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
M
A
R
T
Specific
Measurable
Achievable
Realistic
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 threedimensional 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 http://inside.mines.edu/Assessment-Resources
Note that the following words are not considered to be measurable verbs: learn, know,
understand, and appreciate.
Examples of learning outcomes:
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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.
Students will design a simple feedback loop to control process equipment.
Students will demonstrate effective interpretation of graphical data.
Students will determine appropriate mathematical methods to solve a given geological
problem.
Checklist for developing outcomes
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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.)?
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Does the language describe student behaviors rather than faculty behaviors?
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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
kmschnei@mines.edu
http://inside.mines.edu/assessment
Adapted from: http://assessment.uconn.edu/docs/HowToWriteObjectivesOutcomes.pdf and
http://www.healthedpartners.org/ceu/sm/smart_behavior_change_outcome_objectives.pdf