Sometimes the most difficult part of the assessment process is writing the student learning outcomes. Follow these general guidelines (PDF, 138 KB) to develop high quality SLOs:
1. Opening.
Student learning outcomes should always begin with "students."
Example: "Students will . . ."
2. Choose an active verb from one of Bloom's cognitive domains.
Choose a verb from the list or write your own at the bottom of the appropriate category.
Remembering | Understanding | Applying | Analyzing | Evaluating | Creating |
| cite | classify | apply | analyze | appraise | assemble |
| define | depict | choreograph | appraise | argue | compose |
| identify | describe | compute | calculate | arrange | construct |
| indicate | discuss | dramatize | categorize | collect | create |
| label | explain | employ | compare | combine | design |
| list | express | illustrate | contrast | decide | develop |
| match | locate | interpret | criticize | defend | formulate |
| name | paraphrase | operate | debate | estimate | generate |
| quote | recognize | sketch | determine | evaluate | integrate |
| recall | report | solve | diagram | judge | measure |
| relate | restate | use | differentiate | manage | plan |
| repeat | review | distinguish | organize | produce | |
| reproduce | summarize | experiment | rate | revise | |
| state | tell | inspect | score | write | |
| translate | question | value |
3. Complete the outcome with disclipline specific content.
4. Review the outcome.
Does the outcome meet the SMART test?
Specific
Measurable
Attainable
Realistic
Timely
Does the outcome avoid the use of vague and potentially troublesome words or phrases?
Avoid the use of words that are unclear and might require further definition such as: ability, awareness, appreciation, critical thinking, knowledge, learn, understanding.
Example
Let's say that I wanted to write a student learning outcome about my assessment program. "Students will understand assessment" would not be a good SLO because it is too vague. Students would have no idea what the program expected out of them and faculty would not be clear on how to measure that outcome. I could change the outcome to better reflect what exactly I want students to be able to do after completing my program. Perhaps my expectations are at the remembering level so one of my outcomes might be "Students will define assessment." Or, I may have higher level expectations of my students so my outcome might be "Students will write a clear and concise student learning outcome." There is much less room for interpretation with this outcome than with the one using "understand" and it will be much easier for me to develop assessment methods for that outcome.