by Ono Supriadi, Ph.D<\/p>\n
When discussing \u201cLearning Outcomes\u201d, the first thing comes up in mind is \u201cwhat is learning outcomes?\u201d. The phrase \u201cLearning outcome\u201d consists of the words \u201clearning\u201d and \u201coutcomes\u201d. \u201cLearning\u201d is the process of change. The Change through acquiring new or modifying existing thing[1]<\/strong><\/a>. Evidence that there has been a learning process is a change. For instance, the change from not knowing to knowing (knowledge); change from rogue to good (behaviour); change from not being able to be able (skills); change from inconsistency becomes more consistent (value), or change from one option to another (preference). Someone is said to have learned if there are changes in him; changes in knowledge, behaviour, skills, values, or preferences. Now, the word \u201coutcomes\u201d. \u201cOutcomes\u201d is the final results of a process or the possible or likely result of something[2]<\/strong><\/a>. The word \u201cintended\u201d in the phrase \u201cIntended Learning Outcomes\u201d means purposed, planned, proposed or expected. This implies that the learning process itself is the conscious process, and the expected outcomes result from the pre-designed learning activities. Last, the word \u201ccourse\u201d in the phrase \u201cCourse Intended Learning Outcome\u201d gives the context for learning outcomes which reflects the students\u2019 expected level of learning at a course level, not a program level, for instance. This context also implies that the faculty develops learning outcomes for individual courses within a program. The word \u201ccourse\u201d also indicates the content of learning activities which reflect the faculty and the community collectively identify as the essential knowledge, skills, attitude, etc., required by students in the subject area.<\/p>\n <\/p>\n Therefore, it could be inferred that \u201ccourse intended learning outcomes (CILO)\u201d is the (likely) changes that exist at the end of the learning process; it is \u201cwhat a learner is expected to know, understand and\/or be able to demonstrate after completion of a process of learning\u201d[3]<\/strong><\/a>; it is \u201c\u2026. what the learner will know and be able to do by the end of a course\u201d[4]<\/strong><\/a>; it is \u201c\u2026 specific knowledge, practical skills, areas of professional development, attitudes, higher-order thinking skills, etc., that faculty members expect students to develop, learn, or master during a course\u201d[5]<\/strong><\/a>; it is the designed changes expected to occur to a learner in his\/her knowledge, behavior, skills, values, and\/or preferences, etc., at the end of his\/her learning activities.<\/p>\n <\/p>\n <\/p>\n Below are the guidelines for writing CILOs. It is said that learning outcomes (LOs) written at the course level should do the following[6]<\/strong><\/a>:<\/p>\n <\/p>\n <\/p>\n One course or subject typically contains 5 \u2013 8 broadly stated learning outcomes (LOs) that represent students\u2019 integrated and essential learning of the course[vii]<\/strong><\/a>.\u00a0 The CILOs could be framed by using the acronym S-K-A[viii]<\/a> which stand for:<\/p>\n <\/p>\n To identify the skills, knowledge, and attitudes the students should gain throughout the course, the CILO statements could be written that begin:<\/p>\n <\/p>\n \u201cBy the time the students finish the course, they should be able to \u2026\u201d and then supplying a strong action verb<\/strong>. See the following CILO statements:<\/p>\n <\/p>\n When writing learning outcome statements it is often easier to use an action verb derived from the domains of learning outlined in Bloom\u2019s Taxonomy. See the table below[ix]<\/strong><\/a>:<\/p>\n\n
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