Course Learning Objectives/outcomes

Writing Learning Outcomes

NOTE: Faculty should always develop course learning outcomes within a broader understanding of how that course is contributing to the program at large. In some cases, departments may have already formulated the appropriate outcomes for the course in question. Please check with your department contact first to determine if outcomes for the course are available and – if not – to secure both a copy of the program outcomes and to gain a clear understanding of how this course should help meet those outcomes.

A learning outcome is what you want the learner to be able to exhibit to be considered competent. It describes the result within the learner and its demonstration rather than the process of learning. Learning outcomes represented include changes in:

• • Knowledge

  • Attitude

  • Behavior or skill

The overarching question is: “What do I want my learners to know or to be able to do?” These outcomes should be the foundation for your course, providing a guide to the kinds of instructional activities you design (do they respond to/support the meeting of that outcome?) as well as the criteria used for your assessments (do the assignments students submit for evaluation provide an opportunity to measure how the outcome has been achieved?).

The outcome contains three parts: action, conditions, and criteria. It begins with an action verb that specifies what the learner must demonstrate an ability to do. This ability must be measurable in some way. Outcomes require action verbs that suggest measurable results.

Here are some examples of strong learning outcomes (variety of fields):

• • State the benefits associated with physical activity and the components of a sound fitness or health program

  • Compare and contrast the multiple determinants of behavior (environmental, biological, and genetic)

  • Analyze the role of the Irish immigrant in the establishment of the 19^th century American railroads

  • Evaluate and classify various marketing strategies

The conditions part of the objective outlines the circumstances under which the learner will be required to demonstrate the learning.

A critical factor in any course is ensuring that there is consistency among the stated learning objectives, the course activities, and the assessments for the class. Try to keep the course-level objectives to a reasonable number (5-8 per course is standard). This allows for a clearer focus throughout the course and a greater likelihood that all course objectives can be aligned with learning and assessments. Be sure to confirm with your department beforehand if the course under development must meet specific program outcomes and then plan accordingly.

Remember, too, that a course’s learning outcomes – particularly if the course is a required program component – must also link to program-level outcomes, providing clear pathways to how the course supports achievement of program expectations and allowing program reviewers to know where to look for demonstration of students’ achievement of specific program outcomes when assessing program success.

A Checklist for Defining a Learning Outcomes

• 1. Is it clear?

  2. Is it relevant?

  3. Can the learner do it?

  4. Is it measurable?

  5. Does it represent an improvement in knowledge, attitude, behavior, or skill?

  6. Is it necessary or significant?

  7. Does it state the terminal behavior?

  8. Does it state the conditions under which it will be done?

  9. Does it state the criteria for competence?