how to write good student learning outcomes

Creating great CLOs can be challenging, but it gets easier with practice, and never be afraid to ask for examples from past iterations of the course. When writing CLOs, it is easy to fall into the Goldilocks trap we want to steer away from outcomes that are too broad to be measurable or too narrow to fit coherently into the program goals.

Actionable (can be used to produce data to assess program effectiveness).

Realistic (can potentially be achieved by a significant portion of students).

Focused on student learning (not teaching or some other aspect of the program).

Comprehensive (i.e., collectively cover the main program goals).

Consistent with the program goals and learning outcomes.

Values, dispositions, or attitudes (affective – how will students model discipline-specific professionalism?).

under what conditions the learning is to be demonstrated (environment, support, etc.).

An outcome contains all three of the following elements: what level of learning is to be achieved (criteria, standard), and. Abilities, skills, or competencies (behavioral – what will students be able to do?) They express a benefit or 'value added' that a student can demonstrate upon completion of an academic program or course.Content knowledge or understanding (cognitive – what will students know?).Without appropriate CLOs, it is difficult, if not impossible, to collect relevant or equitable information about student learning that can be used for instructional and program improvement.ĬLOs typically concern three broad types of student learning: One of the most important steps in the assessment process is determining meaningful course learning outcomes (CLOs).

How to write good student learning outcomes