The outcomes of learning mean the terminal behaviour in terms of performance or achievement by the student. Learning outcome should be and interpreted in terms of different categories of leaning capability.

Learning outcomes constitute the objectives of teaching learning experience. The expected learning outcomes have to be based on the level of learning in the three domains. If we consider in a broader perspective, learning outcomes, are derived from the curriculum i.e. a sum total of teaching learning experience.

It is derived from the broader aims of education. In this way, intended or expected learning outcome are specific objectives which signify the levels of learning in any of the three domains i.e. cognitive, affective and psychomotor.

Formulation of specific objectives helps us in distinguishing various aspects of learning such as affective cognitive and psychomotor.

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It also helps in making learning more articulate at various levels. These levels are cognitive, affective and psychomotor.

They also help in the following fields:

1. Planning proper learning situations.

2. Identifying specific learning problems of student as they facilitate specific assessment of learning.

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Specific objectives are formulated in the beginning of instructional planning statement with specific objectives should have the following characteristics:

1. The kind of behavioural outcomes expected

(a) as a result of learning, and

(b) the content to be covered.

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2. An objective should be stated in terms of student behaviour or learning outcomes.

3. A behavioural objective should clearly indicate (with respect to the learner) as under:

(a) Specific action verb i.e. performance.

(b) Conditions under performance to be shown.

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(c) The extent to which performance to be shown i.e. minimum standards.