University Learning Outcomes are aligned with general education courses, undergraduate degree major courses, and graduate degree major courses. To best prepare students to excel in their careers and life, Excelsior University adopted the Degree Qualification Profile’s (DQP) five themes as the common University Learning Outcomes (ULOs) for our institution.
Program Outcomes (PLOs)
PLOs are high level, overarching outcomes achieved after completing an entire program of study. It is not expected that each course in a program will support every program outcome.
Course outcomes (COs)
COs are broad statements that define what a learner should achieve by the end of the course. Course outcomes support one or more of the program outcomes.
Example: “Solve problems using algebraic principles.”
Module outcomes (MOs)
MOs are specific, performance-based outcomes that learners achieve by the end of each module. They are measurable and observable, and support one or more course outcomes.
Example: “Solve quadratic equations using the quadratic formula.”
Writing Outcomes
Key Guidelines
Use the following principles to describe what learners should be able to demonstrate after completing the course or learning experience.
Use Bloom’s Revised Taxonomy for the Cognitive Domain
Choose a verb that matches the intended level of cognitive complexity, such as remember, apply, analyze, or evaluate.
Resource: Bloom’s Taxonomy
Include Only One Measurable Ability per Outcome
Each outcome should focus on a single, observable, and measurable goal.
Avoid combining multiple abilities
Analyze data and create visualizations.
Use One Active, Measurable Verb
Ensure outcomes clearly specify observable and assessable abilities that occur in the real world.
Avoid vague verbs and phrases such as:
State the Intended, Specific Focus
Ensure the outcome aligns with the specific skill, concept, or application you intend to measure.
Tool-Focused Example
Use penetration testing tools to identify vulnerabilities in network security.
Measures the ability to use specific tools to identify vulnerabilities.
Analysis-Focused Example
Identify vulnerabilities in network security using system logs and configurations.
Measures analytical identification without requiring one specific tool.
Keep the focus specific and enduring:
- Identify the particular aspect of the topic learners should address.
- Connect the verb to a clear context, condition, or scope.
- Avoid naming tools or technologies that may quickly become outdated unless they are central to the course outcome.
Too Specific
Use Microsoft Excel to create pivot tables.
More Enduring
Create pivot tables to analyze datasets.
Focus on the Outcome, Not the Task
Describe the knowledge or ability learners should demonstrate, not the assignment they will complete.
Outcome
Explain the key principles of ethical leadership.
This describes the knowledge and cognitive skills learners should demonstrate.
Assignment Description
Write a reflection paper on ethical leadership.
This describes the activity rather than the intended learning result.
Ensure Alignment with Assessments
Outcomes should be achieved through assignments or assessments, not solely through readings or lessons.
Alignment Check
If an ability will not be assessed, it should not be written as a course or module outcome.
Course Outcomes (COs)
Definition and Purpose
Course outcomes are broad statements that define what students will be able to achieve by the end of the course. They align with program outcomes and guide the development of module outcomes.
Key Characteristics
Quantity
Write 4-8 outcomes per course.
Breadth
Ensure COs are broad enough to encompass multiple supporting module outcomes.
Alignment
Each CO must map to at least one program outcome (PO).
Tips for Writing COs
- Write outcomes in logical order, reflecting the progression of skills or knowledge.
- Use active verbs appropriate for the cognitive level of the course.
- Focus on end-of-course achievements, not activities or processes.
- Correct: “Apply ethical considerations to financial decision-making.”
- Incorrect: “Participate in a group discussion on ethics.
Example Course Outcomes
- “Design a comprehensive marketing strategy for a new product launch.”
- “Evaluate the impact of supply chain decisions on operational efficiency.”
Module Outcomes (MOs)
Definition and Purpose
Module outcomes are specific, measurable statements that define what students will achieve by the end of a module. MOs are enabling outcomes that support the achievement of course outcomes. All course content (assessments, assignments, activities, learning materials) must be mapped to MOs.
Key Characteristics
Quantity
Write 3-5 outcomes per module (in a 3-credit course).
Alignment
Each MO should clearly support one or more course outcomes.
Cognitive Level
An MO should not be higher on Bloom’s Taxonomy than the CO it supports.
Bloom’s Taxonomy
Bloom’s Taxonomy (Revised version) offers a framework for progressing from lower- to higher-level thinking. When writing outcomes, use verbs that match the intended level of student learning. Keep in mind that some verbs can apply to more than one level, so focus on what you expect students to do, not just the verb itself.
| Level | Description | Verbs | Sample Question Stem |
|---|---|---|---|
| Remember | Show memory of previously learned material by recalling facts, terms, basic concepts, and answers. | Choose, define, describe, identify, label, list, match, name, relate, select, spell, state | What is…? Who were the main…? When did…? List the three…? Who was…? How would you explain…? |
| Understand | Show cognition of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Explaining ideas or concepts. | Compare, contrast, explain, identify, infer, interpret, outline, rephrase, summarize, translate | What is the main idea of…? What facts or ideas show…? How would you summarize…? Which statements support…? What is meant by…? What differences exist between…? |
| Apply | Use information in new situations by applying acquired knowledge, facts, techniques, and rules in a different way. | Apply, build, calculate, choose, construct, demonstrate [a process or skill, not “knowledge of”], develop, execute, identify, interpret, model, organize, plan, produce, select, solve | What approach would you use to…? Solve for…. What would the result be if…? How would you use the facts to…? What are the steps involved in…? How would you…? |
| Analyze | Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. | Analyze, categorize, classify, compare, contrast, dissect, infer, inspect, simplify, test | What is the motive for…? What evidence can you find…? What inferences can you make…? What conclusions can you make from…? How is this different from…? (or similar to) What are some of the potential problems with…? |
| Evaluate | Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. | Argue, Assess, choose, conclude, critique, criticize, decide, defend, determine, dispute, estimate, interpret, justify, measure, prioritize, prove, rate, revise, support | How would you determine…? What is your opinion of…? What would you recommend…? What choice would you have made…? How would you justify…? How would you prove…? (or disprove) |
| Create | Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Generate new ideas, products, or ways of viewing things. | Adapt, build, change, combine, compile, compose, construct, create, delete, design, develop, formulate, imagine, invent, modify, plan, predict, produce, propose, solve, test | How would you design…? How would you test…? What would you combine to…? How would you construct a model that would…? How would you adapt….. to create a different…..? How would you formulate a theory for…? |