Some other questions to consider when writing outcomes:

• Is the outcome measurable?  Outcomes do not always need to be “countable” or “quantifiable” in nature.  Outcomes should be easily recognized.
• Is the outcome written using active verbs such as those used in Bloom’s Taxonomy of Learning?
• Is the outcome meaningful?  Would fellow faculty, students or potential employers consider this outcome important for graduates to have?
• Is the outcome manageable?  Is it reasonable to expect your department to be able to provide for this outcome in a semester, a year, four years, etc.?
• How will you know when the student has attained this outcome?

 

To support the development of well-written outcomes, consider the following guidelines.

Assessment Planning

Writing Outcomes

 

Outcomes are very important to any assessment plan as they serve as the measurable unit of analysis in an assessment plan. Outcomes are statements about what students should be able to do at specific checkpoints and/or at the conclusion of a program.

Outcomes should be written using active language that shows results being delivered and measured by your program. When writing outcomes, Bloom’s Taxonomy of Learning can be useful.

 

While no single formula for outcomes exists, the following guidelines might be helpful:

 

Step 1: Begin with “The students/graduates will be able to…”

 

Step 2: Add an active verb that is appropriate for the level or type of learning desired. See Bloom’s Taxonomy of Learning.

"The students/graduates will be able to _____________ (active verb)."

Step 3: Conclude with details such as the desired level of performance, a timeline for completion, or other important information as needed.

"The students/graduates will be able to ______________ (active verb) and ________________ (futher details)."

 

» Continue to Examples of Outcomes