Writing Outcomes
Learning Outcomes
For academic (curricular) or co-curricular programs, we suggest the learning outcomes should include active-verb description of a specific point or task that students will accomplish and are aligned with program, department and university level goals.
Developing Outcomes – use the following template when constructing a learning outcome:
Suggested structure: Graduates of this program will be able to (specific skill or competency)...
[Target population] will [cognitive action verb] [context specific action]
Target Population Examples:
- Programs: Graduates of _(degree)_in _(program)_ will…
- Courses: Students who complete _(course)_ will…
Cognitive Action Verbs - Taxonomy Examples:
Bloom's taxonomy divides learning into three domains: cognitive, affective and psychomotor. Cognitive skills are organized into a hierarchy of six categories: remember, understand, apply, analyze, evaluate and create.
| Level | Goal | Observable & Measurable Verbs |
| Remembering | Recalling facts and basic concepts | Define, duplicate, list, memorize, recognize, repeat, state, identify, name, label. |
| Understanding | Explaining ideas or concepts | Classify, describe, discuss, explain, locate, report, select, translate, paraphrase. |
| Applying | Using information in new situations | Dramatize, employ, execute, illustrate, implement, interpret, operate, schedule, sketch, solve, use. |
| Analyzing | Drawing connections among ideas | Categorize, compare, contrast, differentiate, discriminate, distinguish, examine, experiment, question, test. |
| Evaluating | Justifying a stand or decision | Appraise, argue, defend, judge, select, support, value, critique, weigh, recommend. |
| Creating | Producing new or original work | Assemble, construct, design, develop, formulate, author, investigate, propose, synthesize, write. |
Credit: Vanderbilt University Center for Teaching
Anderson, L.W. & Krathwohl, D.R., (Eds.). (2000). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. London, England: Pearson.
Fink's taxonomy of significant learning is non-hierarchical with each element interacting with one another to stimulate other kinds of learning. The following university resource aids in developing learning outcomes with Fink's Taxonomy:
Fink, L.D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Revised and Updated taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. Hoboken, NJ: John Wiley & Sons, Inc.
Context Specific Action:
- Keep specific to the program or course – a topic/concept students would not be able to learn, value or gain skill without this specific educational experience
Examples of Student Learning Outcomes:
Program Learning Outcome (PLOs):
[Graduates who earn a BS in Crop Science] will [apply crop plant management techniques] [to achieve high agricultural field yields].
Course Learning Outcome (CLOs):
[Students who complete World Crop Distribution 10100] will [identify the types of naturally occurring plant communities] [in different geographic locations around the world].
For more details, download this Program Learning Outcomes Quick Guide (PDF)
Operational Outcomes (aka "Success Outcomes" in Watermark)
For administrative units, we suggest the operational outcomes should include an active-verb description of a specific point or task that students or staff will accomplish and are aligned with department and university level goals.
Examples of Operational Outcomes:
- Students will articulate their level of satisfaction with the services they receive from the financial aid office.