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
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):
- “Identify what students should demonstrate,
represent, or produce because of what and how they have learned” (Maki,
“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,
feel or be able to do as a result of an educational experience.
Unit Outcomes (AUOs):
- Describe what a unit is doing and its impact on
students and their learning.
the programmatic, operational, administrative, and support objectives
that academic departments and administrative/support units intend to
accomplish” (Stearman, p. 7).
are generally written in a single sentence using the “student will be
able to” format. Although written in the “student will be
to” format, the exact phrase “student will be able to” is not
required. Compare these two examples:
- Are statements describing what an
intends to accomplish or achieve in support of student learning.
- Students will be able to discern the difference
between valid and invalid arguments.
- Discern the difference between valid and invalid
Click here to view some examples of SLOs and
AUO from other institutions for your specified school or department.
forms are correct. The second example is used more often as
less wordy and repetitious (especially when making lists of outcomes).
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).
learning outcomes (SLOs) are the specific observable results that are
expected subsequent to a learning experience. These outcomes
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,
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
the following categories: