Learning outcomes are statements that describe significant and essential learning that learners have

achieved, and can reliably demonstrate at the end of a course or program. In other words, learning
outcomes identify what the learner will know and be able to do by the end of a course or program.

Structuring an Outcome
Specific-Outcome is focused on a specific category of student learning. If it is too broad, it will
be difficult to measure.
Measureable- Data can be collected to measure student learning.
Attainable- The outcome is attainable given the educational experience.
Results-Focused- The program outcome is aligned with Divisional Student Learning Outcomes.
Tailored- Outcome is specific tailored to the program.
The following statement may get you started:
As a result of participating in (program or experience), students should be able
to (action verb) + (defined by explicit and observable terms).
How Many Outcome Statements Should I Write?
It is recommended that you limit yourself to 3-6 outcomes. Try to focus on the most important
goals of your program. Remember in the end, you have to measure all of them!
A helpful and frequently used resource when writing student learning outcomes is Bloom's
Taxonomy of Cognitive Skills. Below you will find a chart that shows the multiple levels of
student learning, beginning with the simplest form and ending with the most complex.
Authentic assessment is the measurement of "intellectual accomplishments that are worthwhile,
significant, and meaningful," as contrasted to multiple choice standardized tests. Authentic
assessment can be devised by the teacher, or in collaboration with the student by engaging student voice

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Real-world relevance: Activities match as nearly as possible the real-world tasks of

professionals in practice rather than decontextualized or classroom-based tasks.
Ill-defined: Activities require students to define the tasks and sub-tasks needed to
complete the activity.
Complex, sustained tasks: Activities are completed in days, weeks, and months rather
than minutes or hours. They require significant investment of time and intellectual resources.
Multiple perspectives: Provides the opportunity for students to examine the task from
different perspectives using a variety of resources, and separate relevant from irrelevant
information.
Collaborative: Collaboration is integral and required for task completion.
Value laden: Provide the opportunity to reflect and involve students beliefs and values.

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Interdisciplinary: Activities encourage interdisciplinary perspectives and enable learners

to play diverse roles and build expertise that is applicable beyond a single well-defined field or
domain.
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Authentically assessed: Assessment is seamlessly integrated with learning in a manner
that reflects how quality is judged in the real world.
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Authentic products: Authentic activities create polished products valuable in their own
right rather than as preparation for something else.
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Multiple possible outcomes: Activities allow a range and diversity of outcomes open to
multiple solutions of an original nature, rather than a single correct response obtained by the
application of predefined rules and procedures.