SCUP's 48th Annual, International Conference

How to Write Measurable Learning Outcomes

Concurrent session proposals and workshop proposals each require four (4) specific and measurable learning outcomes.

Learning outcomes are statements of what a learner is expected to know, understand, and/or be able to do at the end of your session. Learning outcomes should accurately reflect the content of your session, and should be observable and measurable.

Remember, it's about how the learner will benefit from your session—not about what you want to tell them.

Why Learning Outcomes Are Important

Learning outcomes are published along with the session abstract. Conference attendees use your learning outcomes to quickly establish the value of your educational program to their own learning needs.

After your presentation, your session is evaluated by how well you met your session's learning outcomes.

The quality of your learning outcomes is assessed by reviewers during the conference proposal review and selection process.

Learning outcomes are required for continuing education credit approval.

Tips for Writing

Download this PDF with words that will help you construct learning outcomes that accurately reflect the content of your session.

A learning objective is made up of three (3) parts:

1. BEHAVIOR:
Describes what participants will be able to do as a consequence of taking a course.
(example: calculate)
(tip: avoid vague, passive words, like learn, understand, know, etc.)

2. CONDITION:
Describes conditions under which the student will perform the behavior.
(example: using the sample course residential project...)

3. CRITERIA:
Describes the criteria you will use to evaluate student performance.
(example: the total cost of materials)

Combine the behavior, condition, and criteria and you have an official learning objective!

Use the following behavioral verbs when writing learning objectives since they describe observable and measurable behaviors.

abstract, acquire, adjust, agree, analyze, apply, appraise, argue, assess, avoid, breakdown, build, calculate, carry out, catalog, clarify, classify, combine, compare, compute, conclude, construct, contrast, convert, cooperate, create, criticize, defend, define, demonstrate, derive, describe, design, detect, determine, differentiate, discover, discriminate, discuss, dissect, distinguish, employ, estimate, evaluate, examine, explain, explore, formulate, generalize, help, identify, illustrate, implement, indicate, inspect, instruct, integrate, interpret, investigate, join, judge, justify, label, list, master, measure, move, name, observe, offer, operate, order, organize, participate, perform, plan, praise, predict, prepare, produce, propose, rank, recall, recognize, relate, repair, represent, reproduce, research, restate, resolve, select, sequence, solve, specify, state, summarize, support, systematize, taste, test, theorize, transform, translate, use, utilize, verify, weigh, write, etc.

Avoid using these behavioral verbs when writing learning objectives because they are vague and difficult to measure.

appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, understand, comprehend, know, learn

Below are some samples of good learning outcomes to help you get started.

Sample 1:
1. Build academic program review instruments that link to your institution's vision, mission, and academic priorities.
2. Design a paperless, web-based program review process using electronic instruments and submission forms.
3. Integrate into the program review each program's effectiveness relative to identifying and achieving student learning outcomes.
4. Develop a resource model that links program review outcomes with resource allocation requirements.

Sample 2:
1.  Review a framework that encourages "information-rich" discussions about budgets and deepens the understanding of financial impacts when making strategic decisions.
2.  Demonstrate an effective strategy that couples academic planning with financial and non-financial resources to produce a comprehensive financial reflection of institutional goals while considering the realities of resource constraints.
3.  Discuss outcomes and lessons learned from case studies of economic modeling and fiscal forecasting.
4.  Examine a tool that illuminates risks and opportunities, shapes a sustainable future, and galvanizes understanding and support for strategic initiatives.

Sample 3:
1. Predict how curricular changes in the health science education will impact traditional learning spaces and foster new competency-based environments.
2. Recognize how the need for student support spaces impacts the character, quality, and space model for the health sciences education facilities.
3. Discuss how traditional and emerging learning spaces are organized to accommodate interdisciplinary practice and to leverage space utilization.
4. Analyze a range of contemporary learning environments that are supporting emerging curricula.

Sample 4:
1. Identify methods to transform your institution's mission, vision, values, strategic goals and objectives, academic/physical/resource planning, and alignment into a practical, actionable set of assigned tasks.
2. Support the intelligence, creativity, and experience of a planning team to create a collective action plan that generates enthusiasm and commitment.
3. Specify the timing, sequencing, and dependencies that support a successful action plan.
4. Differentiate between rational aims and experiential aims in developing and implementing plans.

Section Credits

American Institute of Architects

Bloom's Taxonomy of Learning Domains

Questions? Please contact Sadie Wutka (sadie.wutka@scup.org or 734.669.3293) or Kathy Benton (kathy.benton@scup.org or 734.669.3271).