Writing Outcomes

Choose verbs that match the desired level of cognitive complexity (e.g., remember, apply, evaluate).

Resource: Bloom’s Taxonomy

Each outcome should focus on a single, measurable goal.

Avoid combining multiple skills or abilities into one outcome (e.g., “Analyze data and create visualizations”).

Ensure outcomes clearly specify observable and assessable abilities that occur in the real world (outside of the confines of the classroom).

Avoid vague verbs like “understand,” “learn,” “know,” “demonstrate knowledge of,” “recognize,” “appreciate,” “discuss,” “practice,” “examine,” “be aware of,” and “become familiar with.”

1. Ensure the outcome aligns with the specific skill, concept, or application you intend to measure. For example:
   1. Example: “Use penetration testing tools to identify vulnerabilities in network security.”
      • What is measured: The ability to effectively use tools for identifying vulnerabilities.
   2. Example: “Identify vulnerabilities in network security using system logs and configurations.”
      • What is measured: The ability to identify vulnerabilities using analytical thinking, independent of using specific tools.
2. Avoid vague constructions like “Apply knowledge of”, or “Explain the importance of.”
3. Avoid vague constructions such as [verb] [topic] (e.g., “Describe cybersecurity”). This phrasing is too broad and does not communicate what learners should actually be able to do. Instead:
   1. Identify the particular aspect of the topic learners should focus on (e.g., “Describe common cybersecurity threats that impact small businesses”).
   2. Connect the verb to a clear context or condition, so the outcome communicates the depth or scope expected (e.g., “Analyze cybersecurity risks in cloud-based storage systems”).
4. Balance specificity with longevity. Outcomes should focus on enduring knowledge or skills rather than transient details. Avoid naming particular tools, technologies, or examples that may quickly become outdated unless they are central to the course outcome. Instead, frame the outcome around the broader concept or competency students need to demonstrate.
   1. Too specific/outdated: “Use Microsoft Excel to create pivot tables.”
   2. Evergreen: “Create pivot tables to analyze datasets.”

1. Focus on what the learner should be able to do as a result of completing the assessment.
   1. “Explain the key principles of ethical leadership.”
      • Why it’s correct: This outcome focuses on the knowledge and cognitive skills the learner should demonstrate after engaging with the activity. It aligns with Bloom’s taxonomy and is measurable.
2. Don’t write outcomes as tasks or assignment descriptions (what learners will do in the assignment).
   1. “Write a reflection paper on ethical leadership.”
      • Why it’s incorrect: This describes an assignment, not the skill or knowledge the learner will gain. It focuses on the activity, not the learning result.

Outcomes should be achieved through assignments or assessments, not solely through readings or lessons. If an ability is not going to be assessed, it should not be an outcome.