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Center for University Teaching, Learning, and Assessment http://uwf.edu/cutla/
Writing Measurable Student Learning Outcomes
Student learning outcomes (SLOs) describe the knowledge, skills, and attitudes that characterize students who
complete an academic program. Outcomes should be observable and measurable. Use concrete, behavioral lan-
guage to describe student learning in ways that suggest direct measures.
SMART Student Learning Outcomes
Specific
Describe a specific category of student learning. Use well-defined and clear language to describe exactly what the student will know, do, or value at the
end of the learning experience. SLOs stated too broadly or too abstractly are
difficult to measure.
Measurable
Use concrete language to describe the knowledge students will be able to
articulate or explain, the skilled disciplinary behaviors they will be able to
perform, the values and attitudes they will articulate, and how adherence to
these values will manifest in their professional behavior.
Appropriate / Attainable /
Action-Oriented / Aligned
Expectations for student learning describe expertise that is reasonably
attainable and appropriate for the developmental level of students enrolled in
the course (lower-level undergraduate / general education, upper-level
undergraduate, master’s-level graduate, doctoral-level graduate), given the
educational experiences created in the curriculum and the resources available.
SLOs should align with goals articulated for the department mission, national
disciplinary standards for student learning, and the mission and goals of the
college and university.
Relevant / Realistic /
Results-Oriented
Learning outcomes should be reasonable given the resources available.
Realistic SLOs should be neither too easy to attain nor impossible to attain.
Relevant SLOs describe learning that is reflects disciplinary goals and
standards. Relevant SLOs might describe non-disciplinary skills expected of
all graduates of the institution (i.e., that align with general education SLOs).
Time-Specific
Course-level SLOs should be appropriate for the location of a course in the
curriculum (early, middle, capstone). Program-level SLOs should be
appropriate for the level of expertise represented by the degree awarded
(baccalaureate, master’s, doctorate).
How many SLOs?
Degree programs must have at least one program-level SLO for each of the five domain areas of an ALC or ALP.
Individual courses typically have three to six course-level SLOs, although some courses have more than six
SLOs.
Three to six program-level SLOs are appropriate for certificates and minors.
Remember, departments must assess every SLO at least once and document how it
uses assessment evidence for continuous improvement during a reasonable period of
time (e.g., the 7-year interval for department program review).
March 7, 2014
Center for University Teaching, Learning, and Assessment http://uwf.edu/cutla/
Guidelines for writing measureable SLOs
When writing (or reviewing) SLOs, consider the following guidelines and expectations:
Write student learning outcomes in measurable language. Use the SMART model to write measureable
outcomes. Refer to the Action Words for Bloom’s Taxonomy (on the CUTLA web site) to describe
knowledge, skills, abilities, dispositions, and/or attitudes in behavioral terms that imply direct measures
of student learning. These outcomes support effective assessment because they suggest measures based
on direct observation of student performance or evaluation of a student work product.
Write student learning outcomes in language that students, parents, and individuals outside the discipline
will understand.
SLOs describe expectations for student learning and achievement that clearly represent progressively more
advanced and rigorous content expertise and cognitive skills (analysis, synthesis, evaluations) asso- ciated
with the role a course served in the curriculum (lower-level undergraduate / general education, upper-level
undergraduate, master’s-level, or doctoral-level).
Student learning outcomes are not any of the following:
course goals,
course descriptions,
a list of course topics,
course content outlines,
descriptions of teaching techniques, learning activities, or course processes or procedures.
For more CUTLA Resources to aid in assessment of Student Learning Outcomes please visit:
http://uwf.edu/offices/cutla/services-for/assessment/
References
Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for learning, teaching and assessing: A revision of
Bloom’s taxonomy of educational objectives. New York, NY: Longman.
Maki, P. L. (2010). Assessing for learning: Building a sustainable commitment across the institution (2nd
ed.). Sterling, VA: Stylus.
