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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
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