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HomeWrite Outcomes

WRITE OUTCOMES

HOW TO CREATE AN OUTCOME:
  • Design/Align outcomes to support ISLOs.
  • Meet with colleagues to decide which skills the outcome(s) should measure.
  • Review examples of outcomes from other disciplines and/or colleges, as needed.
  • Consult Bloom’s Taxonomy to include verbs that reflect higher critical thinking and the attainment of skills.
  • Ensure each outcome accurately states what is to be measured and is capable of being measured.
  • Ensure each outcome aligns with an ISLO.

An outcome states a learning goal to be achieved.  It does not focus on a process, but rather the achieved skill.

Student Learning Outcomes (SLOs):   This is a picture hyperlink to view the SLO steps
  • “Identify what students should demonstrate, represent, or produce because of what and how they have learned” (Maki, p. 89).
  • Measure “the knowledge, skills, attitudes, and habits of mind that students have and take with them when they successfully complete a course or program” (Suskie, p. 23).
  • Are statements about what students will think, know, feel or be able to do as a result of an educational experience.
Administrative Unit Outcomes (AUOs):   This is a picture hyperlink to view the AUO steps
  • Describe what a unit is doing and its impact on students and their learning.
  • “Are the programmatic, operational, administrative, and support objectives that academic departments and administrative/support units intend to accomplish” (Stearman, p. 7).
  • Are statements describing what an administrative unit intends to accomplish or achieve in support of student learning.
Outcomes are generally written in a single sentence using the “student will be able to” format.  Although written in the “student will be able to” format, the exact phrase “student will be able to” is not required.  Compare these two examples:
  • Students will be able to discern the difference between valid and invalid arguments.
  • Discern the difference between valid and invalid arguments.


Click here to view some examples of SLOs and AUO from other institutions for your specified school or department.


Both forms are correct.  The second example is used more often as it is less wordy and repetitious (especially when making lists of outcomes).

Outcome statements “are anchored in verbs that identify the actions, behaviors, dispositions, and ways of thinking or knowing that students should be able to demonstrate” (Maki, p. 89). 

“Student learning outcomes (SLOs) are the specific observable results that are expected subsequent to a learning experience.  These outcomes may involve knowledge (cognitive), skills (behavioral), or attitudes (affective) that provide evidence that learning has occurred as a result of a specified course, program activity or process” (ASCCC, 2010).

Bloom’s Taxonomy offers lists of verb types arranged on a hierarchical scale – listing the most basic levels of learning to the most advanced.  The hierarchies of verbs are categorized into the following categories:

This is a picture hyperlink to a Adobe Reader file called "Cognitive Domain"
This is a picture hyperlink to a Adobe Reader file called "Cognitive Domain"
  • Affective Domain  The development of behaviors indicating attitudes of awareness
This is a picture hyperlink to a Adobe Reader file called "Cognitive Domain"
HomeWrite Outcomes


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