Student learning outcomes should focus on the end, not the means.

They should describe what students should be able to do after they’ve successfully completed your course or program, not the tasks they are to do while in your course or program. Good student learning outcomes often use concrete action words that align with taxonomies of knowledge. Table 1 aligns a number of verbs with Bloom’s taxonomy of knowledge.

Examples of statements that are not student learning outcomes:

  • Students will study at least one non-literary genre of art.[1]
  • The course emphasizes X, Y, and Z.
  • Students with be exposed to…
  • Students will participate in…

Examples of student learning outcomes for courses:

At the conclusion of your course, the student will be able to…

  • Art: Judge the effectiveness of the use of color in a work of art.
  • Biology: Make appropriate inferences and deductions from biological information. Understand each element of the scientific method.
  • Chemistry: Design an experiment to test a chemical hypothesis or theory. Explain chemical reactions not explicitly introduced in prior study.
  • Earth Science: Analyze the surface and subsurface (three-dimensional and four-dimensional) geologic characteristic of land forms.
  • English: Present original interpretations of literary works in the context of existing research on these works. Summarize the distinctive characteristics of Hemingway’s writing. Write a poem that uses imagery and structure typical of early 19th century American poets.
  • Environmental Studies: Critically evaluate the effectiveness of agencies, organizations, and programs addressing environmental problems.
  • History: Explain the impact of the Korean War on U.S.-Far East relations today.
  • Psychology: Write research reports in APA style. Apply APA guidelines for the ethical treatment of human research participants to research plans.
  • Women and Gender Studies: Use gender as an analytical category to critique cultural and social institutions.
  • Other examples: Design and conduct a research study. ­ Design a community service project. ­ Evaluate the validity of information on a website.

Selected References

Allen, M.J. (2004). Assessing Academic Programs in Higher Education. Anker Publishing. Driscoll, A., and Wood, S. (2007).

Developing Outcomes-based Assessment for Learner-centered Education. Stylus Publishing. Huba, M., and Freed, J. (2000).

Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn and Bacon. Suskie, L. (2004).

Assessing Student Learning: A Common Sense Guide. Anker Publishing. Walvoord, B. (2004).

Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. Jossey-Bass.

Table 1. Relevant Verbs Related to Bloom’s Taxonomy of Knowledge (modified from Allen, 2004)

Knowledge Comprehension Application
cite
define
describe
identify
indicate
know
label
list
match
memorize
name
outline
recall
recognize
record
relate
repeat
reproduce
select
state
underline
arrange
classify
convert
defend
describe
diagram
discuss
distinguish
estimate
explain
extend
generalize
give examples
illustrate
infer
locate
outline
paraphrase
predict
report
restate
review
suggest
summarize
translate
apply
change
compute
construct
demonstrate
discover
dramatize
employ
illustrate
interpret
investigate
manipulate
modify
operate
organize
practice
predict
prepare
produce
schedule
shop
sketch
solve
translate
use
Analysis Synthesis Evaluation
analyze
appraise
break down
calculate
categorize
compare
contrast
criticize
debate
determine
diagram
differentiate
discriminate
distinguish
examine
experiment
identify
illustrate
infer
inspect
inventory
outline
question
relate
select
separate
solve
test
arrange
assemble
categorize
collect
combine
compile
compose
construct
create
design
develop
devise
explain
formulate
generate
hypothesize
invent
manage
modify
organize
perform
plan
prepare
produce
propose
rearrange
reconstruct
relate
reorganize
revise
appraise
assess
choose
compare
conclude
contrast
critique
decide
discriminate
estimate
valuate
explain
grade
interpret
judge
justify
measure
rate
recommend
relate
revise
score
select
summarize
support
value

 


[1] This statement describes a curricular experience that students will have and is not a student learning outcome. Appropriate student learning outcomes in this case would answer the questions, “If students study at least one non-literary genre of art, what will they know, what will they understand, and what will they be able to do with their knowledge?”