Writing Course Learning Outcomes (CLO)

Writing Course Learning Outcomes (CLO)

Key Points

Aim for no more than 5-7 CLOs per course

Clear and concise language, can be understood by students

Containsan active verb (consult Blooms and other taxonomies)

Should be measurable (avoid verbs like “understand”,” know”, “appreciate”, “be familiar with” which are not observable and cannot be measured )

Includes a context/reason (describes what you envision students doing ”after” and “outside” this academic experience) and a criterion indicating the required standard

Addresses appropriate learning, performance levels for the position within the program (e.g. Semester 1 starts with lower levels of learning (consult levels of learning in Blooms and other taxonomies), for the time and resources availableand for the requirements of the vocation

Are measurable and performance based

Are aligned to assessments: assessments use same domain (cognitive, skills/abilities or affective) and level of learning as that stated by the learning outcome

Constructing your Course Learning Outcome (CLO)

At the start of each CLO there is the following statement stem:At the conclusion of this course, you will be able to:

Each CLO is listed after the statement stem using this formula:

Do something for a reason or in a given context according to a certain standard or performance criteria.

For example:

1.Design marketing communication materialsto meet the advertising needs of clientsusing industry standard technology.

2.Apply theoretical concepts of growth and developmentwhen working with individuals and families in the communityas required by the public health regulations

Common Errors in Writing Learning Outcomes:

• written to reflect specific content
• written as a process not an outcome
• not realistic
• too narrow and so not transferable
• inconsequential, do not describe significant leaning
• not verifiable
• dependent on the way the material is taught or on the environment in which it occurs

Pitfall / Unacceptable / Improved Outcome
Written to reflect specific content / Describe the levels of Maslow’s Hierarchy of Needs / Use theories of motivation to interpret human behavior in non-stressful situations
Not written as an outcome but as a goal or a process / Appreciate the importance of personal responsibility in mature human sexuality / Explain clearly the relationship between personal values and attitudes and mature sexuality
Not realistic / List the chemical symbol and valencies of all the known elements. / Write equations to represent chemical reactions that maintain acid
base balance
Not verfiable / Improve his or her understanding of the laws of electricity / Use the laws of electricity to explain the viability of particular circuitry in specific applications
Too narrow so not transferable / Describe the functions of MS Word 2010 / Use word-processing software to prepare reports and correspondence.
Describes a specific assessment in the course rather than transferable learning applicable in a variety of work and/or life contexts. / Produce a collection of community resources for promoting positive family functioning / Select appropriate community resources to promote family functioning

Summary

Faculty, students, or other stakeholders (e.g. MTCU, parents, community partners, and industry) should be able to read each CLO and understand what a student mustdo to pass a course. The CLO statement should clearly state what would be considered an acceptable level of performance to pass a course. The CLOs should be verifiable and measured using one of the assessments listed in the Course Outline.

Verbs to avoid when writing CLOs.

Since outcomes must be measurable it is important that we choose action words that can be measured. Here are some verbs to avoid:

The Sinister Sixteen Verbs (from Seneca’s Centre for Academic Excellence)

understand / know / be aware of / value
appreciate / see / be conscious of / get
comprehend / accept / learn / apprehend
grasp / have knowledge of / perceive / be familiar with

All of these are internal. In other words, they aren’t public and can’t be observed. You can never really know whether someone understands a concept, because you can’t see into the person’s mind. All we can assess are public behaviours that we are willing to accept as evidence of understanding. We have to use verbs that can be measured..

A well-written learning outcome:

• States clear expectations so that learners know what they have to do to achieve the outcome
• Is written from the perspective of what the learner does, not what the professor does
• Begins with an action verb which states ONE performance
• Can be measured — by an assignment, test, project, exam
• Never begins with vague verbs such as ‘know’ ‘appreciate’ ‘understand’ and ‘demonstrate’ or any of the sinister sixteen verbs and phrases
• Has a clear answer to the question – “How will I and the students know that this outcome has been achieved? “
• Is aligned with the program standards
• Is free of ambiguous words and phrases
• Can be achieved within the time frame of the semester/experience/workshop
• Does not dictate content, teaching activities nor assessment

Elements of Performance

The Course Learning Outcomes may have Elements of Performance listed below each learning outcome. The Elements of Performance give more detail and list the stepping stones or embedded skills, knowledge or attitudes requited to achieving the course learning outcome. For examples of elements of performance on a broader level consult the provincial standards for your program. Each Vocational Learning Outcomes(VLO) lists Elements of Performance underneath each VLO.

Sample Action Words for Stating Learning Objectives
Listed by Domain and Levels of Learning

Ideas

/

Connections

/

Extensions

C
O
G
N
I
T
I
V
E / Arrange
Cite
Classify
Convert
Copy
Define
Describe
Discuss
Distinguish
Duplicate
Explain
Express
Extend
Give Example
Identify
Indicate
Label
List
Locate
Match
Mate
Name / Order
Outline
Paraphrase
Quote
Recall
Recite
Record
Relate
Reproduce
Repeat
Report
Respond
Restate
Review
Rewrite
Specify
Summarize
Tell
Translate
Underline / Apply
Assemble
Calculate
Change
Choose
Compute
Defend
Demonstrate
Discover
Draft
Dramatize
Draw
Employ
Estimate
Explain
Extend / Illustrate
Infer
Interpret
Manipulate
Modify
Operate
Practise
Predict
Prepare
Produce
Relate
Schedule
Select
Show
Sketch
Use / Analyze
Appraise
Argue
Arrange
Assemble
Assess
Categorize
Choose
Combine
Compare
Compose
Conclude
Construct
Contrast
Convert
Create
Criticize
Debate
Defend
Devise
Diagram
Differentiate
Discriminate
Distinguish
Estimate
Evaluate
Examine
Experiment / Explain
Formulate
Generate
Illustrate
Infer
Inspect
Interpret
Judge
Justify
Manage
Manipulate
Modify
Organize
Originate
Plan
Predict
Prepare
Propose
Question
Rate
Relate
Reorganize
Score
Select
Solve
Support
Test
Value
Write

Ideas

/

Connections

/

Extensions

A
F
F
E
C
T
I
V
E / Accept
Accumulate
Ask
Describe
Follow
Give
Identify / Locate
Name
Point to
Respond to
Select
Sensitive to
Use / Adhere
Affirm
Approve
Assist
Choose
Commend
Complete
Comply
Conform
Describe
Discuss
Follow
Form / Initiate
Invite
Join
Justify
Perform
Practise
Propose
Select
Share
Study
Subscribe to
Work / Act
Adapt
Change
Defend
Display
Influence / Integrate
Mediate
Organize
Revise
Solve
Verify

Ideas

/

Connections

/

Extensions

P
S
Y
C
H
O
M
O
T
O
R / Complete
Demonstrate
Distinguish
Hear
Identify
Locate
Manipulate
Move
Pick up
Point to
Practise / Press
Pull
Push
See
Select
Set up
Show
Sort
Specify
Touch
Transport / Activate
Adjust
Assemble
Build
Calibrate
Close
Construct
Copy
Demonstrate
Disassemble
Disconnect
Draw
Duplicate
Execute / Load
Locate
Loosen
Manipulate
Measure
Open
Operate
Perform
Remove
Replace
Rotate
Select
Set
Slide / Adapt
Combine
Compose
Construct
Convert
Create
Design
Devise
Diagram / Fix
Generate
Illustrate
Modify
Organize
Plan
Repair
Service