The Need to Know Information
Main Function
Learning outcomes should exist to communicate what a student is expected to know or do after successfully completing an activity, course, program, degree, or other academic credential.
Key Points to Know
- Outcomes should focus on the major learning that shows what students should be able to do or remember a few years after successfully completing an academic experience.
- Outcomes should communicate these learning expectations to students, faculty, and the public.
- Outcomes should describe actions that student can achieve in a way that faculty can measure.
Benefits
Good learning outcomes
- provide clear instructional goals for faculty members, helping them focus curriculum on content and concepts that are most important;
- present clear expectations for the students; and
- position institutions to be accountable for student learning and learning improvement.
Learning Outcomes Self-Assessment
Take the self-assessment below related to learning outcomes in general, at Palm Beach State College, and in one or more courses that you teach. Answers are discussed throughout Part 1.
(1) If you had to pick only five things students would know or could do as a result of completing your course successfully, what would make the this “top five” list?
1.
2.
3.
4.
5. |
| (2) List your current course learning outcomes (CLOs). How well do those outcomes capture the critical learning expectations you listed in Question #1? If the current CLOs do not capture what you believe is important in the course, are you aware of the required process to revise the CLOs? |
| (3) Do your current CLOs measure higher-level thinking skills? Do you believe these levels are an appropriate expectation for this course? Why or why not? |
| (4) A health course has the following CLO: “Students will learn the respiratory system.” How could this be rewritten to show clearer expectations of the students? |
| (5) What are the institutional learning outcomes at Palm Beach State College, and how do they support general education? |
| (6) In what ways are institutional learning outcomes different from course learning outcomes? In what ways are they the same? |
| (7) What differences exist between declared, taught, and learned curriculum, and how do learning outcomes help resolve these differences? |
Defining Learning Outcomes
Terms such as goals, objectives, competencies, and proficiencies, are too often used interchangeably with the term outcomes. These terms do not always have the same meaning. Specifically, the term ‘outcome’ focuses on what the student will do while the term objective traditionally indicates what an instructor will do. So, we begin by defining learning outcomes. In short, well-written learning outcomes are statements that clearly articulate what students are expected to be able to do after they successfully complete an activity, course, program, or degree.
| Well-written learning outcomes are statements that clearly articulate what students are expected to be able to do after they successfully complete an activity, course, program, or degree. |
At the institution or program level, learning outcomes are usually expressed broadly or in general terms. General education learning outcomes and program learning outcomes are examples of broad learning outcomes. Learning outcomes at the course level are more specific. In all cases, learning outcomes communicate value to students and the public, and these expectations for student performance provide a framework that allows faculty to build the curriculum.
Why Learning Outcomes are Necessary
An assessment model grounded in learning outcomes also supports the College’s mission to provide “student-centered teaching and learning experiences.” Learning outcomes keep the College focused on student learning and allow the College to remain in compliance with its regional accreditor, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). This handbook includes information related to the focus on student learning.
Core Questions
Learning outcomes and their assessment answer two important questions: (1) What do we want students to learn? and (2) How do we know they have learned it? These questions are relevant at the institutional, program, and course levels. The answers may seem obvious to some, but the answers are not always apparent within the curriculum. Consider, for example, what might be referred to as the three types of curriculum11: what is stated in the catalog, what instructors present to students, and finally, what students actually learn (Figure 3).
Figure 3. Three Types of Curriculum
The declared, taught, and learned curriculum types should, in theory, be the same, but without outcomes and assessment, there is no way to know if they are the same or not. Well-written outcomes help align the curriculum we declare and teach, and well-written outcomes provide the foundation for both the expectations of student learning and good assessment. Outcomes and assessment with a focus on student learning help instructors and an institution demonstrate that learning has occurred in a measurable way. This is a documented best practice that informs good teaching12. The process informs good teaching! This should be the most compelling reason to include learning outcomes and their assessment in the Palm Beach State College curriculum.
| The process informs good teaching! This should be the most compelling reason to include learning outcomes and their assessment in our curriculum. |
11Pridezux, D. (February 2003). Curriculum design. British Medical Journal, 326. doi: https://doi.org/10.1136/bmj.326.7383.268
12Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass; Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus Publishing, LLC.; Suskie, L.A. (2009). Assessing student learning: A common sense guide. San Francisco, CA: Jossey-Bass
Learning Outcomes at Palm Beach State College
It is important that faculty know Palm Beach State College has learning outcomes at three levels: institutional learning outcomes, program learning outcomes, and course learning outcomes. Outcomes are developed by faculty and are published online. Web links are provided with the brief descriptions that follow.
