How to Write Learning Outcomes

How to Write Learning Outcomes

Learning outcomes are the most important sentences you will write when designing a training course. They define what the course is actually for, guide every content and assessment decision, and are the first thing accrediting bodies scrutinise. Yet they are consistently the weakest element in submitted course documentation.

This guide explains what learning outcomes are, how to write them correctly, and the common mistakes to avoid.

What Is a Learning Outcome?

A learning outcome is a formal statement that describes what a learner will be able to do, know, or understand by the end of a course or learning unit. It is written from the learner perspective, not the teacher perspective, and it describes an observable, assessable achievement — not a process.

The distinction matters. "The course will cover the principles of colour theory" is a statement about teaching intent. "Learners will be able to identify the primary and secondary colour families and explain their interaction" is a learning outcome. One describes what the tutor will do; the other describes what the learner will achieve.

The Anatomy of a Learning Outcome

A well-written learning outcome has three components:

• Action verb — what the learner will do (demonstrate, explain, apply)
• Content — what specifically they will do it with (contraindications for a given treatment, the principles of aseptic technique)
• Condition or standard (optional) — the context or level of performance (safely, to industry standards, without prompting)

Example: "Demonstrate the safe application of [technique] on a model client to a professional industry standard."

Choosing the Right Action Verb

The action verb is the engine of the learning outcome. It determines the cognitive or practical level required and defines how the outcome can be assessed.

Knowledge and Recall

Use for foundational content: identify, list, name, recall, define, recognise, state

Example: "Identify the contraindications that would prevent or restrict treatment."

Comprehension and Explanation

Use when learners need to understand and explain, not just recall: explain, describe, summarise, outline, distinguish

Example: "Explain the physiological effects of [treatment] on the skin."

Application

Use for practical skills and applied knowledge: apply, demonstrate, perform, use, carry out, prepare, conduct

Example: "Perform a full client consultation and record findings accurately."

Analysis and Evaluation

Use for higher-level thinking: analyse, evaluate, assess, compare, justify, recommend

Example: "Evaluate a client consultation record and recommend an appropriate treatment plan."

Verbs to Avoid

These verbs are common in course descriptions but are not suitable for learning outcomes because they cannot be assessed:

• Understand — how do you prove understanding? Replace with "explain" or "apply"
• Know — replace with "identify" or "describe"
• Be aware of — vague and unassessable
• Appreciate — subjective and unmeasurable
• Learn about — this describes a process, not an outcome
• Gain knowledge of — replace with a specific knowledge-level verb

How Many Learning Outcomes Should a Course Have?

A single course or module should have 4–8 learning outcomes. Fewer than 4 suggests the scope is too narrow for a standalone course. More than 10 suggests the scope is too broad and the course should be split.

For a multi-unit programme, write 3–6 outcomes per unit. Each unit should have its own coherent set of outcomes that, together, contribute to the programme-level outcomes.

Aligning Outcomes with Assessment

Once your outcomes are written, map each one to an assessment activity. For every outcome, ask: how will a learner prove they have achieved this?

• Knowledge outcomes — written tests, oral questioning, short-answer questions
• Practical outcomes — observed practical assessments, video submissions, competency checklists
• Analytical outcomes — written assignments, case study analyses, reflective logs

If you cannot identify a realistic assessment activity for an outcome, the outcome is either too vague or impractical for your course format. Revise it.

Learning Outcomes and Accreditation

Accrediting bodies use learning outcomes as the central reference point for their assessment. They check that:

• Outcomes are specific and measurable
• Outcomes are appropriate for the level of the course
• Course content enables learners to achieve each outcome
• Assessments genuinely assess each outcome

A submission with strong learning outcomes will sail through the accreditation content review. A submission with vague or misaligned outcomes will generate revision requests regardless of how good the actual course content is.

Worked Example

Below is an example of weak outcomes rewritten as strong outcomes for a one-day nail technician course:

Before (weak):

• Learners will understand nail anatomy
• Learners will learn about nail conditions
• Learners will know how to prepare for treatments
• Learners will gain knowledge of gel application

After (strong):

• Describe the structure and function of the nail unit and its surrounding tissues
• Identify common nail conditions and contraindications and explain the appropriate course of action for each
• Prepare a treatment area and client to industry hygiene and safety standards
• Demonstrate the full gel manicure process from preparation to finished result on a model client

Frequently Asked Questions

Should learning outcomes be written in the past or present tense?

Convention varies, but most UK accrediting bodies prefer them written as "Learners will be able to..." or using the infinitive form: "Identify the contraindications...". Consistency within a course matters more than which convention you use.

Can I have the same learning outcome for multiple modules?

Programme-level outcomes can be shared across modules, but each module should also have its own distinct unit-level outcomes. Identical outcomes across multiple modules suggest insufficient differentiation.

Do learning outcomes need to match National Occupational Standards?

Not necessarily, but for courses where National Occupational Standards exist, aligning your outcomes with them strengthens your accreditation case and improves insurance recognition prospects.

How do I write outcomes for an awareness or CPD short course?

Short awareness courses typically use knowledge-level verbs: identify, describe, explain, recognise. Even a 2-hour CPD session should have 3–4 clear outcomes. This is what allows it to be counted as formal CPD rather than informal learning.