Learning outcomes clearly state the knowledge, skills, behaviors, attitudes, competencies, and habits of mind that students are expected to acquire from a course, program, or co-curricular experience.  Student learning outcomes (SLOs) are articulated for courses, program learning outcomes (PLOs) are articulated for programs, and co-curricular learning outcomes are articulated for co-curricular experiences.  Refer to this resource when identifying appropriate SLOs and PLOs.

Why Do We Use Learning Outcomes?

We seek to provide a holistic learning experience to all students, in and out of the classroom. We take responsibility for the quality of our educational programs, learning environments and support services. We evaluate their effectiveness in fulfilling our mission through assessment procedures designed to promote continuous improvement and student success.

We articulate measurable learning outcomes for our courses, our academic programs, and our co-curricular experiences. In doing so, learners understand what they will know, do, and demonstrate by the end of the course, program, or co-curricular experience.

Effective learning outcomes inform and guide both the instructor and the students.

For instructors, they inform:

  • the content of the course
  • teaching strategies
  • the type of learning activities/tasks set for students
  • appropriate assessment activities
  • course evaluation

For students, they provide:

  • a solid framework to guide their studies and assist them in preparing for their assessment
  • knowledge, skills and abilities they will be able to do or demonstrate upon completion of the course, program, or co-curricular experience

Course-Level Student Learning Outcomes (SLOs)

At Ball State, all primary syllabi include four components (at minimum):

  1. course description
  2. course objectives/student learning outcomes (SLOs)
  3. course rationale
  4. course content, format, and bibliography

Student learning outcomes (SLOs) appear on all primary syllabi and on all course syllabi. Courses with multiple sections have identical SLOs across all sections, adhering to the SLOs listed in the primary syllabus. Regardless of modality or location, all sections of the same course have identical SLOs.

Do you want to know if your SLOs hit the mark? Download this handy tool to find out!

Program-Level Learning Outcomes (PLOs)

Some programs are offered in multiple modalities; on campus, online, and at different locations. Regardless of where or how the program is offered, the PLOs are identical for all delivery modes of the same program. This ensures consistent rigor, quality, and outcomes of the program, irrespective of modality, location, or other differentiating factors.

According to the National Institute for Learning Outcomes Assessment (NILOA), transparent PLOs are:

  • specific to the program
  • clearly expressed and understandable by multiple audiences
  • prominently posted or linked to multiple places across the website
  • updated regularly to reflect current outcomes
  • receptive to feedback or comments on the quality and utility of the information provided
Do you want to know if your PLOs hit the mark? Download this handy tool to find out!

Co-Curricular Learning Outcomes

Co Curricular Experiences are an extension of formal curricular experiences and allow students to explore their strengths and talents outside the classroom. Some co-curricular experiences are embedded in academic programs, while others are offered outside academic programs. Co-curricular learning outcomes articulate the skills, growth, and development students will achieve by participating in these experiences. They are defined by the unit offering the experience, and the process by which the outcomes are assessed is tailored to the experience itself.

How to Develop Measurable Learning Outcomes

Measurable learning outcomes are specific, demonstrable characteristics such as knowledge, skills, and abilities.

Learning outcome statements may be broken down into three main components:

  • an action verb that identifies the performance to be demonstrated
  • a learning statement that specifies what learning will be demonstrated in the performance
  • a broad statement of the criterion or standard for desired performance
  • The student learning outcome verb is an action word that identifies the performance to be demonstrated.
  • The student learning outcome verb denotes the expected level of learning.
  • Verbs can be aligned with pedagogical and/or philosophical commitments.

Verbs such as know, understand, learn, and appreciate are not specific or measurable and are discouraged.  Verbs in Bloom's Taxonomy provide a practical way for faculty to (1) plan appropriate outcomes, instruction and curriculum, and (2) differentiate assessment activities appropriate for the progression of student learning.  Using appropriate verbs in Bloom's Taxonomy ensures that Ball State maintains learning outcomes that reflect a level of rigor commensurate with the program level and content of each of its educational programs.

Resources

  • The statement should describe the knowledge and abilities to be demonstrated (i.e., what students should know, value, or do).
    For example:
    • Identify and summarize the important feature of major periods in the history of western culture
    • Apply chemical concepts and principles to draw conclusions about chemical reactions
    • Demonstrate knowledge about the significance of current research in the field of psychology by writing a research paper
  • Suggested length is no more than 400 characters.

