This resource will help you understand quality learning outcomes, and how program learning outcomes (PLOs), course learning outcomes (CLOs) and weekly learning outcomes (WLOs) are aligned to enhance teaching and learning. It outlines the Australian Higher Education policies and guidelines that underpin learning outcomes at a program level.
Your learning outcomes are considered and endorsed through existing academic governance processes including deliberations at College Teaching and Learning Committees and the University Program and Course Approval Committee. New course proposals require a high level of detail, including the details of learning outcomes, assessment, and constructive alignment. If you are considering making changes, want more specific advice, or need support to constructively align your learning outcomes to learning activities, please reach out to ldti@newcastle.edu.au
Defining Learning Outcomes
A learning outcome is a clear and measurable statement of what a learner is expected to be able to do, know about, and/or value at the completion of a learning experience. Learning outcomes can appear at the weekly, course, and program level.
Learning outcomes set clear expectations for students and support self-directed learning for students to succeed as they understand exactly what is required of them. Constructively aligning learning outcomes across program, course, weekly learning activities, and assessments creates meaningful connections for students.
There are three different categorisation of learning outcomes. There are Program Learning Outcomes, Course Learning Outcomes, and Weekly Learning Outcomes.
PLOs describe what a student should know and be able to do upon completion of a program. When developing PLOs you should consider the Higher Education Standards Framework, and the application of knowledge and skills that characterise education in the discipline. You should also consider alignment with the University’s Graduate Attributes, Australian Quality Framework (AQF) descriptors, and any professional accreditation requirements.
CLOs describe what a student should know and be able to do upon completion of a course. New (and revised) course proposals must include details of CLOs and the alignment of assessment to CLOs. These can only be amended prior to the commencement of term by submitting course revisions (via your School Teaching and Learning Commitee) for consideration.
WLOs are informal goals that work towards supporting student learning across the teaching period to meet course learning outcomes. WLOs provide students with a clear understanding of what they are expected to learn and achieve each week. They help guide study and engagement by breaking down broader CLOs into manageable goals.
Program Learning Outcomes (PLOs)
Program Learning Outcomes (PLOs) identify the high-level skills and capabilities students must demonstrate to graduate from a degree program. The following factors informs the creation of program learning outcomes:
- Industry demand and employment / labor market signals
- Discipline Research Strengths
- Marketing insights
- Degree level as defined by the Australian Qualifications Framework.
- Program mode of delivery
- The Higher Education Standards Framework (Threshold Standards), which outline the required achievement of different classes of learning outcomes (see Standard 1.4.2) including specific, generic, employment-related, and life-long learning outcomes, and that all learning outcomes are assessed prior to completion of the course of study, irrespective of how and where they are assessed (see Standard 1.4.4)
- Alignment with the University of Newcastle graduate attributes, strategic plan and other guiding policies.
- Where applicable, requirements for professional accreditation.
Course Learning Outcomes (CLOs)
Course Learning Outcomes (CLOs) map achievement towards PLOs across a degree program. At the University of Newcastle programs (degrees) are comprised of courses that are either elective or core courses. The following inform the creation of course learning outcomes:
- role the course plays in the developmental learning experiences within the program degree through and towards specific knowledge, skills and the application of knowledge and skills as informed by the Australian Qualifications Framework.
- contribution that core courses make to the PLOs including accreditation requirements, graduate attributes, TEQSA requirements, threshold learning outcomes, etc.
- nature of the assessment tasks and the teaching and learning activities and experiences that support students in succeeding in the assessment.
Weekly Learning Outcomes (WLOs)
Weekly learning outcomes map across the course teaching period to scaffold learning and constructively align all course learning. These are informal goals that you can employ in your course design, and/or share them with students to clearly scaffold learning and assessment. Students are often assessment-led so sharing weekly learning outcomes can encourage active student learning, encourage reflective practice, clarify and emphasise the value of the chosen learning activities, and provide feedback and affirmation as students progress through the course. Find out more about writing WLOs.
Effective learning outcomes are measurable, observable. They are specific statements that clearly indicate what a student should know and be able to do as a result of learning.
Learning outcomes can be constructed in the following formula:
The above graphic is adapted from UNSW Teaching Practice Educational Design and Macquarie University FILT (2015).
The below provides an accessible option to the graphic above.
| Action Verb + | Content/topic + | Context + | = Demonstrable Outcome |
|---|---|---|---|
| Construct | a reference list | using an appropriate disciplinary style | Construct a reference list using an appropriate disciplinary style, e.g. APA 7th. |
| Justify | wellbeing solutions | to health care providers | Outline and explain reasons that justify particular hospital case study solutions to health care providers. |
| Apply | principles of good learning and teaching | in higher education | Outline your approach to teaching, drawing on your own reflection, student and peer feedback, as well as educational literature. |
| Synthesise | elements of a claim or defence | according to law | Prepare court documents that synthesise case law for a claim or defense scenario in accordance with the relevant court rules. |
The first step to writing good learning outcomes is to first decide the behaviour you wish your students to demonstrate. It should be something that is observable and measurable to make it easier for students to demonstrate, and for staff to assess. This behaviour is associated with the action verb as outlined in the above formula.
