Outcomes typically need to be declared to students as part of “Best Practice”. I doubt that many students pay much attention to them, and it’s probably best that they don’t. Their primary use is to guide course development to ensure that teaching and assessment align with intended outcomes. Of course, many things can’t be measured well – if at all – and when this happens we need to think carefully about assessment. Rubrics suffer from some of the same constraints as outcomes and may inadvertently focus students’ attention on narrow performance objectives which may be simplistic or located toward the lower end of the cognitive scale.