Writing Student Learning Outcomes

Guide to Writing Student Learning Outcomes

Student learning outcomes (SLOs) are statements of what students are expected to know or be able to do at the end of a learning experience. The key to writing a strong SLO is to make sure it is clear, observable, and measurable. Learning outcomes are the foundation of a well-designed course. They inform how a course will be organized and the way students will be evaluated. Please consider the following points when developing a course or program level SLO. SLOs exist for both courses and programs at Chemeketa. Please keep in mind outcomes should be written in a way that students understand what they mean and how the outcomes connect to their learning goals.

1. Start with an Action Verb

Start with a clear and measurable verb in the present tense that describes the intended level of learning. Be careful to avoid verbs such as learn, know, and understand because they are too general and difficult to measure. See the Bloom's Taxonomy chart below for examples of action words that are aligned with different learning levels. Although, this is by no means the only taxonomy that can be used to write outcomes.

2. End with a statement

End with a statement that describes the knowledge or abilities the students will demonstrate.

Using Blooms Taxonomy

Bloom's taxonomy can be a great place to start when developing learning outcomes, but it is important to note that you do not need to start with the base levels, remember and understand. Outcomes in higher education should be geared toward higher level thinking.

Revised Bloom's Taxonomy: Cognitive Process Dimensions UC Davis

Reframing of Bloom's Iowa State University

SLO Examples

Well written SLOs should be measurable outcomes that are a result of rigorous study or training and are distinguishable from general knowledge.

Poor: The student will learn about American literature.

Reason: Learn is not inherently measurable. American literature is very broad.

Better: The student will be able to compare and contrast American literary movements of the 20th century.

Reason: Comparing and contrasting is measurable through essays, tests, research papers, and oral presentations. Students must have knowledge of characteristics of the different literary movements in American in the 20th century.

Best: The student will be able to distinguish between the Modernism, Beat Generation, and Postmodernism movements in American literature.

Reason: Distinguishing is an example of a higher level thinking skill. This could be measured by a research paper, essay, or questions on a test. This objective is also specific and requires specialized academic knowledge.

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