Stanny, C. J. (published online 2013). Assessing learning in psychology: A primer for faculty and adminis-
trators. Oxford Handbooks Online. Dana S. Dunn, Ed. Subject: Psychology, Personality and Social Psy-
chology. DOI: 10.1093/oxfordhb/9780199933815.013.065 Retrieved 18 December 2013 http://
www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199933815.001.0001/oxfordhb-9780199933815
-e-065?rskey=Dya9d3&result=136
Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco, CA: Jossey-
Bass.
Certificate / Minor Name:
Student Learning Outcome 1 Student Learning Outcome 2 Student Learning Outcome 3 Student Learning Outcome 4 Student Learning Outcome 5
Course Title Course
Number
Center for University Teaching, Learning, and Assessment
http://www.uwf.edu/cutla/
Sample Curriculum Map (Hypothetical Certificate Program)
Student Learning Outcome 1
Design and implement a scholarly
project to address an applied
problem in the disiplinary
specialization area.
Student Learning Outcome 2
Identify, define, and explain key
theories and models (x, y, and z)
that characterize the content area
critical to the major discipline.
Student Learning Outcome 3
Identify, define, and explain key
theories and models (Q and R)
that characterize the content area
critical to the certificate topic.
Student Learning Outcome 4
Create and employ effective
keyword searches in disciplinary
data bases to access, identify, and
evaluate reliable information from
scholary sources.
Student Learning Outcome 5
Use the editorial style of the
Modern Language Association
and clear, grammatical prose to
communicate effectively in
writing.
Courses
Req
uir
ed
Cou
rse
ABC 3220 Direct Measure: Rubic to evaluate
research project
Direct Measure: Rubic to evaluate
research project
Direct Measure: Rubic to evaluate
research project
Sel
ect
On
e ABC 3434 Direct Measure: Student Paper
(graded with a rubric)
Direct Measure: Student Paper
(graded with a rubric)
Direct Measure: Student Paper
(graded with a rubric)
ABC 3450 Direct Measure: Performance on
content exam
ABC 3461 Direct measure: Student project
(graded with a rubric)
Direct Measure: Annotated
Bibliography
Sel
ect
On
e ABC 3295 Direct Measure: Performance on
content exam
ABC 4111 Direct Measure: Student Paper
(graded with a rubric)
Direct Measure: Student Paper
(graded with a rubric)
Direct Measure: Student Paper
(graded with a rubric)
ABC 4295 Direct measure: Student project
(graded with a rubric)
Direct measure: Student project
(graded with a rubric)
Direct measure: Student project
(graded with a rubric)
Sel
ect
On
e
ABC 4212 Direct Measure: Student Paper
(graded with a rubric)
Direct Measure: Student Paper
(graded with a rubric)
Direct Measure: Student Paper
(graded with a rubric)
ABC 4415 Direct measure: Student project
(graded with a rubric)
Direct measure: Student project
(graded with a rubric)
Direct measure: Student project
(graded with a rubric)
ABC 4462 Direct Measure: Student Paper
(graded with a rubric)
Direct Measure: Student Paper
(graded with a rubric)
Direct Measure: Student Paper
(graded with a rubric)
ABC 4495 Direct measure: Student project
(graded with a rubric)
Direct measure: Student project
(graded with a rubric)
Direct measure: Student project
(graded with a rubric)
Center for University Teaching, Learning, and Assessment
http://www.uwf.edu/cutla/
req
uir
em
en
ts i
n m
ajo
r)
Public History Certificate
Student Learning Outcome 1
Demonstrate knowledge of public
history practice and techniques
Student Learning Outcome 2
Communicate effectively with a
non‐academic or client‐based
audience
Student Learning Outcome 3
Present original historical research
to diverse audiences
Student Learning Outcome 4
