Academic courses and programs aren't the only entities that assess learning outcomes. Many of Texas A&M University's academic and student support units may also wish to evaluate learning in the students they serve and are encouraged to refer to the information on this page.
Administrative units should refer to the Support Unit Assessment Guidelines for information about writing outcomes for assessment of efficiency and effectiveness of processes.
Administrative units should refer to the Support Unit Assessment Guidelines for information about writing outcomes for assessment of efficiency and effectiveness of processes.
Student learning outcomes (SLOs) are skills and competencies students are expected to demonstrate or articulate, and can be defined at multiple levels.
For example:
For example:
- Course learning outcomes (CLOs)
- Program learning outcomes (PLOs)
- University learning outcomes (ULOs)
What is the difference between CLOs, PLOs, and ULOs?
Course learning outcomes (CLOs) are very specific, measurable objectives within a particular course. These are presented to students in a course syllabus and will be reinforced several times in a semester.
Program learning outcomes (PLOs) are skills or competencies students are expected to be able to articulate or demonstrate by the time they graduate from an academic program (including certificate programs). They may be reinforced at different levels across program's curriculum (e.g., Beginner, Intermediate, Advanced). CLOs are mapped to PLOs.
University learning outcomes (ULOs) are very broad statements identifying the knowledge and skills all students are expected to gain during their educational experience at the institution. PLOs are mapped to these broad ULOs.
CLO: Students will use variance analysis in the farm budgeting process to determine where corrective actions may be necessary.
PLO: Students will apply financial management concepts and tools to "real world" problems in agriculture.
ULO: Students will apply discipline knowledge in a range of contexts to solve problems and make decisions.
How to Write Student Learning Outcomes
In addition to the information below, check out the Center for Teaching Excellence's self-paced module on writing learning outcomes!
A strong learning outcome is simple, specific, clearly written, and is appropriate to the level at which the knowledge or skill is being taught (e.g., CLO, PLO, or activity/training hosted by a support unit).
Consider the following:
- Use action words. Higher order verbs such as those found in Bloom's Taxonomy help define specific expectations for how students will demonstrate their learning.
- Keep it simple. SLO statements that include multiple skills or topics of knowledge are often difficult to measure completely. SLOs focused on just one skill or topic are easier to measure completely.
- Make it discipline-specific. Strong SLO statements clearly indicate what the skill looks like within the context of the discipline. E.g., Students will demonstrate research skills vs. Students will apply basic research methods in psychology, including research design, data analysis, and interpretation.
- Avoid abstract or unobservable "skills." Outcomes related to students' beliefs, values, or attitudes are not directly measurable. E.g., Students will appreciate a culture other their own.
Examples
SLOs in academic courses or programs:
- Students will identify environmental problems and develop science-based solutions.
- Students will apply knowledge of language processes across interpersonal and intrapersonal contexts.
- Students will demonstrate a proficiency in the fundamental concepts in each of the major areas of physics, to include x, y, z.
- Students will plan and organize units of instruction for key topics in agriculture.
SLOs in academic and/or student support units:
- Student workers who participate in department-led leadership opportunities will demonstrate personal and social responsibility.
- Students will articulate growth in global awareness as a result of their participation in programming.
- Students who utilize our online resources will achieve a higher level of success than those who do not, as indicated by their GPAs, retention, and graduation outcomes.