Crafting Outcomes

The basics

The "examples" in OSU Libraries' Undergraduate Competencies for Information Literacy can be thought of as objectives in that they reflect larger goals or overarching expectations. Outcomes clarify the intention(s) behind the objective. They are learner-focused statements of what a student will be able to do, and how they will demonstrate that they can do it.

Learning outcomes should include three components (the C-B-C method of writing outcome statements):
  1. A condition under which the student will be able to perform the task.

    Example: After reading the information provided about selected resources available on the OSU Libraries homepage

  2. What the student will be able to do, expressed as an observable behavior.

    3. Example: Selects the research tools which can be used to find full-text journal articles

  3. The criteria for evaluating student performance.

    4. Example: With no errors

from Writing Learning Objectives (Arreola)

Things to consider

When thinking about desired learning outcomes, it is helpful to think about the different levels of student learning. Bloom's Taxonomy is a useful tool to help make sure that outcomes address multiple levels of student learning.

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluation

Learning outcomes should reflect observable student behavior. Start each outcome with an action verb. Common verbs like understand or appreciate are not appropriate for learning outcomes, because the behavior they describe is internal and cannot be observed. (Note, these words are useful in defining developmental or programmatic outcomes).

from Writing Learning Objectives (Arreola)

Useful action verbs to get you started

  1. Knowledge: Count, Define, Describe, Draw, Identify, Label, List, Match, Name, Outline, Point, Quote, Read, Recall, Recite, Recognize, Record, Repeat, Reproduce, Select, State, Write.
  2. Comprehension: Associate, Compute, Convert, Defend, Discuss, Distinguish, Estimate, Explain, Extend, Extrapolate, Generalize, Give examples, Infer, Paraphrase, Predict, Rewrite, Summarize.
  3. Application: Add, Apply, Calculate, Change, Classify, Complete, Compute, Demonstrate, Discover, Divide, Examine, Graph, Interpolate, Manipulate, Modify, Operate, Prepare, Produce, Show, Solve, Subtract, Translate, Use.
  4. Analysis: Analyze, Arrange, Breakdown, Combine, Design, Detect, Develop, Diagram, Differentiate, Discriminate, Illustrate, Infer, Outline, Point out, Relate, Select, Separate, Subdivide, Utilize.
  5. Synthesis: Categorize, Combine, Compile, Compose, Create, Drive, Design, Devise, Explain, Generate, Group, Integrate, Modify, Order, Organize, Plan, Prescribe, Propose, Rearrange, Reconstruct, Related, Reorganize, Revise, Rewrite, Summarize, Transform, Specify.
  6. Evaluation: Appraise, Assess, Compare, Conclude, Contrast, Criticize, Critique, Determine, Grade, Interpret, Judge, Justify, Measure, Rank, Rate, Support, Test.

from How to Write Student Learning Outcomes (KSU)

The Checklist

Checklist for writing outcomes

  • _____ uses action verbs that specify definite, observable behaviors.
  • _____ uses simple language.
  • _____ describes student rather than teacher behaviors.
  • _____ describes a learning outcome rather than a learning process.
  • _____ focuses on end-of-instruction behavior rather than subject matter coverage.
  • _____ indicates a single outcome per objective.
  • _____ can be assessed by one or more indicators (methods).
  • _____ is clearly linked to a goal.
  • _____ is realistic and attainable.
  • _____ is not simple when complexity is needed.
  • _____ is clear to people outside the discipline.
  • _____ is validated by departmental colleagues.

from Shaping Department Goals for Assessment (BSU)

Additional resources

Inventory of Learning Outcomes defined by OSU departments (pdf file)

Assessment of Student Learning at OSU (Academic Programs)

References

Assessment Manual (2004).
Assessment and Program Review Office, Kansas State University.
www.k-state.edu/apr/manual/index.htm.
(Accessed 2/2005)

Shaping Departmental Goals for Assessment
Academic Assessment and Institutional Research, Ball State University
www.bsu.edu/web/assessment/
(Accessed 2/2005)

Arreola, R.A. (1998)
Writing Learning Objectives: A Teaching Resource Document from the Office of the Vice Chancellor for Planning and Academic Support (pdf)
University of Tennessee, Memphis
www.utmem.edu/grad/MISCELLANEOUS/Learning_Objectives.pdf
(Accessed 2/2005)