Research Guides: IMPACT Resources for Teaching and Learning: Writing Learning Outcomes

Selecting Verbs and Domains of Learning

You will want your outcomes and objectives to use clear, measurable, and precise language to help your students recognize what it is they will be able to do, know, or value as a result of your course. Some popular frameworks for understanding verbs and domains of learning are Dee Fink's Taxonomy of Significant Learning and Benjamin Bloom's Taxonomy of Educational Objectives. Below are resources for writing learning outcomes and objectives, including lists of learning domains, action verbs, and more.

A Model of Learning Objectives
Resources on Bloom's taxonomy (revised version) from the Iowa State University Center for Excellence in Learning and Teaching.
Cognitive Domain Action Verbs (Bloom)
A PDF of action verbs from Bloom's Taxonomy from Davenport University.
Student Learning Outcome Resources
List of resources on how to write student learning outcomes from the National Institute for Learning Outcomes Assessment.
Verbs for Significant Learning Objectives (Fink)
Explore possible action verbs that align with Dee Fink's dimensions of learning from the University of Delaware's Center for Teaching and Assessment of Learning.

Purdue Foundational Learning Outcome Rubrics

Many courses at Purdue are part of the core undergraduate curriculum and are expected to meet learning outcomes identified by the Undergraduate Curriculum Council. Explore the Purdue University undergraduate learning outcomes on the following topics:

Information Literacy
Oral Communication
Written Communication
Science, Technology, and Math
Human Cultures

Further Reading about Learning Outcomes

Delany, C., Kosta, L., Ewen, S., Nicholson, P., Remedios, L., & Harms, L. (2016). Identifying pedagogy and teaching strategies for achieving nationally prescribed learning outcomes. Higher Education Research and Development, 35(5), 895-909.
Duchatelet, D., Bursens, P., Donche, V., Gijbels, D., & Spooren, P. (2018). Student diversity in a cross-continental EU-simulation exploring variation in affective learning outcomes among political science students. European Political Science, 17(4), 601-
Kubiak, C., Walker, S., Draper, J., Clark, E., Acton, F., Rogers, J., Rogers, M., Dearnley, C. (2020). 'They come with their own ideas of what they want': Healthcare educator, advanced practice student and manager perspectives on learning outcomes. Journa
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Full citation: Kubiak, C., Walker, S., Draper, J., Clark, E., Acton, F., Rogers, J., Rogers, M., Dearnley, C. (2020). 'They come with their own ideas of what they want': Healthcare educator, advanced practice student and manager perspectives on learning outcomes. Journal of Education and Work, 33(4), 315-325.
Lynch, D.R., Russell, J.S., Evans, J.C., & Sutterer, K.G. (2009). Beyond the cognitive: The affective domain, values, and the achievement of the vision. Journal of Professional Issues in Engineering Education and Practice, 135(1), 47-56.
Mulcare, D.M., & Shwedel, A. (2017). Transforming bloom's taxonomy into classroom practice: A practical yet comprehensive approach to promote critical reading and student participation. Journal of Political Science Education, 13(2), 121-137.
Schoepp, K. (2019). The state of course learning outcomes at leading universities. Studies in Higher Education (Dorchester-on-Thames), 44(4), 615-627.