Developing Student Learning Outcomes

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 19^th 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?”