A typical outcome statement has three parts: WHO + VERB/ACTION + WHAT
Student Learning Outcomes (SLOs)
Student learning outcomes or SLOs focus on students' knowledge and skills expected upon completion of an academic degree program. When writing a student learning outcome, it is important to consider: What should my students know or be able to do at the time of graduation?
- The WHO is the graduating student.
- The VERB describes the students' action.
- The WHAT refers to the expected knowledge or skill the graduates of the program should have mastered.
- Poor – Students will demonstrate the ability to write effectively.
- Better – Students will demonstrate their ability to compose a final essay with a well-defined thesis.
- Best – Students will construct a research paper with a well-defined thesis using critical theory to compare and contrast two specific literary periods.
Program Outcomes (POs)
Program Outcomes or POs focus on expected programmatic changes that will improve overall program quality for all stakeholders, including students, faculty, and staff. It does not incorporate learning outcomes, but rather emphasizes areas such as recruitment, professional development, advising, hiring processes, and/or satisfaction rates. When writing program outcomes, consider the following question: How can I make this program more efficient?
- The WHO includes multiple stakeholders generally, since the program is viewed as whole (i.e. undergraduate and/or graduate students, faculty, and/or staff members)
- The VERB describes any and all that will affect the stakeholders.
- The WHAT refers to the expected experiences and/or accomplishments of the program.
- Poor – Graduate students will be satisfied with the program.
Better – Graduate students will be satisfied with the master's program.
Best – Graduate Students will be satisfied with the overall effectiveness of student advising in the Master's program in Construction Management.
Core Curriculum Outcomes (COs)
Core curriculum outcomes or COs focus on expected learning outcomes for the core curriculum of the university, and characterize the institution's mission for student learning.
- The WHO is the undergraduate students.
- The VERB describes any and all actions (e.g., will be able to demonstrate, conduct, design, implement).
- The WHAT refers to the expected knowledge or skill the students in the courses should have mastered.
- Poor – Students will design and conduct research.
- Better – Students will be able to independently design and carry out experimental and correlational research.
- Best – Students will be able to independently design, carry out, interpret, and report experimental and correlational data analysis using SPSS when provided with valid quantitative data from an educational research study.
Administrative Assessment Outcomes (AAOs)
Administrative Assessment Outcomes (AAOs) are statements that describe what the administrative units intend to accomplish in support of institutional effectiveness and overall academic learning. The drive of administrative units should be to determine and improve service quality across the university, particularly in the areas of client satisfaction, decision making, resource allocation, operational support, and general strategic planning.
- The WHO includes multiple stakeholders generally, since the unit is viewed as whole (i.e. undergraduate and/or graduate students, faculty, and/or staff members).
- The VERB describes any and all actions (e.g., will be able to demonstrate, conduct, design, implement).
- The WHAT refers to the expected knowledge or skill and to the level of quality and proficiency that is expected to be achieved.
- Poor – Students will successfully complete a resume.
- Better – Students will demonstrate competence in writing resumes for employment.
- Best – Students attending the fall and spring workshops will be able to develop a discipline specific resume that meets employer expectations.