Institutional Learning Outcomes
The current institutional learning outcomes (ILOs)13 were developed through a process of review and revision that began in 2017-2018, culminating with five ILOs (below) that became effective in Fall 2019. Each ILO is measured by a rubric developed by faculty and adapted from the AAC&U VALUE rubrics.14 The ILOs represent a broad scope of learning expected within the Associate in Arts degree, and the competencies described in the ILO rubrics map to the major areas of general education (Appendix I). Many ILOs are supported by other credit degree and PSAV programs.
- Communication: Effectively articulate in written, oral, and nonverbal formats while responding to the needs of various audiences.
- Critical Thinking: Apply evaluative, creative, and reflective thinking to form justifiable conclusions.
- Information Literacy: Ethically and effectively locate, evaluate, and use information to create and share knowledge.
- Science, Technology, Engineering, Mathematics (S.T.E.M.): Employ a variety of quantitative or scientific methods or technology to analyze and apply information, design and evaluate processes, draw conclusions, and propose solutions related to S.T.E.M. content.
- Socio-Cultural Understanding: Explore diverse socio-cultural perspectives, their influence on society and history, and demonstrate an understanding of social responsibility.
13Find ILOs and rubrics at www.pbsc.edu/ire/CollegeEffectiveness/ilos-2018/default.aspx
14AAC&U is the Association of American Colleges and Universities; VALUE stands for Valid Assessment of Learning in Undergraduate Education (https://www.aacu.org/value/rubrics)
Program Learning Outcomes (PLOs)
Developing learning outcomes from the existing objectives in the state curriculum frameworks at the program level (A.S., ATD, CCC, ATC, and CCP) was a major focus in the 2006-07 academic year. Outcomes-based learning continues to be an ongoing practice that now includes bachelor’s degree programs also. Outcomes at this level are reviewed annually during program review, and faculty go through a curriculum process when there is a need to revise PLOs.15
15View PLOs at www.pbsc.edu/ire/CollegeEffectiveness/ProgramLearningOutcomes/default.aspx
Course Learning Outcomes (CLOs)
Course objectives were transformed into CLOs in 2007-2008. Having measurable and meaningful CLOs is an ongoing process that is gaining momentum. Every spring since 2014, faculty have been encouraged to review their outcomes, specifically looking to ensure adequate representation of what is expected of students in each course. Faculty must go through a curriculum process to revise learning outcomes, and revisions must be approved by the cluster and curriculum committee. The College’s assessment director is available to assist faculty with outcomes development when needed. Course learning outcomes are included in course syllabi and in course outlines.16
16Search course outlines for any course at www.pbsc.edu/utilities/CourseOutlines/
Benefits of a Curriculum Driven by Learning Outcomes
Learning outcomes provide an opportunity for faculty to evaluate course and program offerings in terms of student learning. Faculty can make a difference in the learning experiences of students at Palm Beach State by collaborating with each other to define clear expectations for learning that can then be communicated to students. The implementation of learning outcomes has been and continues to be a transformative experience of how we examine students and learning as the focus has turned to what students learn and how we can improve student learning. The process is also evolutionary, and we are constantly learning. The key is that a partnership in learning develops – students know what they will be able to do as the result of the learning, and faculty will have the tools to ensure that students are learning the stated outcomes. By focusing on learning outcomes, this partnership has other benefits for both the faculty and students.
| The key is that a partnership in learning develops – students know what they will be able to do as the result of the learning, and faculty will have the tools to ensure that students are learning the stated outcomes. |
Outcomes-based Curriculum Allows Faculty to…
- Know exactly what students are expected to learn in each course and know the recommend outcomes for programs and courses.
