ARTICULATING PROGRAM
AND SERVICE OUTCOMES
INTRODUCTION
LEARNING OUTCOMES
Learning Outcomes are statements of what a learner is expected to know, understand and/or be
able to demonstrate after completion of a process of learning. This document provides resources to
help you articulate learning outcomes for a program / service you offer. Please note that there are
additional links to more information and resources throughout the document.
Summary of Good Practices for Writing Learning Outcomes:
1.
Use a mix of precise and imprecise outcomes to allow for flexibility in service delivery,
but also measurability and clarity.
2.
Use the minimum possible number of outcomes (i.e. keep them concise & relevant)
3.
Ensure all outcomes match the program content, how the content is delivered, what work
is set for students, and how the program is assessed.
4.
Involve students in the drafting and refining of learning outcomes (when possible).
5.
Focus on product, not process – how are students different as a result of participating
in the program / service?
THINGS TO CONSIDER WHEN DEVELOPING PROGRAM
OBJECTIVES AND OUTCOMES:
IDENTIFY PRIORITY GROUPS FIRST:
•
•
Who are the clients / primary target audience of the program?
Another way to think of it? Who is the ‘intervention’ (program) directed at? Who do we hope is
different as a result of the intervention?
IDENTIFIED NEEDS CAN (AND SHOULD) BE TRANSLATED INTO OUTCOMES:
•
•
•
What are the needs of the priority group in question?
What outcome(s) could potentially address this need?
Always be sure to frame outcome development around identified needs. When possible, consult
with priority groups in identifying needs.
THE MOST IMPORTANT QUESTION TO ASK YOURSELF WHEN DEVELOPING AN OUTCOME:
What do we hope is DIFFERENT in our priority groups as a result of the
program / service delivered?
MAKE SURE YOUR OUTCOMES ARE SMART:
S
M
A
R
T
Specific:
Outcomes should be simple, and as specific as possible (identify who, what,
where, why)
Measurable:
HOW will we know when we’ve achieved our outcome? What tool / indicator can we use to measure success?
State this in the outcome. If you can’t answer these questions, the
outcome might not be measurable.
Attainable:
The outcome should push us to offer the highest quality of programs possible, but should also be attainable.
We need to measure our success through assessing whether we’ve achieved outcomes; therefore, setting
unattainable outcomes is not in our interest, or the priority groups’ interest.
Relevant:
The outcomes should be relevant to our goals, mandate, the scope of the program and the needs of the
priority groups.
Time-­bound:
WHEN will we know whether we’ve achieved our outcome? When will we measure success? When do we
anticipate the outcome will be in effect?
ALIGN YOUR OUTCOMES WITH EXISTING RESOURCES:
Western’s Co-­Curricular Record – Core areas and Learning Outcomes:
Western’s Co-­CurricularRecord identifies core areas and learning outcomes associated with activities
added to the record. These are great sample outcomes that can be used as a starting point:
www.success.uwo.ca/experience/Cocurricular_Record/core_areas_and_learning_outcomes.html
Other Resources for more information on Outcomes:
•
Western’s Teaching Support Centre:
hwww.uwo.ca/tsc/resources/selected_teaching_topics/curriculum_course_design/learning_outcomes.html
BLOOM’S TAXONOMY
Bloom’s Taxonomy of Learning – The following diagram describes Cognitive Learning Domains with
descriptions and relevant action verbs that can be incorporated in outcomes.
Source and more resources: www.middleweb.com/21295/the-­intersection-­of-­udl-­and-­blooms-­taxonomy/
LEARNING DOMAINS DESCRIPTION
ACTION VERBS
CREATING
Can the student use information
in a new way?
choose, demonstrate, dramatize,
employ, illustrate, interpret, operatre,
schedule, sketch, solve, use, write
EVALUATING
Can the student justify
a stand or decision?
appraise, argue, defect, judge, select,
support, value, evaluate
ANALYZING
Can the student distinguish
between different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,distinguish,
examine, experiment, question, test
APPLYING
Can the student recall or
remember the information?
define, duplicate, list, memorize,
recall, repeat, state
UNDERSTANDING
Can the student explain ideas
or concept?
classify, describe, discuss, explain,
indentify, locate, recognize, report,
select, translate, paraphrase
REMEMBERING
Can the student create a new product or
point of view?
assemble, construct, create, design,
formulate, write
WORKSHEET
STEP 1 Identify your program.
Program Name:
STEP 2 Identify your priority group.
Priority Group:
STEP 3 How are students different as a result of the program or service?
Consider using cognitive domains from Bloom’s Taxonomy of Learning in identifying how students
are different in terms of knowledge, skills and abilities (see page 2 for Action Verbs you can use in
articulating an outcome under any of the cognitive learning domains). You can use other terms
outside of Bloom’s taxonomy, but these are a great starting point.
Formula: [Action verb] + [specific, observable terms describing what student can do -­ noun]
(ie.students can differentiate between a curriculum vitae and a resume)
List some ways students are different after participating in your program/service:
STEP 4 Articulate Outcome
Formula: As a result of [program x], [priority group x] can [action verb] + [specific, observable terms
describing what student can do -­noun]
Outcome:
STEP 5 Evaluate the quality of your outcome based on SMART criteria and alignment with the
Learning Domains listed under Bloom’s Taxonimy of Learning (see page 2).