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Writing competencies, learning objectives and learning outcomes

The most appropriate way to present competencies, learning objectives and learning outcomes is in the form of lists. When writing lists, bear in mind the following points:

a) Write a clear heading and/or a short introductory phrase.

b) Ensure that every item on the list is grammatically connected to the heading or the introductory phrase.

c) Give every item on the list the same grammatical structure (parallelism). Different lists may have different grammatical structures.

d) Be consistent with punctuation. If the phrase introducing the list is a complete sentence, close it with a colon and then give each item on the list sentence-style punctuation (initial capital letter and final full stop). If the phrase introducing the list is a sentence fragment, do not close it with a colon, lowercase the first letter of each item and finish each item with a comma or semicolon (except the last, which you should finish with a full stop).

For examples of these features of lists, see the list above and the lists below.

Competencies

Lists of competencies can be expressed in several ways. The example below is a list of general competencies expressed as noun phrases.

Noun phrases

Competencies

Teamwork

Complex problem solving

Critical, logical and creative thought

Public speaking

Learning to learn

Report writing

Note that the gerund form (-ing) functions as a noun and therefore can be used in a list of nouns without breaking the parallelism.

And the example below is a list of specific competencies expressed as infinitive phrases.

Introductory phrase + infinitive
Competencies	Competencies
Students must	Students must be able to
— be able to explain how the economy works,	— explain how the economy works,
— know how to use the basic tools for explaining business reality,	— use the basic tools for explaining business reality,
— understand how the public sector operates.	— describe how the public sector operates.

In the examples above, note that the introductory phrase conditions the verbs you wish to use. The verb can or to be able refers to an ability to do something and, therefore, can only be used with dynamic verbs like explain or describe (verbs that express actions), not stative verbs like understand or know (verbs that express states).

Learning objectives

Learning objectives are short statements that specify the learning that students should acquire during a particular subject. Because the focus is on the students, the statements should be phrased from their point of view. Generally speaking, you should express learning objectives in one of two ways: the heading Learning objectives followed by a bulleted list of infinitive phrases (with to); or the heading Learning objectives and an introductory phrase (in the future tense) followed by a bulleted list of verb phrases.

Learning objectives	Learning objectives
	By the end of the course, students will be able to
To describe how living beings are organised into cells and organisms.	describe how living beings are organised into cells and organisms,
To classify living beings into five kingdoms.	classify living beings into five kingdoms,
To explain the functions of biomolecules.	explain the functions of biomolecules.
understand how the public sector operates.

Note that both lists are parallel: every item has the same grammatical structure. In the first case full infinitives link back to the heading; in the second case, bare infinitives link back to the introductory phrase. Note also that the introductory phrase makes the second list more explicitly student-centred.

Finally, when writing lists of learning objectives and learning outcomes (see below), it is important to use the infinitives of dynamic verbs (explain, define, identify, analyse, recognise, etc.), which specify what students can do, rather than stative verbs (know, be, have, etc.), which describe states. Note that the latter cannot be used with can or be able to, and are not readily measurable.

Learning outcomes

Learning outcomes describe what students must be able to do after they have completed a course of study. As with learning objectives, lists of learning outcomes can be organised in more than one way. The lists below are both parallel. The first uses full sentences while the second begins each item in the list with a bare infinitive that connects back to a short introductory phrase.

Learning outcomes	Learning outcomes
	Students can
Students are able to explain the main theories of biological and cognitive development.	explain the main theories of biological and cognitive development,
Students can analyse the behaviour of adolescents in terms of the theories studied.	analyse the behaviour of adolescents in terms of the theories studied,
To explain the functions of biomolecules.	create a positive learning environment suited to the needs of adolescents.
Students can create a positive learning environment suited to the needs of adolescents.

Note also that outcomes are expressed in the present tense because they focus on an observable result.
For an extensive list of verbs that describe learning outcomes, see the Appendix.