Download Slide 1

Writing Learning Outcomes
STUDENT AFFAIRS ASSESSMENT BOOT CAMP
BALL STATE UNIVERSITY
OCTOBER 22, 2009
ALAN HARGRAVE, ED.D.
Outcomes
 “Outcomes can be defined as statement that describe
the desired quality of key functions and services
within the administrative unit. Outcomes can also
be stated in terms of student learning outcomes.
This is most appropriate for services that aim to
increase students’ knowledge or understanding of
specific concepts.”

UCF Administrative Assessment Handbook (2005); Operational Excellence and Assessment
Support, University of Central Florida, Orlando, FL.
What is a Learning Outcome?
 “Learning outcomes are statement of what a learner
is expected to know, understand and/or be able to
demonstrate after completion of a process of
learning.

ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available
online at Http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf
Determining What Students Should Learn
 Goals are not outcomes!
 However, goals of a
particular learning
activity should be guides
in the development of
learning outcomes.
 Learning outcomes focus
on what the student
achieved rather than the
intentions of the
instructor.
Aims, Objectives and Outcomes
 An aim is the general statement of teaching
intention.
 An objective is a specific statement of instructional
intention.
 An outcome provides context of instruction and
specific observable evidence of learning.
Begin With the End In Mind
 At the end of a learning
experience, what specific
skills or behaviors should
be demonstrated by the
learner?
 How will you assess the
learning?
Bloom’s Taxonomy Cognitive domain
Bloom’s Taxonomy Affective Domain
Writing Learning Outcomes
Use unambiguous action verbs
Aims
Outcomes
 Know
 Distinguish between
 Understand
 Choose
 Determine
 Assemble
 Appreciate
 Adjust
 Grasp
 Identify
 Become familiar
 Solve, apply, list
Knowledge, Skills, Attitudes
 “By the end of this program, participants will be able
to recall……..”
 By the end of this program, participants will be able
to do……….”
 By the end of this program, participants will choose
to…………”
ABC’s
 Antecedent
 Behavior
 Criterion
A Template
 By the end of this program on (Name of Subject),
participants will be able to (choose an action verb)
(the knowledge, concept, rule, skill or behavior you
expect them to acquire) by (how they will apply their
knowledge or skill/how you will assess their
learning).
 Make the outcome specific, check for action verbs
and observable end products!

Florida State University, Handbook on Assessment
Evidence
 What do we accept as evidence that learning
outcomes have been reached?





Numbers
Lists
Behaviors
Test results
Voluntary attendance
In Student Affairs, we are often teaching in the
Affective Domain…our evidence becomes more
difficult to determine
Description as Evidence
 Description is more closely aligned with Qualitative
Research, and can be richly informative to students
and staff.
 Can have more impact if triangulated with other
evidence or data.
 Methodology should be consistent and defensible.
 Recognize and affirm that it is subjective and fallible.
What Objectives Can Do
 Written well, can focus our efforts on what we
actually hope to achieve through programs and
initiatives.
 Allows participants in our programs and activities to
clearly understand what they can expect to gain from
the experience.
 Provides valuable assessment data to improve
learning opportunities for students, and to improve
our program development.