Demonstrate the ability to learn
and communicate in multiple
learning environments
Student Learning Outcome 5
Learn the practice of public history
through an applied internship
Course Title
Course
R
eq
uir
ed
Co
urs
es
The American Experience: Survey
HIST 110
Content exam performance
Public History
HIST 389
Essays written in class exams
Annotated bibliography; Content
analysis of archival material
History Internship
HIST 395 Evaluate Internship Project with a
Rubric
Certificate Synthesis & Assessment
HIST 493
Performance on a content
assessment exam
Porfolio includes 3 examples of
written communications (non‐
academic and client audiences)
Portfolio includes public history
presentations to 2 different
community groups
Porfolio includes examples of written
works prepared from evidence
gathers from multiple environments
Se
lect
15
SH
(at
leas
t 5
SH
mu
st b
e H
IST,
no
t ta
ken
as
a re
qu
ired
co
urs
e o
r to
me
et
Principles of Archeology ANTH 301 x Archeological Field Techniques ANTH 452 x x reinforced
Visual Communicatin Design 1 DESN 263 x x Web Design DESN 368 x x reinforced
Interactive Design DESN 378 x x Proposal Writing ENGL 407 x x GIS for Social Sciences GEOG 321 x x
Geographic Information Systems I
GEOG 328
x
x
Geography of the Pacific Northwest
GEOG 330
x
Desktop Mapping GEOF 427 x x reinforced
Geographic Information Systems II
GEOF 428
x
Federalism, State and Local Politics
GOVT 330
x
Asian American History HIST 313 x
History of the American Wilderness
HIST 373
x
Hometown History HIST 407 x x x reinforced
Digital History: History and New
Media
HIST 408
x
x
x
reinforced
Contemporary Indian Studies IDST 321 x Federal Indian Law and Policy I IDST 421 x Editing and Publishing JRMN 337 x x reinforced
Photojournalism JRMN 349 x x reinforced
Historic Preservation and Planning
PLAN 465
x
x
x
x
reinforced
Center for University Teaching, Learning, and Assessment Adapted from Eastern Washington University
http://www.uwf.edu/cutla/
Applied Ethics and Practical Philosophy Certificate
Student Learning Outcome 1
Identify and apply fundamental theories in ethics, including
but not limited to deontology, utilitarianism, virtueand care
perspectives, feminist ethics, and pragmatism
Student Learning Outcome 2
Analyze connections between ethics and law, culture, the
environment, history, and public policy
Student Learning Outcome 3
Refine and improve one's own ethical perspectives in
dialogue and critical writing.
Course Title
Course
Pic
k
On
e
Intro to Ethics PHIL 212 Introduced Introduced
Moaral Issues in America PHIL 213 Introduced Introduced
P
ick
Tw
o
Social and Political Philosophy PHL 311 Reinforced Introduced, Reinforced Reinforced
Women and Ethics PHIL/WMST 417 Reinforced Introduced, Reinforced Reinforced
Biomedical Ethics PHIL 445 Reinforced Introduced, Reinforced Reinforced
Environmental Ethics PHIL 447 Reinforced Introduced, Reinforced Reinforced
Directed Study PHIL 499 Reinforced Introduced, Reinforced Reinforced, Capstone
P
ick
Th
ree
Economics of Poverty and
Discrimination
AAST /ECON 424
Reinforced
Buiness Law ACCT 261 Introduced, Reinforced Death and Dying AGST/SOWK 458 Reinforced Chemical Dependency Ethics and
the Law
ADST 460
Reinforced
Ethics in Criminal Justice CRIM 340 Introduced, Reinforced Equity and Equality in the
Workplace
MGMT 424
Reinforced
Engineering Ethics, Contracts,
and Patents
ENGR 456
Reinforced
Social Psychology PSYC 309 Introduced, Reinforced Human Rights and Women's
Rights
WMST/SOWK 471
Reinforced
Center for University Teaching, Learning, and Assessment Adapted from Eastern Washington University
http://www.uwf.edu/cutla/
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