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.
Observable: Faculty can observe student demonstration of the outcome.
Measurable: Faculty can articulate the degree to which students have accomplished the outcome.
Aligned to the Curriculum: A curriculum map has been created and shared with all program or course faculty.
Verb use: Action verbs are used.
Verb use: It is clear what action is expected of the students.
Verb use: It is clear that the students are the ones expected to do the action.

²³Stiehl, R. & Sours, L. (2017). The outcome primer: Envisioning learning outcomes. Corvallis, Oregon: The Learning Organization.