Title: Outcomes of learning and knowledge standards in primary education
Abstract: Learning outcomes and standards in the current educational policies regarding knowledge are given the great importance as a means of improving the quality of basic education. Learning outcomes show what a student should know and standards define the level at which a particular outcome can be achieved (e.g. elementary, intermediate, advanced). The aim of this paper is to show the possibilities and advantages of Bloom's taxonomy in the development of learning outcomes and their operationalization by the standards of knowledge. In the paper, we have done theoretical-conceptual analysis of relevant literature and research findings regarding this outcome. Results of the analysis indicate a range of desirable effects of education, defined outcomes and standards of achievement, which are expressed. Outcomes allow specification of activities for students and teachers, better monitoring of the learning process, development of standards of knowledge, based on all of that and more objective evaluation of student achievement. Therefore, greater commitment to academics and education policy makers making well-based learning outcomes and create different standards of achievement as a means of improving the effects of teaching and learning are recommended. Application of Bloom's taxonomy as a theoretical and conceptual framework for the development of learning outcomes and achievement standards can be very productive, as explained in the paper.