Learner Outcomes, Activities, and Assessments (Form is at end)
The following samples are not all-inclusive; you may have more or fewer learner outcomes. The
Curriculum Committee is most interested in a progression of learner outcomes from lower-level to
higher outcomes based on their appropriateness for lower-division and upper-division courses:
Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation. Additionally, the
Curriculum Committee wants to see a match between learner outcomes and assessments.
Learner Outcomes verbs are highlighted in this document to gain reader attention. A list of acceptable
verbs, arranged in progression, is at the end of this document. You do not need to highlight your verbs in
your documents. Additionally, you need only to submit the table matrix with your materials.
Definitions:
Learner Outcome – what the student should be able to accomplish in the course. Learner Outcomes
begin with “The student will be able to . . . .” and are measurable.
Activity – listing an appropriate activity for the learner outcome is optional. However, listing an activity
might help you determine the difference between an activity based on the learner outcome and an
assessment of the meeting of that learner outcome.
Assessment – how you will determine if the student meet the learner outcome and to what extent the
learner outcome was met. An assessment is a measurement of an outcome.
Sample for 200-level communication course*
Learner Outcome
Activity (optional, but strongly
Assessment
suggested)
Define the steps in the
Quiz
communication process.
Recognize the steps in the
In listening to a presentation,
In-class assignment
communication process.
the student will identify the
steps using relevant examples
from the presentation.
Demonstrate the steps in the
In-class presentations.
Rubric completed by instructor
communication process.
and peers
*Learner outcomes move from Knowledge  Comprehension  Application in this 200-level course.
Sample for 300-level training and development course*
Learner Outcome
Activity
Interpret training needs for an
Working in groups, students will
organization, based on user
turn user requirements into a
requirements.
broad training plan consisting of
4 separate modules.
Outline broad training plan
Working in groups, students will
modules to identify specific
define training topics for each
training topics in each module.
module. Students will present
plan to user.
Construct training materials for
at least 1 training module.
Revise or justify training
materials based on instructor
Working in groups, students will
identify materials needed for
training, organize the materials
into logical steps, and design
the appropriate medium for
transfer of training to trainees.
Students will evaluate
comments from instructor and
Assessment
Faculty mentor and students
will confer to determine if the
broad plan is satisfactory or
need redefinition.
Faculty mentor, user, and
students will confer to
determine if the training topics
are satisfactory or need
redefinition.
Rubric completed by faculty
mentor and user.
Faculty mentor and end user
will review and rank training
and user feedback.
user and judge whether or not
modules for quality and
to incorporate feedback into a
completeness based on a rubric.
revised training module.
*Learner Outcomes move from Application  Analysis  Synthesis  Evaluation. Through previous
coursework, students would have met learner outcomes in knowledge and comprehension of training
and development curricula. Additionally, Evaluation is included in this 300-level course as it is the final
course in training and development.
Sample for 400-level biology course*
Learner Outcome
Activity
Diagram higher plant
Laboratory activities to work
photosynthesis.
with higher plant
photosynthesis.
Predict and test plant responses Laboratory activities to predict
to the environment in response then test plant responses to
to an external cue.
external cues.
Propose analyses for laboratory Students will conduct
exercises.
experiments then propose,
design, and complete data
analyses for laboratory
exercises. Students will present
their data in graphical or tabular
form on laboratory worksheets.
Justify their chosen
Classroom presentation using
experimental design, data
appropriate technology. Can be
choices, and analyses.
done through SOURCE
presentation.
Assessment
Laboratory worksheets
(assignments) and exam.
Written examination.
Laboratory worksheets based
on a rubric.
Rubric that measures verbal
communication, quality of
presentation, appropriate use
of technology, and overall
choice of experimental design,
data choices, and analyses.
*Learner Outcomes move from Analysis  Synthesis  Evaluation. Through previous coursework,
students would have met learner outcomes in regard to plants in Knowledge, Comprehension, and
Application. Note that learner outcomes and assessments are appropriate for an upper-division course.
*Learner Outcomes for an upper-division accounting course*
Learner Outcome
Activity
Demonstrate knowledge of cost Students will classify costs into
behavior.
fixed, mixed, and variable costs,
then calculate costs using a
process costing system.
Analyze costs using a process
Students will analyze costs and
costing system.
present written
recommendations based on the
analyses.
Calculate units and dollars
Complete worksheets to use
needed to reach a certain level
knowledge of cost-volumeof profit.
profit (CVP) analysis.
Create operating budgets and
Based on a scenario, student
cash budgets for a company.
groups will analyze and classify
data to create an operating
budget and cash budget for a
company. Students will prepare
a memo, using correct format,
syntax, and mechanics, to
Assessment
Graded assignment.
Graded assignment using a
rubric.
Graded worksheets and exam.
Rubric that measures their
written communication, their
process, their decisions, and
their completed budgets.
explain their process and
choices to the company
president.
*Learner Outcomes move from Application  Analysis  Synthesis. Earlier coursework would have met
the Knowledge and Comprehension learner outcomes of cost accounting; additional coursework in cost
accounting will meet the Evaluation learner outcome.
Knowledge
(recall of
information)
Define
List
Recall
Name
Recognize
State
Repeat
Record
Label
Arrange
Duplicate
Match
Memorize
Order
Relate
Reproduce
Verbs for Use In Writing Learner Outcomes
Comprehension Application
Analysis
Synthesis
(interpret
(use
(break
(bring parts
information in
knowledge or
knowledge
together to
one’s own
generalization into parts and form a whole;
words)
in a new
show
build
situation)
relationships
relationships
among parts)
for new
situations)
Discuss
Compute
Distinguish
Diagnose
Describe
Demonstrate
Analyze
Propose
Explain
Illustrate
Differentiate
Design
Identify
Operate
Compare
Manage
Translate
Perform
Contrast
Hypothesize
Restate
Interpret
Categorize
Summarize
Recognize
Apply
Appraise
Compose
Express
Employ
Calculate
Plan
Locate
Use
Test
Formulate
Report
Practice
Diagram
Arrange
Tell
Schedule
Inspect
Assemble
Convert
Sketch
Question
Collect
Distinguish
Prepare
Relate
Construct
Estimate
Modify
Solve
Create
Indicate
Predict
Examine
Organize
Select
Extrapolate
Classify
Prepare
Sort
Manage
Deduce
Modify
Choose
Outline
Invent
Solve
Inventory
Generate
Experiment
Set up
Discriminate
Synthesize
Write
Evaluation
(make
judgments on
basis of given
criteria)
Evaluate
Assess
Justify
Appraise
Rate
Revise
Score
Select
Choose
Estimate
Measure
Argue
Decide
Criticize
Attack
Defend
Judge
Predict
Support
Value
Course Prefix and Number:
Learner Outcome
10/14
Date:
Activity (optional)
Assessment