Student Life Assessment Project

Module 1: Writing Learning Outcomes

© 2013 Christie Cruise-Harper, PhD All Rights Reserved

The purpose of this module is to assist you with defining and writing learning outcomes that are tailored to the specific program you have chosen, for your particular area, to assess for the 2013 – 2014 academic year.

Student Life Assessment Project

Department Program

Office of Multicultural Programs Multicultural Scholars Program/Dean’s Award Program

Career Education Office Community Service Work Study Program

Personal Counseling Mandated Substance Abuse Assessment Program

Health and Wellness HEROs Program

Campus Ministry and Community Service KLILV Sophomore Colloquium

Student Involvement CAB/MSG/CSI

Athletics SAAC or Champs

Residence Life Resident Assistant Program

Student Life/Associate Dean of Students Habitat for Humanity

Student Life Assessment Project

The first step in writing effective learning outcomes is reviewing the mission, vision and goals of your area.

Mission and Goals

The mission and goals of my area/unit/department are…

The mission and goals of the program I plan to assess are…

Mission

Begin the learning outcome process by first clearly defining the program or service that you would like to assess.◦ How would you describe the program or service?◦ How will the program/service be delivered? When

will it be delivered? Where will it be delivered?◦ What need is the program/service designed to

meet?

Step 1: Define Context

Also, consider the intended learners your are trying to reach with your program/service.◦ According to the goals or present intentions of

your program/service, who do you plan to serve?◦ Who most often requests/uses this type of

program/service?◦ Who may benefit from this type of

program/service?

Step 1: Define Context

You try it! For the program/service you designated, answer the following questions…◦ Who is your program/service designed for?◦ What activities are included in your

program/service?◦ When does your program/service occur?◦ Where does your program/service occur?◦ How is your program/service implemented? What

resources (time, financial and staff) are needed?

Step 1: Define Context

When writing learning outcomes it may be helpful to begin the process with the end in mind.◦ What should (intended learners) know, be able to

do, be able to demonstrate, value, or feel when they have completed (program/service)?

◦ What difference should (program/service) have made for (intended learners) who participate?

Step 2: Brainstorm Outcomes

You try it! Use these different stems to brainstorm learning outcome options.◦ What should your intended learners KNOW as a

result of your program/service?◦ What should your intended learners BE ABLE TO

DO OR DEMONSTRATE as a result of your program/service?

◦ What should your intended learners VALUE/FEEL as a result of your program/service?

◦ What DIFFERENCE should your program/service have made for your intended learners?

Step 2: Brainstorm Outcomes

Let us now transform your brainstormed outcomes into meaningful learning outcomes statements. The following formula should help you get started:

(Intended Learners) who (Action Verb 1) (Program/Service) will be able to (Action Verb 2) (Intended Outcomes).

Keeling & Associates (2007)

Step 3a: Write Outcomes Statements

Intended Learners

who Action Verb 1

Program/Service

will be able to

Action Verb 2

Intended Outcome

CompleteEngage InParticipate In

DemonstrateDescribeDiscussExplainIdentifyList Summarize

Step 3a: Write Outcomes Statements

S Specific

M Measurable

A Achievable

R Relevant

T Time-based

Step 3a: Write Outcomes Statements

Learning outcomes statements have the same characteristics of “smart objectives”.

More information about “smart objectives” can be found at http://www.iom.edu/About-IOM/Making-a-Difference/Community-Outreach/~/media/Files/About%20the%20IOM/SmartBites/Planning/P1%20SMART%20Objectives.ashx

You try it! Use the chart to fill-in-the-blanks to help you write high-quality outcomes statements.

Step 3a: Write Outcomes Statements

Intended Learners

Action Verb 1

Program/Service

Action Verb 2

Intended Outcome

1 who will be able to

2 who will be able to

3 who will be able to

4 who will be able to

Step 3b: Write Outcomes Statements

Bloom’s Taxonomy provides a classification of levels of intellectual behavior.

Higher Cognitive Levels

Lower Cognitive Levels

Each of the levels of Bloom’s Taxonomy requires a different degree of engagement, processing and synthesis.

In this step, you will set learning outcomes that are progressively more challenging and engaging for your students. Keep in mind that not all outcomes come about immediately.

Step 3b: Write Outcomes Statements

Knowledge Comprehension

Application Analysis Synthesis Evaluation

Arrange Classify Apply Analyze Arrange Appraise

Define Describe Choose Appraise Assemble Argue

Duplicate Discuss Demonstrate Calculate Collect Assess

Label Explain Dramatize Categorize Compose Attach

List Express Employ Compare Construct Choose

Memorize Identify Illustrate Contrast Create Compare

Name Indicate Interpret Criticize Design Estimate

Order Locate Operate Differentiate Formulate Evaluate

Step 3b: Write Outcomes Statements

Sample Action Verbs using Bloom’s Taxonomy

For a more inclusive list of action verbs visit: http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf

Bloom ‘s Taxonomy

Intended Learners

Action Verb 1

Program/Service

Action Verb 2

Intended Outcomes

Knowledge who will be able to

Comprehension

who will be able to

Application who will be able to

Analysis who will be able to

Synthesis who will be able to

Evaluation who will be able to

Step 3b: Write Outcome Statements

You try it! Write outcomes statements that reflect a growing level of complexity. Use the sample action verbs for Bloom’s Taxonomy to help.

Our individual programs and services are a part of a larger picture. As student affairs professionals, it is important that we create bridges between the co-curricular and the curricular.

In this step, you will connect your unique programs/services and intended learners to the Characteristics of a Maryville Graduate.

Step 4a: Connecting the Characteristics of a Maryville Grad

Use the following questions to guide your connections:◦ What are the characteristics that you gravitate to

when thinking about (program/service) for (intended learners)?

◦ What are the key components of these characteristics?

Step 4a: Connecting the Characteristics of a Maryville Grad

Step 4a: Connecting the Characteristics of a Maryville Graduate

*For a full description of each characteristic please review the attached MS Word document.

You try it! Use the prompts below to identify the characteristics that your program/service is grounded in.◦ Name the characteristic (s) that you gravitate to

when thinking about (program/service) for (intended learners).

◦ What are the key components of the characteristic (s) you chose?

Step 4a: Connecting the Characteristics of a Maryville Graduate

This presentation is adapted from: "Step-by-step Process for Writing Learning Outcomes” by Gail S. Rooney at the Career Center at the University of Illinois at Urbana-Champaign in 2011.

Bloom, B. S. (1956). Taxonomy of Education Objectives: Handbook I: The cognitive domain. New York: David McKay Co Inc.

Keeling, R. P. & Associates. (2007, June). Putting learning reconsidered into practice: Developing and

assessing student learning outcomes. Workshop presented at the NASPA Learning Reconsidered Institute in St. Louis, MO.

References