Whether you are developing a new course or revamping a current course, writing effective Student Learning Outcomes (or Performance Objectives) is a critical component toward developing a sound, functioning course. Spending copious amounts of time in the beginning of course design in an effort to decide what you want students to learn and articulating that message well will pay off as you determine teaching activities and assessment strategies. The information in this document is designed to offer a starting point for reflection regarding your student outcomes identified for your course and assist you in writing effective and assessable student learning outcomes.

Terminology surrounding learning outcomes can be confusing depending on what authors you read. Terms such as goals, objectives and outcomes are often used interchangeably. For the purpose of this project, the terminology of Student Learning Outcome (SLO) will be used and defined as descriptions of what students or participants are expected to learn. If you would prefer to use the terms performance objectives, performance outcomes, instructional objectives, learning objectives, etc., you can certainly do so, just so you are creating them according to the context of the definition above.

These are broad-based questions to ask yourself as you are making decision on what students should learn in your course, how it will be delivered, and how it should be assessed.

Who are my students/participants?	Where does my course sit in the bigger scheme?	Are there other requirements of the University?
How Many Students? Level (grad/undergrad)? Traditional or Non-Traditional? Learning Styles? Intellectual Development Stages? What does society need from these students? Previous knowledge with material or life experience? Implications of an online environment?	Are you autonomous in developing SLOs or are they impacted by external influences? Is your course an elective course? Is your course a part of the general education core? System (SGEs), Institutional (IGRs) Is your course a part of a program? Implications of professional agencies/accrediting bodies? Impact of state, department, college or institution?	Consider Lead Forward Goals: Internationally Competitive Globally informed Communication – able in speaking, writing and tech Able to Embrace Change in Positive Ways Socially Responsible

Writing Student Learning Outcomes: As you write your outcomes they should clearly answer two (2) basic questions. When a student completes this course, he or she will… What impact do you want this course to have on students that will still be there after the course is over?

A. Knowledge, Skills and Abilities (KSAs) – Bloom’s Taxonomy

This is a very nice link that discusses pragmatically the three domains of learning as described by Bloom’s Taxonomy. It is a good link to keep handy since it not only serves as a reminder as to the different levels of learning, but also provides a nice supply of action verbs to help drive the writing of your outcomes: http://www.nwlink.com/~donclark/hrd/bloom.html

At what level, simple to complex, will I require student to achieve? (think about higher education)

Cognitive Domain

Objectives related to information or knowledge, naming, solving, predicting, and other intellectual aspects of learning: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

Psychomotor Domain

Encompasses skills requiring the use and coordination of skeletal muscles, as in the physical activities of performing, manipulating and constructing

Affective Domain

Objectives related to attitudes, appreciations, values, emotions such as enjoying, conserving and respecting.

C. How to specifically write outcome statements: This link is available through Education Technology at SDSU to provide a more prescriptive approach in actually writing outcome statements: http://ids.sdstate.edu/WebCT/Resources/detail.cfm?PostID=149

Although performance objectives are written in a wide variety of styles, three elements generally can be included in the specification of a performance objective.

1. The statement of an observable behavior or performance on the part of the learner. Usually it should appropriately complete the statement, "The student will..."
2. The prescription of a minimally acceptable performance standard on the part of the learner. This must translate the student's performance into measurable terms. Measurement implies a numeric criterion. Four broad classifications of numeric criteria are:
   1. quantity
   2. quality
   3. efficiency
   4. durability
   
   The standard of a performance objective must contain a criterion in at least one of the four classifications to be technically correct.

3. An elaboration of the conditions under which learner behavior of performance is to occur. The conditions of the performance objective must communicate the situation, including setting and resources that will be provided to the learner.

For clear performance objectives

1. Keep sentences short.
2. Use few multiple-syllable words.
3. Adopt common formats – requires similar amount of learning time.

Performance objective example

The student will be provided a list of 200 math terms, no references, and a timed test after instruction (condition). The student will define math terms (observable behavior). Performance will be satisfactory if all 200 terms are defined consistent with the text in 100 minutes for a testing three months after completion of formal instruction (standard: quantity, quality, efficiency, and durability).

___ LOs answer the statement: “At the end of this course, the student will be able to…”

___ LOs describe outcomes that are measurable…
        Outcomes begin with action verbs

___ LOs address initial or mastery level of content KSAs
        Three Domains of Bloom’s (Knowledge, Skills, Affective)

___ LOs address critical thinking and increased learning skill

___ LOs are clearly stated and understandable to learner

___ LOs are articulated and specified for each module/unit level

___ Instructions on how students will meet LOs are adequate, clearly written and easy to understand

___ Manageable number of LOs (3-5 but no more than 10)

The following references were used in developing this information or would be valuable sources of information.

Summer 2004: Course Redesign Strategy; Educational Technology Center/SDSU; Adapted (with permission) from training model designed by Barbara Woovard of the Kaneb Center at Notre Dame.

Directions: Whether teaching in the classroom (face-to-face) or utilizing technology to partially or completely deliver your course, use the following matrix to help plan the entire process before developing a new course or revising one that you currently teach.

Learning Outcome	Teaching Learning Activity	Assessment Strategy
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.