One way to frame and scaffold action verbs is through Bloom’s Revised Taxonomy (2001). Bloom’s Revised Taxonomy is a framework for categorising educational goals by linking to cognitive process that build from behaviour such as remembering information to more complex behaviour such as evaluating and creating. The revised version renames and reorders the levels to focus on intellectual skills and the development of critical thinking and problem-solving abilities. These categories are a useful way to support your planning of student learning across the program, course, and week.
Below is a table of useful action verbs that are mapped against Bloom’s Revised Taxonomy.
 |  |  |  |  |  |
|---|---|---|---|---|---|
|
arrange cite collect define describe duplicate enumerate find identify label list locate match memorise name order quote recall recognise record relate repeat reproduce select show state |
associate classify compare contrast convert describe estimate examples explain extend generalise give identify interpret justify locate outline paraphrase predict recognise report restate review select summarise trace translate |
apply calculate chart choose classify complete compute construct contribute develop discover dramatise employ experiment extend illustrate implement instruct interpret modify operate participate practice predict show solve teach test use |
advertise analyse break down categorise classify collect compare connect contrast correlate criticise diagram differentiate distinguish divide establish examine explain identify illustrate infer investigate order outline prioritise question select separate verify |
appraise argue assess choose conclude convince criticise critique debate decide defend determine discriminate evaluate grade integrate interpret judge justify predict prioritise rate recommend reframe score select support value |
adapt anticipate arrange assemble collect combine compile construct decide design develop facilitate formulate generate generalise imagine incorporate individualise integrate invent modify negotiate organise plan propose rearrange reconstruct reorganise |
Teaching, learning and assessment activities should be coherently arranged to support progressive attainment of learning outcomes.
Constructive alignment is a fundamental principle of curriculum design in higher education that is comprised of aligning the three key elements of teaching and learning (Biggs & Tang, 2011):
- Learning Outcomes (LOs) - What students are expected to be able to know, understand, or do by the end of a learning experience (the what).
- Teaching and Learning Activities (TLAs) - The methods, approaches, and activities used to help students achieve the learning outcomes (the how).
- Assessment Tasks - The methods used to provide students with opportunities to demonstrate attainment of learning outcomes, and allow staff to make trustworthy judgements about their progress (the achievement).
As outlined above, constructive alignment begins by considering the learning activities and evidence of achievement linked to each learning outcome. The more outcomes that are included in courses and programs, the more evidence (gathered through assessment) of achievement is required.
As the Higher Education Standards require that methods of assessment are capable of “confirming that all specified learning outcomes are achieved”, careful consideration should be given to the number of CLOs and PLOs.
Where there is unavoidable need (e.g. due to external accreditation requirements) to deviate from this recommendation, ensure there is capacity to assess all outcomes adequately and for students to achieve them without exceeding typical Student Workload requirements.
Creating learning outcomes that explicitly address the appropriate and purposeful use of GenAI can help to ensure students engage with GenAI critically, creatively, and ethically.
Incorporating Generative AI (GenAI) into Learning Outcomes
Align with Course Goals and Graduate Attributes
Identify how GenAI supports the broader goals of your course or program. Consider how it can enhance critical thinking, creativity, digital literacy, or ethical reasoning.
Example: Demonstrate ethical and effective use of Generative AI tools in the research and writing process.
Use Action-Oriented Verbs
Frame outcomes using verbs from Bloom’s Taxonomy that reflect cognitive engagement with GenAI.
Examples:
- Understand: Explain how GenAI models generate content.
- Evaluate: Critically assess the reliability and bias of GenAI outputs.
- Create: Use GenAI tools to generate original ideas or prototypes.
- Apply: Integrate GenAI into discipline-specific workflows.
Embed Ethical and Responsible Use
Ensure students learn to use GenAI responsibly, with attention to academic integrity, data privacy, and bias.
Example: Apply ethical principles when using GenAI tools to support decision-making in professional practice.
Encourage Reflective and Critical Thinking
Learning outcomes should prompt students to reflect on the role of GenAI in their discipline and society.
Example: Reflect on the implications of GenAI for future professional roles and societal impact.
Tailor to Discipline-Specific Contexts
Customise outcomes to reflect how GenAI is used in your field—whether it’s generating code, analysing data, composing music, or drafting legal documents.
Example (Engineering): Use GenAI tools to assist in the design and documentation of engineering solutions, while validating outputs through technical standards.
Example (Education): Design a lesson plan that integrates GenAI tools to support differentiated learning.
Scaffold Across Levels
Introduce GenAI gradually across course levels, from basic awareness to advanced application and critique. You can use Bloom's Revised Taxonomy and the action verbs as above to help frame the observable learning as it progresses.
Examples:
- 1000 Level: Identify appropriate GenAI tools for academic tasks.
- 2000 Level: Use GenAI to support the development of project proposals.
- 3000 Level: Critique the use of GenAI in scholarly and professional contexts.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.