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