Writing Outcomes

How do we write outcomes?

1. Outcomes begin with an active verb (a word describing what action will be done) followed by an object and a qualifier (which is optional)

e.g. By the end of the lesson the learner should be able to

Verb	Object	Qualifier
draw	an isosceles triangle	accurately
apply	punctuation	correctly
manage	files	in Explorer

These verbs should demonstrate the learner's ability or competence to do something. The assessment will eventually seek evidence of this ability. Therefore the outcome has to be measurable.

Certain verbs should be avoided because they do not demonstrate what OBE is trying to achieve or are too vague or are not easily measurable. Verbs to be avoided are:

Know Appreciate Believe Remember Value Be aware of Understand Think Acquire Feel Consider Learn

Useful, measurable verbs (reflecting Bloom’s Taxonomy) for developing outcomes are:

Knowledge	Understanding	Application	Analysis	Synthesis	Evaluation
Define Describe Identify Label Locate Name Recognise Select State	Compare Define Describe Distinguish Explain Generalise Illustrate Infer Interpret Match Paraphrase Restate Select Summarize	Adapt Compute Discover Draw Gather Graph Modify Operate Prepare Revise Show Solve Survey Use	Categorize Classify Compare Contrast Decipher Deduce Differentiate Distinguish Explain Generalize Infer Predict Relate Solve	Combine Compose Create Depict Design Develop Incorporate Integrate Invent Organise Plan Predict Produce Structure	Appraise Critique Decide Evaluate Judge Justify Recommend

Loosely applied, the columns further to the right of the table above identify skills that are more challenging to learners’ thinking skills. In the course of your curriculum planning you should try to include outcomes across the range of columns, with the more common outcomes coming from the three left-hand columns.

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2. Outcomes are rooted in critical outcomes

Critical cross-curricular outcomes are broad outcomes which have been identified as being important to include in our approach to teaching and learning as often as possible. There are seven original outcomes and an additional five, stated as follows:

Original seven outcomes

Learners will:

communicate effectively using visual, mathematical and/or language skills in the modes of oral, written and/or presentation work;
identify and solve problems by using creative and critical thinking;
organise and manage themselves and their activities responsibly and effectively;
work effectively with others in a team, group, organisation and community;
collect, analyse, organise and critically evaluate information;
use science and technology effectively and critically, showing responsibility towards the environment and the health of others;
understand that the world is a set of related systems. This means that problem-solving contexts do not exist in isolation

Additional outcomes

Learners will:

Reflect on and explore a variety of strategies to learn more effectively;
Participate as a responsible citizen in the life of local, national and global communities;
Be culturally and aesthetically sensitive across a range of social contexts;
Explore education and career opportunities;
Develop entrepreneurial opportunities.

It is important to refer back to these whenever you are designing lesson activities and to try to incorporate one or more in your lessons as often as is possible.

3. Outcomes should be brief, concise statements of knowledge, skills and/or values. They should be easy for the readers to understand.

4. Outcomes should not include any assessment criteria.

Choose three lessons which you have taught recently and write outcomes for them.

More about outcomes.

We have been dealing with outcomes written by you for specific lesson modules, so that you are influenced in what you do to guide the learners in their learning. You have already been introduced to critical cross-curricular outcomes that form the foundation of our approach to learning.

Sixty six specific outcomes have been identified. These are descriptions of the set of skills that are considered important in the learning area(s). Try to familiarise yourself with the specific outcomes in the learning area(s) that are applicable to your subject. Realise, of course, that the traditional view of the subject will change as Curriculum 2005 is introduced into the Grades in which you teach.