Transcript Student Life Assessment Project - National Institute for Learning

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.
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

The first step in writing effective learning
outcomes is reviewing the mission, vision and
goals of your area.

The mission and goals
of my
area/unit/department
are…

The mission and goals
of the program I plan
to assess are…

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?

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?

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?

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?

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?

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)
Intended
Learners
who
Action Verb
1
Complete
Engage In
Participate In
Program
/Service
will be
able to
Action
Verb 2
Demonstrate
Describe
Discuss
Explain
Identify
List
Summarize
Intended
Outcome
Learning outcomes statements have the same characteristics of “smart
objectives”.
S
Specific
M
Measurable
A
Achievable
R
Relevant
T
Time-based
More information about “smart objectives” can be found at
http://www.iom.edu/About-IOM/Making-a-Difference/CommunityOutreach/~/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.
Intended
Learners
Action
Verb 1
Program/S
ervice
Action
Verb 2
1
who
will be able
to
2
who
will be able
to
3
who
will be able
to
4
who
will be able
to
Intended
Outcome
Bloom’s Taxonomy provides a classification of levels of intellectual
behavior.
Higher
Cognitive
Levels
Lower
Cognitive
Levels
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
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.
Sample Action Verbs using Bloom’s Taxonomy
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
For a more inclusive list of action verbs visit:
http://www.clemson.edu/assessment/assessmentpractices/referencematerials/docu
ments/Blooms%20Taxonomy%20Action%20Verbs.pdf
You try it! Write outcomes statements that reflect a growing level of
complexity. Use the sample action verbs for Bloom’s Taxonomy to help.
Bloom ‘s
Taxonomy
Intended
Learners
Action Verb
1
Program/
Service
Action
Verb 2
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
Intended
Outcomes
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
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.

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?
*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?



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.