How to Write Program Learning Outcomes

Learning Outcomes Overview

Program Learning Outcomes are measurable expectations or anticipated outcomes. A comprehensive and well developed list can provide information about student learning, curriculum and teaching. Assessing or measuring learning outcomes can inform the institution about the educational environment. Learning outcomes are measured at various points during the educational experience. The degree to which outcomes are achieved will shape curricular planning and resource decision making. A culture of assessment enhances the ability to meet the changing needs of students and the University.

Writing PLOs

Program Learning Outcomes (PLOs) are an essential element of learning-centered institutions. By stating clearly the outcome that occurs as a result of the education, institutions and programs become better positioned for using techniques and pedagogies that are effective for advancing student learning.'

PLOs are statements that specify what students will know or be able to do as a result of an activity and are expressed as knowledge, skills, attitudes, or values. They should be observable (and when appropriate measurable). They should be clearly written and easily understood by faculty, students, staff, administrators, and external constituencies. Each set of outcomes should be comprehensive, coherent, and contextualized for a specific discipline.

To ensure that all of these components are being addressed, a PLO worksheet can be downloaded here.

Dos:

Use simple language and be specific, clear, and concise.
Ensure that the learning outcome is demonstrable and measurable.
Learning outcomes should align with the mission and vision of Pepperdine and with any requirements put forth by WSCUC and AACSB.
Use Bloom's Taxonomy:

Bloom's Taxonomy

Use of action verbs from Bloom's Taxonomy help to ensure that a student learning outcome is measurable.

Bloom's Taxonomy is a hierarchical design of ways of thinking (action or performance verbs) that classifies learning or cognition into six levels; categorized from less to more complex (Suskie, 2009).

Level 1 – Remember
Level 2 – Understand
Level 3 – Apply
Level 4 – Analyze
Level 5 – Evaluate
Level 6 – Create

Action verbs:

Remember	Understand	Apply	Analyze	Evaluate	Create
Acknowledge Activate Arrange Define Describe Identify Infer List Match Name Outline Recall Recite Reconcile Recount Rectify Reenact Reorganize Reproduce Retrieve State Write	Ascertain Assert Classify Decipher Decode Deconstruct Deduce Estimate Explain Infer Label Mimic Model Organize Paraphrase Pinpoint Predict Simplify Summarize Validate Verify	Advise Advocate Apply Articulate Assert Consult Convince Critique Defend Dictate Discuss Draft Ensure Illustrate Improve Improvise Integrate Judge Lead Persuade Present Produce Solve Use	Analogize Analyze Argue Breakdown Categorize Challenge Change Collect Compare Contrast Cross-Examine Demonstrate Differentiate Distinguish Examine Hypothesize Inspect Modify Predict Project Relate Revise Qualify Quantify Write	Adapt Appraise Argue Assess Categorize Collaborate Compare Critique Derive Detect Determine Evaluate Execute Explain Gather Hypothesize Incorporate Justify Measure Relate Simulate Solve Strategize Test Troubleshoot Value	Assign Assemble Cite Compile Compose Construct Create Customize Depict Design Develop Devise Discover Engineer Establish Forecast Formulate Generate Invent Propose Reconstruct Synthesize Tailor Transform

Examples of Good PLOs

Goal 1: Demonstrate learning of theoretically-grounded and methodologically-sound research skills that provide the foundation for impactful, practice-focused research

Synthesize relevant theory and past research on a business issue or challenge
Apply and/or develop theory, models, and methods in new, practice-relevant contexts

Goal 2: Demonstrate mastery of quantitative and qualitative research methods oriented to applied research

Determine the appropriate qualitative or quantitative methods that will address research questions
Develop a research study that applies quantitative research methods to collect, organize, and analyze data to address an applied research question
Develop a research study that applies qualitative research methods to collect, organize, and analyze data to address an applied research question

Goal 3: Demonstrate the ability to disseminate research by effectively communicating to audiences within an applied academic setting

Write an original research manuscript suitable for publication in practitioner and/or academic journals
Present research in a professional conference setting, effectively communicating research findings

Goal 4: Identify the integrative nature of applied research, with specific consideration of ethics, innovation, and global factors

Evaluate the impact of ethical factors in a complex business or societal environment
Devise innovative and value-creating products, processes, or organizational forms
Analyze the implications of economic, environmental, technological, legal and regulatory factors on global business practice

Don'ts:

Do not use the same action verb for every learning outcome - refer to the substantial list of additional action verbs provided above when stuck.
Do not try to combine multiple ideas into one single outcome. This is referred to as "double-barrel" statements. One outcome should describe only one learning concept.
Avoid making learning outcomes sound aspirational rather than obtainable.

Examples of Bad PLOs:

Goal 1: Demonstrate learning of skills that provide the foundation for impactful research

Bring theory and research together to analyze a business challenge
Apply theory, models, and methods in relevant contexts

Goal 2: Demonstrate mastery of research methods

Determine the appropriate methods that will address research questions
Develop a research study that applies quantitative research methods
Develop a research study that applies qualitative research methods

Goal 3: Demonstrate the ability to communicate to audiences within an academic setting

Write an original research manuscript suitable
Present research in a professional conference setting

Goal 4: Identify the nature of applied research

Demonstrate knowledge of the impact of ethics in a business or societal environment
Devise new products, processes, or organizational forms
Analyze the implications of several environmental factors on global business practice

Information on this page was adopted from the Office of Institutional Effectiveness at Pepperdine University, the WSCUC Assessment 101 Workshop facilitated by Monica Stitt-Bergh and Su Swarat, and Linda Suskie's Assessing Student Learning.