A learning outcome needs to be comprehensible to the people for whom it is written. Terms such as “cohesion”, “register” or “interlocutor” should be comprehensible to teachers and therefore useful for teaching and assessment.
However, if learning outcomes are going to be used on progress reports given to students, they need to be written in language that students understand. This may mean rewriting learning outcomes to avoid specialist language (e.g. “interlocutor”) or teaching key terms to students (e.g. “cohesion”).
