Developing Student Learning Outcomes
Definition: Learning outcomes describe what a learner will know or be able to do – the essential knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning expected by a student in the course or program.
There are three types of learning outcomes, which reflect different aspects of student learning:
Cognitive: “What do you want your students to know?”
Affective: “What do you want your students to think or care about?”
Behavioral: “What do you want your students to be able to do?”
Learning outcomes should be SMART
S Specific
M Measurable
A Achievable
R Realistic
T Timebound
Non-specific outcome:Students will be familiar with basic statistical concepts.
Specific outcome: At the completion of STAT 240, students will be able to apply the Central Limit Theorem to determine the mean and variance of the sample average for a given distribution.
Non-measurable outcome: Students will eat more fruit.
Measurable outcome: Undergraduate students enrolled at CSM will increase their daily fruit and vegetable consumption by 10% from September 2011 to March 2011.
Non-achievable outcome: At the conclusion of this one-hour workshop, all participants will have developed a new course proposal, including rationale, syllabus, homework assignments, resource statement, and assessment methods.
Achievable outcome: At the conclusion of this workshop, participants will have created a plan to develop key components of a new course proposal.
Non-realistic outcome: The University will provide free valet parking for all students, employees, and visitors.
Realistic outcome: By the end of Fall semester, 2013, the University will determine the feasibility of providing subsidized public transportation within the metropolitan area.
Non-timebound outcome: Students will create two-dimensional layouts from three-dimensional models.
Timebound outcome: Students will create two-dimensional layouts from three-dimensional models after completing the Design 320 course.
Learning outcomes should include measurable verbs:
A list is on the assessment website at
Note that the following words are not considered to be measurable verbs: learn, know, understand, and appreciate.
Examples of learning outcomes:
- Students will solve linear differential equations using power series at the completion of Math 300.
- Students will describe the policymaking role of the U.S. Supreme court after completing Political Science 260.
- Students will compare and contrast the major theoretical insights of influential scholars such as Marx, Weber and Durkheim.
Checklist for developing outcomes
- Do the outcomes clearly describe the expected abilities, knowledge, values, and attitudes that students should develop as a result of the learning activity (course, assignment, etc.)?
- Does the language describe student behaviors rather than faculty behaviors?
- Can you collect information about each outcome which demonstrates the extent to which students have achieved the outcome?
- Does assessment of the outcomes enable you to identify areas of strength and opportunities for improvement?
Prepared by: Kay Schneider, Director of Assessment, Colorado School of Mines
Adapted from: and