of the students. The use of terminology that pupils can comprehend is also crucial.

Avoid using words like “know,” “understand,” “appreciate,” “be familiar with,” and “be aware of” because these words are too ambiguous to adequately describe the desired outcome and are challenging to evaluate.

A variety of verbs that can be employed in learning objectives are mentioned at each level. The verbs listed with some of the options below are still helpful when developing learning objectives.

  • Knowing Something:

Knowing something is the starting point, but still, it may not be an appropriate verb to describe learning outcomes.”Describe,” “identify,” “recognize,” “define,” “name,” “recall,” and “list” are more suitable words to explain what students are capable of doing.

  • Assessment:

According to this point, the level at which pupils can be able to form opinions about the data and sources for a certain goal. The relevant words are “appraise,” “debate,” “assess,” and “judgment”.

  • Awareness or Perception:

Awareness or perception is vital but the use of phrases like “explain,” “sum up,” “discuss,” “recognize,” “report,” and “review” to demonstrate students’ understanding are better.

  • Amalgam or Compound:

To use verbs like “build,” “create,” “design,” “develop,” and “organize,” which are used in the construction of arguments and the integration of knowledge, amalgam is necessary.

  • Evaluation:

Evaluation means the recognition of the connections between parts and their tricky framework. Students may be asked by the learning outcomes to analyze, appraise, compare, juxtapose, criticize or test.

  • Implementation:

Implementing the knowledge and understanding in a new context is an elevated degree, therefore some pertinent h2 phrases may be: employ, illustrate, interpret, exercise, solve, and use.

Types of Learning Outcomes:

There are mainly five types of learning outcomes.

  • Conceptual Efficiency:

The students will comprehend concepts, laws, or practices with this kind of learning. This is essentially knowing how to accomplish a task.

  • Apprehension Approach:

To think, analyze, acquire, and interact with this sort of learning result, the learner employs individual techniques.

  • Personal Perspective:

This point links to the conduct of students because it is a representation of their psychological condition. No doubt this is not an as easy task to perform but we can determine it with the learner’s reaction to others or events.

  • Motor Abilities:

This group covers the areas of physical proficiency. How a learner carries out activities, development of flexibility in his work, fluency, or perfect timing via practice.

  • Verbal communication Skills:

When a student can talk about his achievements what he has learned or gained in his entire course or academic period through a comprehensive collection of information this is called verbal communication skills.

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