Creating a Student Learning Outcome
Follow this guide for writing effective student learning outcomes.
INTRODUCTION 3 COMPONENTS OF AN EXCELLENT STUDENT LEARNING OUTCOME
Ideally, SLOs should contain these three components: Performance: describes what a learner will be able to do. Criterion: describes how well the learner must perform the outcome in order to be successful. Condition: describes the conditions under which the learner will be able to do what you’ve asked.
Example: Performance: At the end of this tutorial, you will be able to identify the three components of an effective student learning outcome.
Criterion: You must score at least 75% on each assessment drill in order to successfully complete this learning activity.
Condition: You will use the PDF guide to compose your own SLOs.
See following page for a diagram of one SLO.
INTRODUCTION DIAGRAM OF AN SLO
“Learners will be able to list and define the three components of good teaming practices, utilizing the job aid.”
Performance Word
An action word describing observable behavior
States what learner will be able to do or say at the end of the lesson, assignment or task
Use 2 words at the maximum
Required of a good SLO
Criterion
Condition
Standard of performance or desired level of performance
A given or not given: resources, tools, equipment, or materials that allows them to achieve the SLO
Expressed in terms of quantity, quality, cost, or time Tells “how well” the learner needs to perform Assumed performance will be done correctly or in an acceptable manner
Required of a good SLO
Optional component of a good learning objective
CREATING A STUDENT LEARNING OUTCOME STEP 1
What are the most important things a learner should know, be able to do, or demonstrate after completing the lesson? Fill in the blanks below to start your brainstorm:
As a result of __________ , learners will be able to __________.
(lesson, activity, assignment, task)
(performance word)
* Use the attached Instructional Job Aid | Writing Learning Outcomes at the end of this guide for a list of verbs that will help you locate a performance word.
CREATING A STUDENT LEARNING OUTCOME STEP 2
Draft your student learning outcome in the space below.
Focus on one lesson, assignment, activity, or task in your course for this exercise.
Think in terms of results: what outcome are you looking for as you evaluate a student’s competence in any given lesson, activity, task, or assignment?
Review your verb list.
CREATING A STUDENT LEARNING OUTCOME STEP 3
After creating a student learning outcome, reference this checklist.
Did I focus on outcomes, not processes?
Do my outcomes state what the learner will do (not what the instructor will do)?
Is the outcome a result of learning?
Did I use at least one action verb per learning outcome?
Did I avoid vague verbs such as know and understand?
Are my outcomes observable and measurable?
Did I describe how well the learner must perform in order to be deemed acceptable?
Do the outcomes support the course goals and objectives?
Is the outcome important/worthwhile?
Do my outcomes reflect knowledge, skills, or attitudes?
* If your SLOs are still in need of some revision, or you need more assistance with creating a successful SLO, please review the tip sheets that follow:
Fixing a Student Learning Outcome Narrowing SLOs to Specifics
Source: Keeling & Associates, Inc.. Developing Learning Outcomes That Work. 2003.
FIXING A STUDENT LEARNING OUTCOME Shortcomings can typically be seen by asking two questions: 1. Can my SLO be measured? 2. Is learning being demonstrated in this SLO?
Take a look at the following example statements and rationales: A. Example: Participants will understand the nine reasons for conducting a needs assessment. Rationale: Learning is demonstrated, but this SLO will be difficult to measure.
B. Example: Student will arrive on time daily. Rationale: In this statement, there is measurability, but learning is not necessarily demonstrated.
Now, let’s rewrite the above statements to make them measurable and demonstrative of learning: A. Participants will be able to list nine reasons for conducting a needs assessment. B. Students will be able to articulate the necessity of maintaining office hours as publicized.
Both of these SLOs answer the two questions: They are MEASURABLE and DEMONSTRATE learning!
NARROWING SLOs TO SPECIFICS The following chart describes the progression of a general SLO to a specific SLO.
General and very hard to MEASURE
Still general and hard to MEASURE
SPECIFIC and easy to MEASURE
will appreciate the benefits of exercise.
will value exercise as a stress reduction tool.
will be able to explain how exercise affects stress.
will develop problem-solving skills and conflict resolution.
will demonstrate the ability to resolve personal conflicts and assist others in resolving conflicts.
will be able to assist roommates in resolving conflicts by helping them negotiate agreements.
will be able to have more confidence in their abilities.
will demonstrate critical thinking skills, such as problem solving as it relates to social issues.
will demonstrate the ability to analyze and respond to arguments about racial discrimination.
Instructional Job Aid | Writing Learning Outcomes
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Instructional Job Aid | Writing Learning Outcomes
Page 6 Based on “Taxonomy of Educational Objectives”, B.S. Bloom, Editor, 1956
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Instructional Job Aid | Writing Learning Outcomes
Based on “Taxonomy of Educational Objectives”, B.S. Bloom, Editor, 1956