I. Learning Outcome Statements

Examples that are very general and very hard to measure

• …will appreciate the benefits of learning a foreign language.
• …will be able to access resources at the University of Rhode Island.
• …will develop problem-solving skills.
• …will have more confidence in their knowledge of the subject matter.

Examples that are fairly general and fairly hard to measure

• …will value knowing a second language as a communication tool.
• …will develop and apply effective problem-solving skills that will enable one to adequately navigate through the proper resources within the University of Rhode Island.
• …will demonstrate the ability to resolve problems that occur in the field.
• …will demonstrate critical thinking skills, such as problem solving as it relates to social issues.

Examples that are specific and relatively easy to measure

• …will be able to read and demonstrate good comprehension of text in areas of the student’s interest or professional field.
• …will demonstrate the ability to apply basic research methods in psychology, including research design, data analysis, and interpretation.
• …will be able to identify environmental problems, evaluate problem-solving strategies, and develop science-based solutions.
• …will demonstrate the ability to evaluate, integrate, and apply appropriate information from various sources to create cohesive, persuasive arguments, and to propose design concepts.

Practice

Take a look at the following examples. You may see that these learning outcomes have shortcomings.

• Participants will understand the complexity of sociocultural and international diversity.
• Students will arrive on time daily.

In the first, learning is demonstrated, but it will be difficult to measure. In the second, the outcomes can be easily measured, but learning is not likely being demonstrated. How would you rewrite these to make the learning outcomes measurable and demonstrative of learning? There can be various options.

• Participants will demonstrate the ability to recognize and discuss the complexity of sociocultural and international diversity.
• Students will apply effective strategies for self-management and self-improvement.

URI examples of clear, measurable learning outcome statements

II. Developing a Learning Question: What aspect of the outcome are you interested in?

The learning/research question frames the goal for the assessment project and provides the rationale for the assessment plan/study design, highlighting purpose or reason for examining the outcome(s) selected in the course/time sample. The question about student learning around an outcome informs the student work that will be collected/examined and the focus of recommendations following assessment.

Example SLO: “Diversity of Perspective: Students will demonstrate the ability to recognize the diversity of
cultural and/or ethnic perspectives.”

Example Learning Question: “Are our students gaining an understanding of “diversity” not merely in a referential
sense—i.e., as a matter of simple inclusion of the “non-dominant”, but in ever more sophisticated ways indicative
of integrative thinking, an understanding of the politics of literary expression, and the stakes of intersectionality?”

Example SLO: “Apply anthropological thinking to contemporary environmental, social, or health issues worldwide.”

Example Learning Question: “Can students apply anthropological thinking to a current issue (at the expected levels) in the upper division courses where writing is emphasized? This involves explaining the issue, applying concepts and methods, and developing a plan to address the issue at the 400-level.”