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Developing Learning/Program Outcomes
Outcomes
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Outcomes are more detailed and specific statements derived from the goals. They allow you a way to
measure if your goals are being achieved. It is important that outcomes align with your goals and
mission statement.
o
These are specifically about what you want the end result of your efforts to be. In other words,
what do you expect the student to know and do as a result of participating in your service,
program, course, event, etc.
Learning Outcomes
Learning Outcomes Definition
Changes in students’ knowledge, skills, attitudes, and habits of mind that result from the experience.
o
It is not what you are going to do to the student, but rather it describes how you want the
student to demonstrate what he or she knows or can do.
Importance of Assessing Student Learning
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Demonstrates contributions to institutional mission and goals
And contributions to institutional priorities
Assists in informing prioritization of your time as well as other resources
Ask Yourself These Questions
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What do you expect your students to know and be able to do by the end of their education at your
institution? And how is your program designed to contribute to that expected learning?
What do you do in your programs to promote the kinds of learning and development that your
institution seeks?
How do you influence student learning?
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o Is it through the education of my colleagues?
o Of faculty?
o Of parents?
o Of community participants?
How are you directly or indirectly contributing or supporting student learning?
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Constructing Learning Outcomes
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Outcomes use active verbs such as articulate, illustrate, conduct, synthesize, analyze, construct, etc.
Depending on what level of learning you expect from your learning delivery method.
o Students will be able to articulate their ideas while respecting contrary ones.
Writing learning outcomes to measure a behavior and not a thought or belief. It will be much easier to
assess:
o For example, it is much easier to assess “Students who attend the information session will be
able to explain how to register for student clubs and organizations” than it is to assess “Students
who attend the information session will know how to register for student clubs and
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Developing Learning/Program Outcomes
organizations.” They measure essentially the same thing, but the behavior-based learning
outcome is much easier to assess.
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A Learning Outcome consists of four components:
Who is expected to benefit from the learning outcome? Be as
specific as possible.
The skill/knowledge/ability that the audience is expected to learn.
(Refer to the three different types of learning domains –
Cognitive, Affective, Psychomotor)
The program, service, class, or event that was intended to impart
this knowledge.
The extent to which the learning will take place. Degree is very
important! It makes the learning outcome measureable.
A
Audience
B
Behavior
C
Condition
D
Degree
Examples of Learning Outcomes
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Students (audience) will be able to recall (behavior) at least 5 of the 7 elements (degree) of the Social
Change model after completing SOC 101 (condition).
Students (audience) who participate in a mock interview (condition) will be able to identify (behavior) at
least two ways (degree) they could improve for the next time they interview.
Ideas for Learning Outcomes
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NASPA/ACPA Learning Reconsidered and Learning Reconsidered II
CAS Outcomes
Professional Association Outcomes
AACU Essential Outcomes
Peru State’s General Education Outcomes
Program Outcomes
Program Outcome Definition
Outcomes that reflect what will be achieved or completed as a result of a program or service.
Constructing Program Outcomes
A program outcome has 5 elements:
S
Specific
M
A
Measurable
Achievable
R
T
Relevant
Time Sensitive
The outcome should be explicit about what will happen, where, and
to whom.
The outcome should identify the threshold for success.
Take into account your resources: time, people, money knowledge,
etc.
The outcome must be logically related to your goals and mission.
The outcome should be bound to a specific time frame.
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Developing Learning/Program Outcomes
Examples of Program Outcomes:

Career Services staff will provide 45-minute sessions to at least 80% of all University 101 classes during
fall semester.
o Specific: identifies which staff, what kind of sessions are being offered and to which classes
o Measurable: “80%”
o Achievable: This is a judgment call that would depend on the context in which this is occurring.
o Relevant: Once again, this is a judgment call that would depend on the context in which it is
occurring.
o Time Sensitive: “during fall semester”
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75% of students will indicate that they are either very or moderately satisfied with the services they
received in Health Services during the fall semester.
o Specific: specifies which answer options are appropriate, which services are being evaluated
o Measurable: “75%”
o Achievable: This is a judgment call that would depend on the context in which this is occurring.
o Relevant: Once again, this is a judgment call that would depend on the context in which it is
occurring.
o Time Sensitive: “during fall semester”
Additional Tips for Writing Outcomes
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Pretend writing outcomes is a game of Mad Libs and just plug in the appropriate information. Make
sure the information is as specific as possible.
o Learning Outcome: Condition [As a result of participating in…], the Audience [students] Behavior
[can explain…] Degree [at least one theory about…]
o Program Outcome: (The XXX program) will (increase awareness of its programs/services) by
(20%). Or (The XXX program) will (increase the diversity of its volunteers) to (reflect the
diversity of Peru State College).
Avoid double-barreled outcomes. If the learning outcome has an “AND” in it, chances are it should be
split into two outcomes. This makes it easier to report your results. How would you report your
progress if you achieved one part of the outcome but not the other?
Limit the number of outcomes per program/service. There is no magic number for which to aim, but
consider what the central focus of the program or service is. Instead of having 6 outcomes for one
event, try to identify the 2-3 key outcomes that are the most important. By focusing, you will be able to
spend more time assessing them and will do a better job overall with your assessment.