Writing course outcomes
Course Learning Outcomes are specific and measurable statements that define the knowledge, skills, and attitudes learners will demonstrate by the completion of a course. Learning Outcomes are written with a verb phrase and declare a demonstrable action within a given time frame, such as by the end of the course. Source: Course Learning Outcomes
Please note: Skills and competencies can be mastered by repetition; outcomes are more complex and speak to the aggregate of skills mastered, concepts understood, and knowledge acquired.
The required stem for the list of outcomes is: “Upon successful completion of the course, students should be able to . . .”
Course Outcomes Expectations
- The number of outcomes will depend on the complexity of the course content. Care should be taken to distinguish outcomes from a large list of skills or competencies. Typically, a course will have one to six outcomes; a one-credit course would likely have fewer outcomes, whereas a multi-credit course would likely have more.
- Course Outcomes must begin with a measurable action verb. See Bloom’s Taxonomy and Fink’s Taxonomy for suggestions. Verbs that are difficult to measure should be avoided. Examples of verbs to avoid are appreciate, believe, comprehend, conceptualize, experience, feel, hear, know, memorize, perceive, realize, recognize, self-actualize, see, think, and understand.
- Two courses cannot have identical outcomes. Courses, however, may share some outcomes. At least one or more outcomes should be unique to each course, such as expressing differences in content or level. This difference could be even one word.
Criteria for Outcomes
Course outcome statements should:
- Describe what students should be able to do upon successfully completing the course to demonstrate their knowledge of and/or their capabilities relating to course content.
- Begin with a measurable verb. See the links above.
- Represent themes, key concepts, or comprehensive skill sets.
- Be supported by all other sections of the CCOG.
- Be measurable and assessable.
- Be aligned with degree, certificate, and/or PCC core outcomes where appropriate.
- Use language that is understandable to a broad audience, including students, faculty, external agencies, and the public.
Examples of Outcomes
Some, but not all, of these are PCC outcomes. Specific discipline names have been omitted or changed in most cases.
- Original: Demonstrate an understanding of the management process.
Better: Apply the management processes effectively in the work environment.
Why is it better? It looks outside the classroom and speaks to how the students will carry this understanding into the real world “out there” in both levels of integration of knowledge and in context. Use of the word APPLY and omission of the word DEMONSTRATE.
- Original: Discuss employment availability and trends in the ___________ industry.
Better: Adapt career plans and seek professional development opportunities that reflect the changing trends in the __________ industry.
Why is it better? Discuss is a classroom activity, an outcome should apply to the post-classroom world.
- Original: Understand professional and ethical responsibility.
Better: Work within the ethical and professional parameters of the ____________ profession.
Why is it better? The desired outcome is not that they would merely understand ethical issues, but act upon them, working ethically and professionally. It also speaks to the specific context.
- Original: Develop the skills necessary for the care of cancer patients
Better: Skillfully care for cancer patients. (Note: This can be modified to specify the level by adding a degree of supervision required or modified to reflect specific context.)
Why is it better? Development is something that happens during the course – the outcomes should speak to where a person should be as a result of having taken the course. Developmental steps can be woven into the individual course outcomes by specifying setting, supervision, or other discipline-specific parameters.
Examples of outcomes for sequenced courses that are differentiated by only one word:
- Provides an opportunity to sing in a large general chorus of mixed voices. Includes rehearsal and performance at an elementary level using repertory drawn from the canon of choral works from the 16th-21st centuries.
- Provides an opportunity to sing in a large general chorus of mixed voices. Includes rehearsal and performance at a beginning level using repertory drawn from the canon of choral works from the 16th-21st centuries.
- Provides an opportunity to sing in a large general chorus of mixed voices. Includes rehearsal and performance at an intermediate level using repertory drawn from the canon of choral works from the 16th-21st centuries.
For assistance in writing outcome statements, please contact Katelyn Goslin.