Learning objectives
Each syllabus contains a list of learning outcomes.
They should be read along with the syllabus content.
A learning outcome has two purposes:
- To define the skill or ability that you should be able to show in the exam
- To demonstrate how the examiner is likely to approach the exam question
The verbs we use at the beginning of each learning outcome relate to a specific learning objective – see the table below.
The verb used in the learning outcome actually tells you what you need to be able to do in the exam.
For example:
‘Evaluate costing systems for decision-making’
The verb ‘evaluate’ is listed within a high level learning objective.
Learning objectives are hierarchical. The verbs used in the learning outcomes may be replaced in exam questions by lower level verbs – but not higher level verbs. Because ‘evaluate’ is within learning objective ‘5 Evaluation’ you will also be expected to be able to demonstrate all the learning objectives lower than it in the exam.
Read this article (PDF 122KB) by David Harris for a full explanation of the importance of verbs, both in the syllabus and exam questions, and to find out how you should approach exam questions in order to maximise your mark earning potential.
A list of the learning objectives and the verbs we use in the syllabus and exams are below:
Learning objective |
Verbs used |
Definition |
|---|---|---|
| 1. Knowledge What you are expected to know |
List | Make a list of |
| State | Define | |
| Express, fully or clearly, the details/facts of | Give the exact meaning of | |
| 2. Comprehension What you are expected to understand |
Describe | Communicate the key features of |
| Distinguish | Highlight the differences between | |
| Explain | Make clear or intelligible, or state the meaning of | |
| Identify | Recognise, establish or select after consideration | |
| Illustrate | Use an example to describe or explain something | |
| 3. Application Can you apply your knowledge? |
Apply | Put to practical use |
| Calculate/compute | Ascertain or reckon mathematically | |
| Demonstrate | Prove with certainty or exhibit by practical means | |
| Prepare | Make or get ready for use | |
| Reconcile | Make or prove consistent/compatible | |
| Solve | Find an answer to | |
| Tabulate | Arrange in a table | |
| 4. Analysis Can you analyse the detail of what you have learned? |
Analyse | Examine in detail the structure of |
| Categorise | Place into a defined class or division | |
| Compare and contrast | Show the similarities and/or differences between | |
| Construct | Build up or compile | |
| Discuss | Examine in detail by argument | |
| Interpret | Translate into intelligible or familiar terms | |
| Produce | Create or bring into existence | |
| 5. Evaluation Can you use your learning to evaluate, make decisions or recommendations? |
Advise | Counsel, inform or notify |
| Evaluate | Recommend | |
| Appraise or assess the value of | Advise on a course of action |
