Writing SLOs

Student Learning Outcomes (SLOs) are an essential element of learning-centered institutions. By stating clearly the outcome that occurs as a result of the education, institutions and programs become better calibrated around techniques and pedagogies that are effective for advancing student learning. It is important that the SLOs be aligned throughout four levels: institution, school, program, and course, moving from more general to more specific.

SLOs are statements that specify what students will know or be able to do as a result of an activity and are expressed as knowledge, skills, attitudes, or values. They should be observable (and when appropriate measurable). They should be clearly written and easily understood by faculty, students, staff, administrators, and even parents. Each set of outcomes should be comprehensive, coherent, and contextualized for a specific discipline.

Each statement of a student learning outcome should include a VERB that represents the level of learning that is expected.

For example,
         Students will be able to < insert action verb > … [describe knowledge, skills, attitudes, or values].

Bloom's Taxonomy

LEARNING OUTCOMES

• IEOs
• Program Learning Outcomes
• Writing SLOs
• SLOs in Course Syllabi
• SLOs Evidence
• Assessment Tools
• Assessment Grant

Levels of learning range from low (superficial learning) to high (deep learning). The taxonomy below describes the lower levels of educational objectives beginning on the left and the higher levels toward the right. The following is a list of verbs from Bloom's (1956) taxonomy for use when creating student learning outcome statements: