Writing Measurable Student Learning Outcomesuwf.edu/media/university-of-west-florida/offices/cutla/documents/... · course goals, course descriptions, ... descriptions of teaching

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

http://uwf.edu/cutla/

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.

http://uwf.edu/cutla/

http://uwf.edu/offices/cutla/services-for/assessment/

http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199933815.001.0001/oxfordhb-9780199933815-e-065?rskey=Dya9d3&result=136




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.


Identify, define, and explain key

theories and models (x, y, and z)

that characterize the content area

critical to the major discipline.


Identify, define, and explain key

theories and models (Q and R)

that characterize the content area

critical to the certificate topic.


Create and employ effective

keyword searches in disciplinary

data bases to access, identify, and

evaluate reliable information from

scholary sources.


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




ABC 3450 Direct Measure: Performance on

content exam

ABC 3461 Direct measure: Student project


Direct Measure: Annotated

Bibliography

Sel

ect

On

e ABC 3295 Direct Measure: Performance on

content exam

ABC 4111 Direct Measure: Student Paper








Direct measure: Student project




Sel

ect

On

e

























Center for University Teaching, Learning, and Assessment



req

uir

em

en

ts i

n m

ajo

r)

Public History Certificate


Demonstrate knowledge of public

history practice and techniques


Communicate effectively with a

non‐academic or client‐based

audience


Present original historical research

to diverse audiences


Demonstrate the ability to learn

and communicate in multiple

learning environments


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



Applied Ethics and Practical Philosophy Certificate


Identify and apply fundamental theories in ethics, including

but not limited to deontology, utilitarianism, virtueand care

perspectives, feminist ethics, and pragmatism


Analyze connections between ethics and law, culture, the

environment, history, and public policy


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



Documents

Writing Measurable Student Learning Outcomesuwf.edu/media/university-of-west-florida/offices/cutla/documents/... · course goals, course descriptions, ... descriptions of teaching