Resources

  • Can you envision a meaningful and manageable learning activity that will measure the student learning outcome?
  • Will the value of the assignment align with other course activities?
  • Can the student learning outcome and corresponding learning activity be understood by others in the discipline? Outside the discipline?
  • Does the outcome reflect a commitment to inclusivity and equity? According to NILOA, equity-minded assessment entails the following actions:
    • Check biases and ask reflective questions throughout the assessment process to address assumptions and positions of privilege.
    • Use multiple sources of evidence appropriate for the students being assessed and assessment effort.
    • Include student perspectives and take action based on perspectives.
    • Increase transparency in assessment results and actions taken.
    • Ensure collected data can be meaningfully disaggregated and interrogated.
    • Make evidence-based changes that address issues of equity that are context-specific.

The University of Central Florida (2008) developed a schema for S.M.A.R.T. student learning outcomes:

Specific

  • Define learning outcomes that are specific to your program. Include in clear and definite terms the expected abilities, knowledge, values, and attitudes a student who graduates from your program is expected to have.
  • Focus on intended outcomes that are critical to your program. When the data from the assessment process are known, these outcomes should create an opportunity to make improvements in the program that is being offered to your students.

Measurable

  • The intended outcome should be one for which it is feasible to collect accurate and reliable data.
  • Consider your available resources (e.g., staff, technology, assessment support, institutional level surveys, etc.) in determining whether the collection of data for each student learning outcome is a reasonable expectation.
  • Include more than one measurement method that can be used to demonstrate that the students in a particular program have achieved the expected outcomes of that program.

Aggressive but Attainable

  • “Don’t let the perfect divert you from what is possible.” When defining the learning outcomes and setting targets, use targets that will move you in the direction of your vision, but do not try to “become perfect” all at once.
  • The following is a collection of questions that might help you to formulate and define aggressive but attainable outcomes for your program.
    • How have the students’ experiences in the program contributed to their abilities, knowledge, values, and attitudes? Ask:
      • Cognitive skills: What does the student know?
      • Performance skills: What does the student do?
      • Affective skills: What does the student care about?
    • What are the knowledge, abilities, values, and attitudes expected of graduates of the program?
    • What would the perfect program look like in terms of outcomes?
    • What would a good program look like in terms of outcomes?

Results-Oriented and Time-Bound

  • When defining the outcomes, it is important to describe where you would like to be within a specified time period (e.g., 10% improvement in exam scores within 1 year, 90% satisfaction rating for next year, 10% improvement in student communication performance within 2 years).
  • Determine what standards are expected from students in your program. For some learning outcomes, you may want 100% of graduates to achieve them. This expectation may be unrealistic for other outcomes.
  • Determine what proportion of your students achieve a specific level (e.g., 80% of graduates pass the written portion of the standardized test on the first attempt). If you have previously measured an outcome, it is helpful to use this as the baseline for setting a target for next year.

Examples of Alignment Between Program Learning Outcomes and Course Learning Outcomes

Below are several examples of measurable student learning outcomes for various academic areas. For a detailed look at the process of refining course-level student learning outcomes, see our in-depth guide (PDF).

ACADEMIC AREA PROGRAM-LEVEL LEARNING OUTCOME COURSE-LEVEL LEARNING OUTCOME

Geology

Recognize and interpret igneous and metamorphic rocks.

Students will demonstrate how magma geochemistry relates to partial melting of the mantle by contrasting the outcomes of this process in different tectonic regimes through the critical analysis of specific case studies.
ACADEMIC AREA PROGRAM-LEVEL LEARNING OUTCOME COURSE-LEVEL LEARNING OUTCOME

Biochemistry

Explain the biochemical basis of drug design and development.

Students will apply the principles underpinning the use of molecular graphics in the design of drugs to illustrate general and specific cases through a computer-based presentation.
ACADEMIC AREA PROGRAM-LEVEL LEARNING OUTCOME COURSE-LEVEL LEARNING OUTCOME

English

Analyze modes of satiric writing in the eighteenth century.

Students will analyze the relationship between the language of satire to literary form by the close examination of a selected number of 18th century texts in a written essay.

Want some help?

Contact Carole Kacius, Director of Assessment and Accreditation, to schedule and individual consultation if you would like help articulating measurable student learning outcomes (SLOs) or program learning outcomes (PLOs).  This informal, practical Zoom consultation will enable you to ask questions and review your SLOs (for courses) or PLOs (for programs) to ensure they are written in measurable terms using verbs appropriate for the level of course or program.