Learning Outcomes

The plan of action to realize your teaching wishes begins with a perceived learning goal that originates
from your wish and then funnels into specific, narrowly-focused learning outcomes. Although the
words goal and outcome are sometimes used interchangeably, as mentioned above, they are
foundationally different. Student learning goals are broad statements of desired achievement,
whereas outcomes are focused statements of measurable achievement and are thus narrower in scope
than goals and preferably contain achievement targets. To ensure their ability to be
measured/assessed, outcomes must be articulated with active verbs, such as analyze, contrast,
and demonstrate. You can see an exhaustive list of such verbs here.
Analysis
analyze
appraise
categorize
compare
contrast
critique
diagram
differentiate
discriminate
distinguish
examine
experiment
explore
inventory
investigate
question
research
test

Comprehension
characterize
classify
complete
depict
describe
discuss
establish
explain
express
identify
illustrate
locate
recognize
report
relate
review
sort
translate

Application
administer
apply
calculate
choose
compute
conduct
demonstrate
dramatize
employ
implement
interpret
operate
perform
practice
prescribe
roleplay
sketch
solve

Knowledge
arrange
define
duplicate
know
label
list
match
memorize
name
order
quote
recognize
recall
repeat
reproduce
restate
retain

Synthesis
combine
compose
consolidate
construct
create
design
formulate
hypothesize
integrate
merge
organize
plan
propose
synthesize
systematize
theorize
unite
write

Evaluation
appraise
argue
assess
critique
defend
envision
estimate
evaluate
examine
grade
inspect
judge
justify
rank
rate
review
value

First, make a list of your wishes. Dont be shylist them all! These are wishes grounded in your
desire to see your students succeed, not in greed, so, for the sake of your students, be generous with
your wish list.
Second, rephrase your wishes into goals. This requires using language that articulates a desired
achievement or objective.
Third, determine the distinct aspects of the goal that students will need to master in order to achieve
the goal.
Last, develop outcomes that align with the aspects of the goal. More than one aspect may be
contained in a single outcome, but, in some cases, each aspect may require its own outcome. This
depends upon the form and nature of your assessment tools. Remember to use active verbs.
The example below shows the funneling of a wish into an outcome. Note that the example
outcome does not contain all aspects of the goal, so in order for this goal to be achieved,
more outcomes would need to be developed.
Wish: I wish my students were able to communicate their ideas and opinions more
effectively.
Goal: Students will clearly and logically communicate their ideas and opinions in writing.
Aspects of Goal: logical support, thorough development, organization, clear expression, correct use
of grammar and punctuation
Outcome: Students will demonstrate proficiency with the use of sufficient and logical supporting
information to fully develop their ideas and opinions. ~OR~ Seventy- five percent* of students will
demonstrate proficiency with the use of sufficient and logical supporting information to fully develop
their ideas.

Notice that, while each outcome identifies a level of achievement

(proficiency), the second example specifies the target of 75%
achieving proficiency. The level of achievement specified in an
outcome will depend upon the levels identified in your assessment
tools, such as grading rubrics. For example, my departmental rubric for
assessing student writing uses proficiency to identify an average
level of achievement.