Learning outcomes are statements of what a student is expected to know, be able to do, or value at the completion of a course, program, or other learning experience.
How they work
Faculty write measurable outcomes, align learning activities and assessments to them, and collect evidence of student achievement. Results are reviewed periodically for program improvement. In competency-based programs the outcomes are often expressed as competencies that must be demonstrated at a defined mastery level.
Example: a course outcome states “Students will be able to construct a basic SQL query that retrieves data from two related tables.” The online course includes video demonstrations, practice exercises with automated feedback, and a proctored practical exam. The instructor reviews submissions and provides individualized comments, satisfying both the outcome and regular-and-substantive-interaction expectations.
How they differ
Objectives sometimes describe instructor intentions; outcomes describe student performance. Competencies in a competency-based program are a form of learning outcome tied to direct assessment. Credit hours measure time or workload; learning outcomes measure achievement.
Common errors
Writing outcomes that cannot be observed or measured. Copying outcomes from another institution without aligning assessments. Assuming that posting outcomes in the syllabus is sufficient without collecting and reviewing evidence of student performance.
References
- 1. Regional accreditor outcome standardsRequirement for stated learning outcomes
- 2. Assessment practices in online programsAlignment of activities to outcomes
Learning outcomes are statements of what a student is expected to know, be able to do, or value at the completion of a course, program, or other learning experience.