Writing Student Learning Outcomes For

Writing Student Learning Outcomes for Academic Programs

When writing Student Learning Outcomes, the focus should be on observable outcomes and an “action verb” can provide that focus. Student Learning Outcomes usually begin with something like: By the end of the secondary education program, students will be able to design curriculum and instruction appropriate for the cognitive development of all learners. Design is the “action verb” in this example.

By the end of the chemistry program, students will be able to apply knowledge of ions, solutions and solubility to explain the formation and properties of homogeneous mixtures. Apply and explain are the “action verbs” in this example.

Identify Name Distinguish Define Describe Classify Order Construct Demonstrate Translate Predict Interpret Generalize Explain Apply Analyze Recognize Specify Create Judge Attend Volunteer Participate Run Hit Communicate Dance Solve Perform Evaluate Speak Interview Predict Design Locate Draw Conjugate Others?

Student Learning Outcomes should describe what students should know, be able to do and/or be like (dispositions) by the end of the defined program. These types of Student Learning Outcomes are typically linked to domains. The common domains of learning include cognitive, affective and psychomotor. The Cognitive Domain

Benjamin Bloom is credited with identifying the Taxonomy of the Cognitive Domain. There are six levels that become increasingly more complex.

Cognitive (Knowledge) Domain Level Action Verbs Outcome Example Knowledge Recite, List By the end of the chemistry program, students will be able to list all of the elements on the Periodic Table. Comprehension Translate, interpret, predict, By the end of the French generalize, identify examples program, students will be able to translate a paragraph of text from English to French. Application Apply, rewrite By the end of the BIS program, students will be able to apply basic Web development skills Analysis Analyze, dissect, resolve, By the end of the special solve, diagnose, investigate education program, students will be able to diagnose learning disabilities in K-12 settings. Synthesis Create, synthesize, write By the end of the art program, students will be able to create at least 12 original works in their medium. Evaluation Evaluate, judge, rate, By the end of the music appraise education program, students will be able to judge student performances. The Affective Domain Other domains commonly used as a reference in teaching are the Affective Taxonomy and the Psychomotor Taxonomy. The affective domain includes a focus on students’ attitudes, values and dispositions. These outcomes are a little more difficult to measure; however, it is possible, and many disciplines are including these in their national standards. In fact, some of these Student Learning Outcomes appear in the Catalog for East-West University Bulletin as part of the Mission and goals (e.g., To cultivate dedication to serve humankind with a global, multicultural and future-oriented perspective) as well as in the Liberal Arts and Sciences Division (e.g., Successful graduates grow in self-understanding and in their ability to act in their social world).

Affective (Values, Dispositions) Domain Level Action Verbs Outcome Example Receiving Attend, accept, listen, By the end of the women's selectively attend to studies program, students will listen attentively to alternative views on select issues. Responding Comply with, approve, By the end of the elementary volunteer, applaud, acclaim education program, students will able to comply with PL 94- 142. Valuing Increase proficiency in, By the end of the political relinquish, assist, support, science program, students will deny, protest, debate be able to debate numerous sides to an argument. Organization Balance, organize, formulate, By the end of the accommodate environmental studies program, students will be able to organize the conservation efforts of urban, suburban and rural communities. Characterization by a value Respect, interpret, use By the end of the counseling complex evidence, maintain objectivity program, students will be able to objectively interpret evidence presented by clients during a therapy session. The Psychomotor Domain

The Psychomotor Taxonomy focuses on the development of students’ physical abilities and skills. These Student Learning Outcomes may include performances, skill in a sport, typing skills, painting, playing an instrument, manipulating another person’s limbs during physical therapy and demonstrating a dissection.

Psychomotor (Skills) Domain Level Action Verbs Outcome Example Perception Chooses, describes, detects, By the end of the music differentiates, distinguishes, theatre program, students will isolates, relates, selects, be able to relate types of separates music to particular dance steps. Set Begins, displays, explains, By the end of the physical moves, proceeds, reacts, education program, students responds, shows, starts, will be able to demonstrate the volunteers proper stance for batting a ball. Guided Response Assembles, builds, calibrates, By the end of the physical constructs, dismantles, education program, students displays, dissects, fastens, will be able to perform a golf fixes, grinds, heats, swing as demonstrated by the manipulates, measures, instructor. mends, mixes, sketches Mechanical Response Assembles, builds, calibrates, By the end of the biology constructs, dismantles, program, students will be able displays, dissects, fastens, to assemble laboratory fixes, grinds, heats, equipment appropriate for manipulates, measures, experiments. mends, mixes, sketches Complex Response Assembles, builds, calibrates, By the end of the industrial constructs, dismantles, education program, students displays, dissects, fastens, will be able to demonstrate fixes, grinds, heats, proper use of woodworking manipulates, measures, tools to high school students. mends, mixes, sketches, demonstrate Adaptation Adapts, alters, changes, By the end of the industrial rearranges, reorganizes, education program, students revises, varies will be able to adapt their lessons on woodworking skills for disabled students. Origination Arranges, combines, By the end of the dance composes, constructs, program, students will be able creates, designs, originates to create a dance step.

Reference: Gronlund, N.E. (2000). How to Write and Use Instructional Objectives. Upper Saddle River, NJ: Prentice-Hall, Inc.