The foundations of good assessment work are well-written learning outcomes statements and usable curriculum maps. This page provides tips and resources for creating both.

Learning Outcomes Statements

Learning outcomes statements are concise, action verb-oriented statements that describe what a learner will know or be able to do after completing an assignment, course, or program.

What is a good learning outcome?

Good learning outcomes statements are student-centered, clearly worded, measurable, practical, and specific. Good learning outcomes are worded clearly enough that everyone - faculty from other disciplines, students, parents - can understand them.

Specificity is key when writing learning outcomes. Ask yourself: what does demonstration of this learning outcome look like? If you are unsure, the outcome is likely not specific enough to measure.

Some words and phrases should be avoided as they are too vague to measure. Some examples of words and phrases to avoid are:

  • Understand
  • Appreciate
  • Demonstrate an understanding
  • Realize
  • Become aware of
  • Learn about
  • Become familiar with
  • Develop capacity to
  • Develop an ability to

"Understand" is often mistaken as a specific action in learning outcomes statements. But how does a student demonstrate understanding? What, specifically, does understanding look like in the context of your program, course, or activity?

It is helpful to break down into component parts what students will do to demonstrate learning - perhaps explaining, summarizing, or describing a topic of phenomenon. These actions are specific, and therefore more manageable.

How do you choose learning outcomes?

Start at the end! Consider:

  • What are your hopes and dreams for your students?
  • What skills or knowledge does your discipline value? What should your students value?
  • Think of the ideal graduate of your program - what does she know? What can she do?

Learning outcomes should be shared with students often to ensure they understand what learning - and how that learning is demonstrated - is expected of them. Questions you might consider asking students include:

  • Do students understand the outcomes? Can they restate the outcomes in different terms?
  • How do they feel the outcome can be demonstrated?
  • How have they demonstrated this learning previously?

How many learning outcomes should a program have?

Learning outcomes are not a comprehensive list of every single thing students will learn. If a program has too many learning outcomes, faculty will spend all their assessment time collected data. Assessment is only beneficial if there is ample time to reflect on results and use them for improvement.

The ideal number of learning outcomes a degree program should have is 3 to 5, depending on the discipline. (A caveat: some accreditors may require more. Always default to the accreditor's requirements.)

Learning Outcomes Development Resources

Curriculum Maps

Students need opportunities to engage with concepts and practice skills at multiple points and in different ways throughout their course of study. Curriculum maps provide a visual representation of those opportunities.

What should be included in a curriculum map?

Curriculum maps need only include a few key pieces of information: where students have opportunities to engage with each learning outcome across the curriculum.

Your curriculum map will allow you to determine whether:

  • Students are engaging with a learning outcome too late or too early in the program
  • Students have multiple opportunities to engage with a learning outcome or practice a skill
  • Students have opportunities to build on learning or skills as they progress

Curriculum maps can include as much information as you want (see resources below for examples), but they can also be very simple. The best curriculum maps are those that are useful for programs, no matter how complex or basic they may be.

What is the best way to create a curriculum map?

As with most things assessment related, the best approach to creating a curriculum map is a collaborative one. Ideally, faculty will sit together and discuss where learning opportunities are within the curriculum, where learning opportunities might be missing, and whether students are provided opportunities to build on their learning as they move through a curriculum.

Curriculum Mapping Resources