- Provide focus for developing appropriate learning experiences for students so that they have the knowledge, skills, and abilities to succeed.
- Empower students to become more involved with their learning experiences.
- Assess students’ learning and use results as a tool for improvement.
- Grow professionally as they step away from traditional teaching formats and try innovative pedagogies to get students more involved in the learning process.
Outcomes-based Curriculum Allow Students to…
- Know exactly what is expected of them.
- Become more involved in their learning experiences.
- Apply knowledge, skills, and abilities from one class to the next or to the workplace.
Developing Learning Outcomes
There are many issues to consider when developing outcomes for any curriculum. To borrow a concept from Stephen Covey, it is important to begin this process with the end in mind.17
Begin by asking, “What will the students be able to do upon successful completion (of the degree, the program, or the course)?” Consider in the answer the knowledge, skills, and abilities you might expect a student to have years after successfully completing your course or program. There may be several outcomes, and there is no magic number of outcomes for an institution, a program, or a course. What is important is that the essential components of learning are represented. Once a desired outcome is identified, it must be developed and written.
Author Ruth Stiehl (2017)18 provides an excellent four-part backward-design model for developing learning outcomes. Her model requires faculty to collaboratively consider and find consensus regarding the concepts and issues that students must understand and address, the skills students must master, the assessments that students must take to demonstrate mastery in class, and finally, what students can do after they finish the course or program. The result of this process is an outcome for the course, program, or institution (see Table 1).
Table 1. Ruth Stiehl Model for Writing Learning Outcomes (See Appendix J for template)
| Concepts & Issues |
Skills |
Assessment Tasks |
Intended Outcomes |
| What must the learners understand or resolve to demonstrate the intended outcome? |
What skills must the learners master to demonstrate the intended outcome? |
What will learners do “in here” to demonstrate evidence of the outcome? |
What do learners need to be able to do “out there” in the rest of life? |
Once the intended outcome is identified, it must be carefully written. Good outcomes clarify expectations of the faculty member to the student and ultimately the public, so ensuring the outcome is in fact “good” becomes important.
Several qualities characterize a good learning outcome, including these.
- Good learning outcomes include action verbs.
- Good learning outcomes clearly state who is to do the action.
- Good learning outcomes clearly state what action is to be done.
- Good learning outcomes are achievable.
- Good learning outcomes are observable.
- Good learning outcomes are measurable.
- Good learning outcomes are aligned to the curriculum.
Selecting Verbs for the Outcome
Verbs to avoid
When writing learning outcomes, stay away from verbs or phrases that are not easily observed or measured. Verbs such as understand, appreciate, comprehend, and learn, are very difficult to measure or observe. When faculty lean toward using one of these words, Stiehl and Sours (2017)19 suggest a way out. Begin with the phrase, “Use their understanding of _________ to…” They provide as an example an outcome for a geriatric program: “(Use their understanding of the aging process to) observe and respond to subtle living patterns and behaviors,” and they add that one can drop the first part to begin the outcome with the action verbs. The outcome immediately becomes observable and measurable: “Observe and respond to subtle living patterns and behaviors” (Stiehl & Sours, 2017. p 49).
Tempted to write, “Students will understand?” Stop! Instead, follow the advice of Stiehl and Sours (2017).
Begin with the phrase, “Use their understanding of _________ to…” They provide as an example an outcome for a geriatric program: “(Use their understanding of the aging process to) observe and respond to subtle living patterns and behaviors,” and they add that one can drop the first part to begin the outcome with the action verbs. The outcome immediately becomes observable and measurable: “Observe and respond to subtle living patterns and behaviors” (p 49).
|
Verbs to use
Use verbs that represent observable and measurable behaviors. These are verbs such as apply, demonstrate, describe, compute, explain, analyze, evaluate, compare, conclude, defend, and construct. Many educational institutions use Bloom’s taxonomy (1956) or some variation, such as Anderson and Krathwohl (2001), as a resource because it enables faculty to rely on precise language for expressing the learning outcomes of programs and courses.
