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DON'T STRESS OUT ABOUT LEARNING OUTCOMES. The reviewer of your project will look into them very closely. You can't make mistakes here, but you won't if you...follow me!


Learning outcomes are statements of what PARTICIPANTS will learn during their mobility experience as you described it in the activities. The statements are focused on learning (What will they will learn in that specific time span of the mobility?). These statements should include a verb phrase and an impact ("in order to") phrase -- what participants will do/be able to do and how they will apply that skill or knowledge in their daily practice.

“Bloom's Taxonomy of Educational Objectives (published in 1956 and revised in 2001) gives you a way to express learning outcomes in a way that reflects cognitive skills.”


There are 5 levels (lowest to highest cognitive skills):

  1. Knowledge/remembering

  2. Comprehension/understanding

  3. Application/applying

  4. Analysis/analyzing

  5. Evaluation/evaluating

  6. Synthesis/creating

You can use Bloom's taxonomy to identify verbs to describe participants’ learning. Examples of learning outcomes might include:

  1. Knowledge/Remembering: define, list, recognize;

  2. Comprehension/Understanding: characterize, describe, explain, identify, locate, recognize, sort;

  3. Application/Applying: choose, demonstrate, implement, perform;

  4. Analysis/Analyzing: analyze, categorize, compare, differentiate;

  5. Evaluation/Evaluating: assess, critique, evaluate, rank, rate;

  6. Synthesis/Creating: construct, design, formulate, organize, synthesize.

You can learn more about Bloom's TAXONOMY here

---> https://www.youtube.com/watch?v=4DgkLV9h69Q

You need to remember that those learning outcomes need to be


Specific - Meaningful - Achievable - Relevant - Time-bound - Evaluate - Re-evaluate

SOURCE: https://www.weighandwin.com/blog/index.php/tag/smarter-goals/


Obviously those examples might be far away from your project idea, but mind the terms used and the elements that these few points try to set out:

  1. Capacity to integrate knowledge and to analyse, evaluate and manage the different public health aspects of disaster events at a local and global levels, even when limited information is available.

  2. Capacity to describe, analyse and evaluate the environmental, social, cultural, economic, legal and organisational aspects influencing vulnerabilities and capacities to face disasters.

  3. Capacity to work theoretically and practically in the processes of disaster management (disaster risk reduction, response, and recovery) and relate their interconnections, particularly in the field of the Public Health aspects of the disasters.

  4. Capacity to manage the Public Health aspects of the disasters.

  5. Capacity to obtain, analyse, and communicate information on risks, relief needs and lessons learned from earlier disasters in order to formulate strategies for mitigation in future scenarios with the ability to clearly present and discuss their conclusions and the knowledge and arguments behind them.

  6. Capacity to design and perform research on the different aspects of the emergencies and disaster events while demonstrating insight into the potential and limitations of science, its role in society and people’s responsibility for how it is used.

  7. Capacity to analyse and evaluate research work on the field of emergencies and disaster while demonstrating insight into the potential and limitations of science, its role in society and people’s responsibility for how it is used.


All in all, learning outcomes usually follow the FORMAT:

“At the end of the mobility, participants will be able to insert verb here + insert knowledge, skills, or attitudes the participant is expected to develop here.”

For example, “At the end of the mobility period, participants will be able to evaluate the specific attitude/game to be implemented in each specific multicultural class.”

"Examples that are SPECIFIC and relatively EASY to measure…

  • …will be able to read and demonstrate good comprehension of text in areas of the student’s interest or professional field.

  • …will demonstrate the ability to apply basic research methods in psychology, including research design, data analysis, and interpretation.

  • …will be able to identify environmental problems, evaluate problem-solving strategies, and develop science-based solutions.

  • …will demonstrate the ability to evaluate, integrate, and apply appropriate information from various sources to create cohesive, persuasive arguments, and to propose design concepts." (The University of Rhode Island)

The LEARNING OUTCOMES that you will have identified, will have to be assessed. You can use the ECVET system to do that. To have a brief and concise introduction to the assessment of learning outcomes you might want to watch this video:

Video credits: @LOASA Project

Infoproducts Shop

This course is a very intuitive, step-by-step guide on how to approach the learning outcomes section in your project proposal. It provides real life examples as well as it will give you web sources where to get further information and examples. Buy here:


This is a guide about Learning Outcomes and most importantily All You Need to Know to Write Measurable Learning Outcomes in Consistent Learning Units. The guide will explore the mental process to follow when envisioning this very important side of your project planning, which will also be fundamental for your project management of individual results. Buy here:


Are you writing a project on the mobility of students & staff? Erasmusnet can help you manage your mobility in many different location, providing administration, accommodation and tutoring services!

You can contact our reference person Paola Panfili at info@erasmusnet.org and book a Skype call to discuss your project implementation.

Hugs and best luck on your project from the Erasmusnet team!

- Erasmusnet