Recent decades have seen an increasing stress on the need to monitor and manage educators, and hold them to account. This article argues that, while learning outcomes can be valuable if properly used, they have been misappropriated and adopted widely at all levels within the education system to facilitate the managerial process. This has led to their distortion. The claim that they can be made precise by being written with a prescribed vocabulary of special descriptors so as to serve as objective, measurable devices for monitoring performance, is fundamentally mistaken, and they may be damaging to education when used in this way. After a brief sketch of the background to the notion of learning outcomes, arguments are presented to show their vacuity and uselessness when misused in this way, and explanations of their inadequacies are offered.
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