The six categories of Bloom’s taxonomy allow a faculty member to assess a different type of skill or behavior in the course, starting from the lowest level of learning, the knowledge level, to the highest level, evaluation. The taxonomy is often presented visually as a pyramid (Figures 4, 5). In this representation, the most basic methods of cognition occur at the lowest levels; learning outcomes at the college level should focus on higher levels as often as possible.
Figure 4: Bloom’s Taxonomy Pyramid - Original
Figure 5. Bloom’s Taxonomy Pyramid – Revised
While many faculty are familiar with the levels in Bloom’s taxonomy, it is usually helpful to examine the variety of verbs that may be used to construct outcomes, assignments, and assessments when the goal is to articulate the type of behaviors that are desired. Three resource tables follow to provide examples of verbs that may be selected.
Table 2 (original Bloom’s) and Table 3 (revised version) define what is meant at each level of the taxonomy, and it provides related behaviors as verbs that can be selected when developing outcomes and related activities.
Table 2. Bloom’s Taxonomy: Definition and Related Behaviors
| Category |
Definition |
Related Behaviors |
| Knowledge |
Recalling or remembering something without necessarily understanding, using, or changing it |
define, describe, identify, label, list, match, memorize, point to, recall, select, state |
| Comprehension |
Understanding something that has been communicated without necessarily relating it to anything else |
alter, account for, annotate, calculate, change, convert, group, explain, generalize, give examples, infer, interpret, paraphrase, predict, review, summarize, translate |
| Application |
Using a general concept to solve problems in a specific situation, using learned material in new and concrete situations |
apply, adopt, collect, construct, demonstrate, discover, illustrate, interview, make use of, manipulate, relate, show, solve, use |
| Analysis |
Breaking something down into its parts; may focus on identification of parts or analysis of relationships between parts, or recognition of organizational principles |
analyze, compare, contrast, diagram, differentiate, dissect, distinguish, identify, illustrate, infer, outline, point out, select, separate, sort, subdivide |
| Synthesis |
Relating something new by putting parts of different ideas together to make a whole |
blend, build, change, combine, compile, compose, conceive, create, design, formulate, generate, hypothesize, plan, predict, produce, reorder, revise, tell, write |
| Evaluation |
Judging the value of material or methods as they might be applied in a specific situation, judging with the use of definite criteria |
accept, appraise, assess, arbitrate, award, choose, conclude, criticize, defend, evaluate, grade, judge, prioritize, recommend, referee, reject, select, support |
Table 3. Bloom’s (Revised20) Taxonomy: Definition and Related Behaviors
| Category |
Definition |
Related Behaviors |
| Remember |
Recalling something without necessarily understanding, using, or changing it |
define, describe, identify, label, list, match, memorize, point to, recall, select, state |
| Understand |
Understanding something that has been communicated without necessarily relating it to anything else |
alter, account for, annotate, calculate, change, convert, group, explain, generalize, give examples, infer, interpret, paraphrase, predict, review, summarize, translate |
| Application |
Using a general concept to solve problems in a specific situation, using learned material in new and concrete situations |
apply, adopt, collect, construct, demonstrate, discover, illustrate, interview, make use of, manipulate, relate, show, solve, use |
| Analysis |
Breaking something down into its parts; may focus on identification of parts or analysis of relationships between parts, or recognition of organizational principles |
analyze, compare, contrast, diagram, differentiate, dissect, distinguish, identify, illustrate, infer, outline, point out, select, separate, sort, subdivide |
| Evaluation |
Judging the value of material or methods as they might be applied in a specific situation, judging with the use of definite criteria |
accept, appraise, assess, arbitrate, award, choose, conclude, criticize, defend, evaluate, grade, judge, prioritize, recommend, referee, reject, select, support |
| Creating |
Putting pieces of information together in a new way; reorganizing parts into a different form |
blend, build, change, combine, compile, compose, conceive, design, formulate, generate, hypothesize, plan, predict, produce, reorder, revise, tell, write |
When reviewing options for verb use, the same verb may be used in more than one level. This is true because the outcome or activity to learn the associated skills influences how the verb is applied. Tables 4 and 5 (original and revised taxonomy) provide several verbs to help construct outcomes (or assignments, assessments, or learning activities) at each level of the taxonomy.
