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    Writing Measurable Learning Outcomes

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    John Mark Alpos
    The document discusses learning outcomes, which are statements that describe the knowledge, skills, and perceptions students demonstrate upon completing a program. Good learning outcomes are measurable, competency-based, and use concrete action verbs. Poorly constructed outcomes simply describe what happens in a program rather than what students can do. The document provides examples of good outcomes that are measurable competencies compared to bad outcomes that are less measurable. It also includes a list of action verbs to help write observable and measurable learning outcomes.

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    Writing Measurable Learning Outcomes

    Uploaded by

    John Mark Alpos
    26 views2 pages
    The document discusses learning outcomes, which are statements that describe the knowledge, skills, and perceptions students demonstrate upon completing a program. Good learning outcomes are measurable, competency-based, and use concrete action verbs. Poorly constructed outcomes simply describe what happens in a program rather than what students can do. The document provides examples of good outcomes that are measurable competencies compared to bad outcomes that are less measurable. It also includes a list of action verbs to help write observable and measurable learning outcomes.

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    The document discusses learning outcomes, which are statements that describe the knowledge, skills, and perceptions students demonstrate upon completing a program. Good learning outcomes are measurable, competency-based, and use concrete action verbs. Poorly constructed outcomes simply describe what happens in a program rather than what students can do. The document provides examples of good outcomes that are measurable competencies compared to bad outcomes that are less measurable. It also includes a list of action verbs to help write observable and measurable learning outcomes.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    26 views2 pages

    Writing Measurable Learning Outcomes

    Uploaded by

    John Mark Alpos
    The document discusses learning outcomes, which are statements that describe the knowledge, skills, and perceptions students demonstrate upon completing a program. Good learning outcomes are measurable, competency-based, and use concrete action verbs. Poorly constructed outcomes simply describe what happens in a program rather than what students can do. The document provides examples of good outcomes that are measurable competencies compared to bad outcomes that are less measurable. It also includes a list of action verbs to help write observable and measurable learning outcomes.

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    © All Rights Reserved
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    of 2

    The Good, The Bad, The Learning Outcomes

    What are Learning Outcomes?


    Learning outcomes are:
     statements that describe the knowledge, skills, and perceptions that students demonstrate upon
    completion of the program.
     measured in assessment activities conducted throughout the program.
     written with concrete verbs such as “define,” “apply,” or “analyze” (see back of this sheet).
     developed and then annually reviewed by program faculty.
     small in number, but big in impact. Unless you have externally-mandated outcomes through a professional
    accreditation process, keep the number of outcomes for your program in the 5-8 range.

    Why are they important?


    Learning outcomes are important because they:
     state what will be measured in your program’s assessment process.
     represent what your faculty most values for student learning.
     identify for students and other stakeholders what successful completers of your program know, believe, or
    have the skills to do.

    The BAD...Poorly Constructed Outcomes


    1. Students will learn how to develop a well-designed argument.
    2. Our program provides students with opportunities to learn about contemporary problems in the
    field of biology.

    The GOOD...Better Constructed Outcomes


    1. Students will identify an issue, develop an arguable thesis about the issue, locate relevant
    supporting evidence, analyze the evidence, and draw a well-supported conclusion.
    2. Students will evaluate the challenges associated with solving a contemporary biological
    problem, the importance of finding a solution for the problem, and the validity of the scientific
    evidence currently used in pursuit of solutions for the problem.

    Why are the GOOD better than the BAD?


    The GOOD statements are competencies that can be measured. The BAD (at least #2) describe what
    happens in the program.

    Still need help? Contact us:


    Office of Instruction and Assessment
    Becky Pérez Manuel Pacheco Integrated Learning Center
    Program Coordinator, Sr. 1500 E. University Blvd. Bldg. 70
    [email protected] University of Arizona, Tucson, AZ 85721
    626.0536 Phone: 520.621.7788 Fax: 520.626.8220
    http://oia.arizona.edu
    ’ s i n a ve rb?
    Wha t

    Learning outcomes should be observable and measurable. The outcome statement should include an action
    verb that clearly demonstrates the skill or behavior to be observed and measured.

    Action Verb List - Suggested Verbs to Use in Each Level of Thinking Skills
    Below are terms (verbs) that can be used when creating student learning outcomes for a course or degree
    program.

    Knowledge Comprehension Application Analysis Synthesis Evaluation


    Count Associate Add Analyze Categorize Appraise
    Define Compute Apply Arrange Combine Assess
    Describe Convert Calculate Breakdown Compile Compare
    Draw Defend Change Combine Compose Conclude
    Identify Discuss Classify Design Create Contrast
    Labels Distinguish Complete Detect Drive Criticize
    List Estimate Compute Develop Design Critique
    Match Explain Demonstrate Diagram Devise Determine
    Name Extend Discover Differentiate Explain Grade
    Outlines Extrapolate Divide Discriminate Generate Interpret
    Point Generalize Examine Illustrate Group Judge
    Quote Give examples Graph Infer Integrate Justify
    Read Infer Interpolate Outline Modify Measure
    Recall Paraphrase Manipulate Point out Order Rank
    Recite Predict Modify Relate Organize Rate
    Recognize Rewrite Operate Select Plan Support
    Record Summarize Prepare Separate Prescribe Test
    Repeat Produce Subdivide Propose
    Reproduces Show Utilize Rearrange
    Selects Solve Reconstruct
    State Subtract Related
    Write Translate Reorganize
    Use Revise
    Rewrite
    Summarize
    Transform
    Specify

    Source/Reference: These steps were derived from information collected at various conferences by Dr. Cia
    Verschelden, the original source is unknown. See http://www.k-state.edu/assessment/slo/action.htm for more in-
    formation.

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