Table 4. Suggested Verbs for Each Level of Bloom’s Taxonomy
| Knowledge |
Comprehension |
Application |
Analysis |
Synthesis |
Evaluation |
| Change |
Account for |
Apply |
Analyze |
Arrange |
Appraise |
| Choose |
Change |
Assess |
Appraise |
Assemble |
Assess |
| Define |
Cite examples of |
Change |
Calculate |
Collect |
Choose |
| Identify |
Demonstrate use of |
Compute |
Categorize |
Compose |
Compare |
| Label |
Describe |
Demonstrate |
Compare |
Construct |
Confirm |
| List |
Determine |
Dramatize |
Conclude |
Create |
Consider |
| Match |
Differentiate between |
Employ |
Contrast |
Design |
Critique |
| Name |
Discriminate |
Generalize |
Correlate |
Develop |
Estimate |
| Organize |
Discuss |
Illustrate |
Criticize |
Devise |
Evaluate |
| Outline |
Estimate |
Initiate |
Debate |
Enlarge |
Judge |
| Recall |
Explain |
Interpret |
Deduce |
Explain |
Measure |
| Recognize |
Express |
Modify |
Detect |
Formulate |
Qualify |
| Record |
Identify |
Operate |
Determine |
Manage |
Rate |
| Recount |
Interpret |
Practice |
Develop |
Modify |
Review |
| Relate |
Justify |
Predict |
Diagnose |
Organize |
Revise |
| Repeat |
Locate |
Produce |
Diagram |
Plan |
Score |
| Reproduce |
Modify |
Quantify |
Differentiate |
Predict |
Select |
| Select |
Pick |
Quantify |
Distinguish |
Prepare |
Test |
| Underline |
Practice |
Relate |
Draw conclusions |
Produce |
Validate |
|
Recognize |
Schedule |
Estimate |
Propose |
Value |
|
Report |
Shop |
Evaluate |
Reconstruct |
|
|
Respond |
Solve |
Examine |
Re-organize |
|
|
Restate |
Suggest |
Experiment |
Set-up |
|
|
Review |
Use |
Identify |
Synthesize |
|
|
Select |
Utilize |
Infer |
Systematize |
|
|
Show |
Verify |
Inspect |
|
|
|
Simulate |
|
Inventory |
|
|
|
Summarize |
|
Predict |
|
|
|
Tell |
|
Question |
|
|
|
Translate |
|
Relate |
|
|
|
Use your own words |
|
Separate |
|
|
|
|
|
Test |
|
|
Table 5. Suggested Verbs for Each Level of Bloom’s (Revised21) Taxonomy
| Remember |
Understand |
Apply |
Analyze |
Evaluate |
Create |
| Choose |
Account for |
Apply |
Analyze |
Appraise |
Arrange |
| Define |
Change |
Assess |
Appraise |
Assess |
Assemble |
| Find |
Cite examples of |
Compute |
Calculate |
Choose |
Change |
| Identify |
Demonstrate use of |
Demonstrate |
Categorize |
Compare |
Compose |
| Label |
Describe |
Dramatize |
Compare |
Confirm |
Construct |
| List |
Determine |
Employ |
Conclude |
Consider |
Create |
| Match |
Differentiate between |
Generalize |
Contrast |
Critique |
Design |
| Name |
Discriminate |
Illustrate |
Correlate |
Estimate |
Develop |
| Outline |
Discuss |
Initiate |
Criticize |
Evaluate |
Devise |
| Recall |
Estimate |
Interpret |
Debate |
Explain |
Enlarge |
| Recognize |
Explain |
Modify |
Deduce |
Judge |
Formulate |
| Record |
Express |
Operate |
Detect |
Measure |
Invent |
| Recount |
Identify |
Organize |
Determine |
Rate |
Modify |
| Relate |
Interpret |
Predict |
Diagnose |
Review |
Plan |
| Repeat |
Justify |
Produce |
Diagram |
Revise |
Predict |
| Reproduce |
Locate |
Quantify |
Differentiate |
Score |
Prepare |
| Select |
Modify |
Quantify |
Distinguish |
Select |
Produce |
| Underline |
Pick |
Relate |
Draw conclusions |
Test |
Propose |
|
Practice |
Schedule |
Estimate |
Validate |
Reconstruct |
|
Recognize |
Solve |
Examine |
Value |
Re-organize |
|
Report |
Suggest |
Experiment |
|
Set-up |
|
Respond |
Use |
Identify |
|
Synthesize |
|
Restate |
Utilize |
Infer |
|
Systematize |
|
Review |
Verify |
Inspect |
|
|
|
Select |
|
Inventory |
|
|
|
Show |
|
Predict |
|
|
|
Simulate |
|
Question |
|
|
|
Summarize |
|
Relate |
|
|
|
Tell |
|
Separate |
|
|
|
Translate |
|
Test |
|
|
|
Use your own words |
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Finally, Stiehl and Sours (2017)22 recommend outcomes be written to represent what students should be able to do after leaving the current academic experience. In other words, an outcome should indicate what students will be able to do in another course, in a subsequent degree program, on a job, or even in life, after successfully completing the academic course or program. Table 6 provides ideas to promote such transferability.
Table 6. Using Verbs to Construct Outcomes that Translate Outside the Classroom
| Transferable Skill(s) |
Verbs that Lead to Evidence of the Skills |
| Creativity |
originate, imagine, begin, design, invent, initiate, state, create, pattern, elaborate, develop, devise, generate, engender |
| Psycho-motor skills |
assemble, build, construct, perform, execute, operate, manipulate, calibrate, install, troubleshoot, measure, transcribe |
| Self-appraisal or reflection on practice |
reflect, identify, recognize, evaluate, assess, criticize, judge, critique, appraise, discern, judge, consider, review, contemplate |
| Planning or management of learning |
plan, prioritize, access, use, select, explore, identify, decide, strategize, organize, delegate, order, manage, propose, design |
| Problem-solving |
identify, choose, select, recognize, implement, define, apply, assess, resolve, propose, formulate, plan, solve |
| Communication or presentation skills |
communicate, express, articulate, question, examine, argue, debate, explain, formalize, respond, rebut, justify, defend, listen, illustrate, demonstrate, organize, pace, model, summarize, inform, persuade |
| Interactive, interpersonal, or group skills |
accommodate, interact, collaborate, participate, cooperate, coordinate, structure, arbitrate, initiate, lead, direct, guide, support, decide, set goals, motivate, reflect, evaluate, recognize, enable, redirect, mediate |
In developing learning outcomes, faculty may need to consult existing course outlines as these list current outcomes. The State Course Numbering System Web page provides a search tool to find all approved and existing course numbers. Program faculty should ensure alignment to curriculum frameworks at the state level and specialized accreditors (if applicable). Links are below.
Table 7 provides sample outcomes at the institution, program, and course levels. Some examples are taken from actual outcomes at Palm Beach State College, while others are modified versions or written explicitly as an example for the table.
Table 7. Sample Outcomes (may or may not exist at PBSC)
| INSTITUTION LEVEL SAMPLES |
1. Critical thinking: Engage in purposeful reasoning to reach sound conclusions.
2. Ethics: Make informed decisions based on ethical principles and reasoning.
3. Information literacy: Find, evaluate, organize, and appropriately use information from diverse sources.
4. Communication: Employ writing, speaking, presenting, and reading skills to communicate appropriately and professionally to a variety of audiences.
5.Civility: Respectfully collaborate with diverse persons.
6. Mathematics: Use mathematical concepts to solve problems.
7. Humanities: Analyze creative arts and cultural perspectives. |
| PROGRAM LEVEL SAMPLES |
1. Accounting: Prepare basic financial statements.
2. Computer Programming: Develop application software that can access files and databases.
3. Environmental Science Technology: Explain the importance of ethics and data integrity in scientific studies.
4. Human Services: Apply knowledge of mental health and human service trends, issues, and regulations to inpatient, outpatient, and other programs within the human services delivery system.
5. Interior Design Technology: Plan interior spaces that efficiently address client needs, furniture and equipment requirements, budgets, and environmental issues.
6. Law Enforcement Officer: Demonstrate proficiency in all high liability skills (firearms, defensive tactics, vehicle operations, first aid, and dart firing stun gun).
7. Massage Therapy: Competently communicate with massage therapists, clients, patients, and health care providers.
8. Nursing: Appraise patient or client health status through analysis and synthesis of relevant data.
9. Surgical Technology: Demonstrate the skills required for surgical procedures. |
| COURSE LEVEL SAMPLES |
1. BSC 2420: Describe the major applications of modern molecular biotechnology and the implications of those applications.
2. ENC 1102: Compose non-fictional prose with a degree of formality appropriate to its subject, audience, and purpose.
3. LIT 2110: Identify significant ideas contributed to the world by international authors.
4. MAC 2233: Use integration to solve applications for business and economics.
5. MUL 1010: Analyze the stylistic characteristics of musical compositions.
6. POS 1041: Analyze national and domestic interests and foreign policy-making practices in the United States.
7. PSY 2012: Compare the theoretical principles that formed the field of psychology. |
Outcomes may also include the expected result of the action, or the result may be stated separately as a target or benchmark. Examples of a health course learning outcome are shown both ways in Table 8.
Table 8. Options for Writing Learning Outcomes*
| Outcome and target written separately |
Target integrated into outcome |
Outcome: Students will identify consumer, political, and economic issues influencing health disparities in diverse populations.
Target: At least 80% of students will score 75 points or more on the 100-point unit test that requires demonstration of the skill stated in the outcome. |
At least 80% of students will identify consumer, political, and economic issues influencing health disparities in diverse populations by scoring 75 points or more on the related 100-point unit test. |
In each case, the instructor and students in this health class know what students are expected to do after completing the related unit in the class, and they know what students must do to prove they have accomplished the outcome. Faculty also know what to look for in the assessment results to communication the degree to which students are achieving the outcome. (Assessment is covered in Part 3 of this handbook).
17Covey, S.R. (2003). The seven habits of highly effective people: Restoring the character ethic. New York: Free Press. Covey says that to “begin with the end in mind” is Habit 2.
18The New Outcome Primers Series 2.0 (2017 includes six “primers” on outcomes and related topics, published by The Learning Organization, Corvalis, Oregon. Visit www.outcomeprimer.com
19Stiehl, R. & Sours, L. (2017). The outcome primer: Envisioning learning outcomes. Corvallis, Oregon: The Learning Organization.
20Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
21Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon
22Stiehl, R. & Sours, L. (2017). The outcome primer: Envisioning learning outcomes. Corvallis, Oregon: The Learning Organization.
Assessing the Quality of Learning Outcomes
Previously, it was suggested that all outcomes be achievable, observable, measurable, and that they are aligned to the curriculum. Additionally, each outcome should include action verbs, clearly state who is to do the action, and clearly state what action is to be done.
As a final check, it is wise to assess the quality of learning outcomes. Table 9 is adapted from Stiehl and Sours23 (2017, p. 51); the original scoring template varies in rating scale and categories; it is provided in Appendix K.
Table 9 . Scoring Guide to Assess Learning Outcomes
Scores: 1 = Not true at all; 2 = Partially true; 3 = Completely true.
|
| Characteristic of Learning Outcome Statement |
1 |
2 |
3 |
Suggestions for Improvements |
| Achievable: Students can master the skills sufficiently by the end of the program or course. |
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|
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| Observable: Faculty can observe student demonstration of the outcome. |
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| Measurable: Faculty can articulate the degree to which students have accomplished the outcome. |
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| Aligned to the Curriculum: A curriculum map has been created and shared with all program or course faculty. |
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| Verb use: Action verbs are used. |
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| Verb use: It is clear what action is expected of the students. |
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| Verb use: It is clear that the students are the ones expected to do the action. |
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23Stiehl, R. & Sours, L. (2017).
The outcome primer: Envisioning learning outcomes. Corvallis, Oregon: The Learning Organization.