Learning Outcomes

Critical and Creative Thinking 

Inquiry and Analysis • Problem Solving • Creativity • Depth and Breadth of Understanding 

Critical and creative thinking is a concept in which one applies logical principles, after much inquiry and analysis, to solve problems in with a high degree of innovation, divergent thinking and risk taking. Those mastering this outcome show evidence of integrating knowledge and applying this knowledge across disciplinary boundaries. Depth and breadth of understanding of disciplines is essential to this outcome. 

Literacy 

Information Literacy • Quantitative Literacy • Technological Literacy • Visual Literacy 

Literacy is the ability to extract information from a variety of resources, assess the quality and validity of the material, and use it to discover new knowledge. The comfort in using quantitative literacy also exists in this definition, as does using technology effectively and developing visual literacy. 

Global Understanding 

Global Understanding • Sense of Historical Development • Civic Knowledge and Engagement • Intercultural Competence 

Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) from which these arise, and how they are manifest in modern society. Global understanding is exercised as civic engagement, intercultural competence and the ability to understand an academic discipline outside of the domestic context. 

Communicating 

Oral Communication • Written Communication • Reading Comprehension • Integrative Communication 

Communicating is the ability to interact effectively with a variety of individuals and groups, and convey information successfully in a variety of formats including oral and written communication. Communicating also comprises attentiveness and listening, as well as reading comprehension. It includes the ability to communicate and synthesize information, arguments, and analyses accurately and reliably. 

Professional and Ethical Behaviour 

Teamwork • Ethical Reasoning • Leadership • Personal Organization and Time Management 

Professional and ethical behaviour requires the ability to accomplish the tasks at hand with proficient skills in teamwork and leadership, while remembering ethical reasoning behind all decisions. The ability for organizational and time management skills is essential in bringing together all aspects of managing self and others. Academic integrity is central to mastery in this outcome. 

• LO Rubrics
• LO Alignment Table
• LO Alignment Template
• Senate Report (December 5, 2012)

Critical and Creative Thinking

Independent Inquiry and Analysis • Problem Solving • Creativity • Depth and Breadth of Understanding

Critical and creative thinking is a concept in which one applies logical principles, after much inquiry and analysis, to solve problems with a high degree of innovation, divergent thinking and risk taking. Those mastering this outcome shows evidence of integrating knowledge and applying this knowledge across disciplinary boundaries. Depth and breadth of understanding of disciplines is essential to this outcome. At the graduate level, originality in the application of knowledge (master’s) and undertaking of research (doctoral) is expected.

Literacy

Information Literacy • Quantitative Literacy • Technological Literacy • Visual Literacy

Literacy is the ability to extract material from a variety of resources, assess the quality and validity of the material, and use it to discover new knowledge. The comfort in using quantitative literacy also exists in this definition, as does using technology effectively and developing visual literacy.

Global Understanding

Global Understanding • Sense of Historical Development • Civic Knowledge and Engagement • Intercultural Knowledge and Competence

Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) from which these arise, and how they are manifest in modern society. Global understanding is exercised as civic engagement, intercultural competence and the ability to understand an academic discipline outside of the domestic context.

Communicating

Oral Communication • Written Communication • Reading Comprehension • Integrative Communication

Communicating is the ability to interact effectively with a variety of individuals and groups, and convey information successfully in a variety of formats including oral and written communication. Communicating also comprises attentiveness and listening, as well as reading comprehension. It is the ability to communicate and synthesize information, arguments, and analyses accurately and reliably.

Professional and Ethical Behaviour

Teamwork • Ethical Reasoning • Leadership • Personal Organization & Time Management • Intellectual Independence

Professional and ethical behaviour requires the ability to accomplish the tasks at hand with proficient skills in teamwork and leadership, while remembering ethical reasoning behind all decisions. The ability for organizational and time management skills is essential in bringing together all aspects of managing self and others. Academic integrity is central to mastery in this outcome. At the graduate level, intellectual independence is needed for professional and academic development and engagement.

• LO Rubrics
• LO Alignment Table
• LO Alignment Template
• Senate Report (May 27, 2013)

Guide to Developing and Assessing Learning Outcomes

Learning outcomes are direct statements that describe the essential and enduring disciplinary knowledge and abilities that students should possess, and the depth of learning that is expected upon completion of a program or course (Anderson et al., 2001; Harden, 2002). They focus on transferable knowledge, skills and behaviors that can be observed and assessed, and are reflective of disciplinary contexts.

Learning outcomes answer the questions:

1. How would you describe the attributes of an ideal graduate of the program? What unique strengths should students who complete this program possess?
2. What is essential that students know and be able to do at the end of their learning experiences? What key knowledge, skills and values/attitudes should students who complete the program possess?

The following guidelines should be considered when preparing effective LO statements. Learning outcomes should:

• complete a phrase describing what students should know and/or be able to do by the end of the program or course (e.g. "By the end of this program, successful students will be able to...").
• start with an action verb that specifying the depth of learning expected (Table 1), followed by a statement describing the knowledge and abilities to be demonstrated, and finally a statement (or statements) to provide context within the discipline (Figure 1, below).
• be concise, direct and clearly stated. Terms such as know, understand, learn, appreciate and to be aware of should be avoided, and the specific level of achievement should be clearly identified.
• be observable and measurable. LO must be capable of being assessed, based on clearly defined criteria associated with the teaching/learning activities and assessment strategies contained within the curriculum.
• be balanced. If the LO is too broad, it will be difficult to assess. If the list of learning outcomes is long and detailed, they are likely to limit flexibility and adaptability in the curriculum.
• be grounded within the discipline, and consistent with disciplinary language, norms and standards.

Table 1: Depth of learning conceptualized from remembering and understanding to evaluating and creating (adapted from Anderson et al., 2001).

Questions for Reviewing LOs

In order to effectively inform curriculum processes and decisions, learning outcomes should be both developed and reviewed collectively by curriculum committees, instructors and students.  Learning outcomes should become part of a living curriculum, where a process of continuous review and improvement is supported. The following questions can help to guide the process for reviewing learning outcomes

1. Do they accurately describe what a graduate should know, value and be able to do?  Do they describe adequately the unique strengths that a graduate of the program should possess? Are there any specific statements that should be added, consolidated and/or removed?
2. Do the action verbs adequately convey an appropriate level of understanding for each learning outcome?
3. Are the learning outcome statements concise and specific?  Could they be understood by multiple audiences (e.g., students, instructors, employers, administrators, across institutions)?
4. Are they reflective of the discipline? Would the discipline be clear if the statement were read in isolation? If not, what additional detail could be added to provide additional disciplinary context?
5. Are they specific, observable and measurable qualities? Could you appropriately assess each outcome? If not, how should they be revised? What additional detail/context is required?

Banta, T. W, & Blaich, C. (2010) Closing the assessment loop. Change: The Magazine of Higher Learning, 43(1), 22-27.

This article considers the purpose and challenges of assessing learning outcomes and evidencing student learning. The authors argue the importance of faculty engagement in ‘closing the loop’ by using results from learning outcome assessments to improve teaching and learning. The article lists 17 characteristics of a useful outcomes assessment.

Bath, D., Smith, C., Stein, S., & Swann, R. (2004) Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research and Development, 23(3), 313-328.

This article discusses the importance of graduate attributes and whether or not curriculum mapping is capable of creating alignment. This article uses a case study to describe the process for mapping and embedding graduate attributes into programs and courses. The action learning process undertaken in the case study stimulated ongoing reflection and review of the curriculum to ensure graduate attributes were being developed.

Briggs, C.L. (2007) Curriculum collaboration: A key to continuous program renewal. The Journal of Higher Education, 78(6), 676-711.

This study examines descriptors of curriculum collaboration from various members of institutions with a reputation for ongoing curriculum renewal. The author proposes alternative frameworks for curriculum collaboration; invisible colleges, ephemeral organizations and communities of practice.  The author explains the advantages of characterizing collaborations as communities of practice over teamwork models.

Diamond, R. (1998) Designing and assessing courses and curricula: a practical guide. San Francisco, CA: Jossey-Bass.

This book is an extensive guide for course design, implementation and evaluation. The book outlines a process for curriculum design and uses case studies and research in relation to teaching and learning. Resources such as checklists and worksheets are provided to help the reader move forward with an action plan.

Hughes, C.  (2009) Framing the activities of institutions and academic development units in support of assessment. Innovations in Education and Teaching International, 46(2), 123-133.

This article discusses the roles and duties of academic development units (ADUs) and proposes two frameworks to describe the potential contribution of ADUs in assessment practices. The institutional level framework groups activities of the ADUs into clusters in order to enhance their implementation in the institution while the ADU level framework provides a list of possibilities in which the ADUs could be used as a resource to support assessment plans.

Hughes, C., & Barrie, S. (2010) Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education, 35 (3), 325-334.

This article addresses the challenges in assessing graduate attributes and the seven systemic factors that influence the achievement of these attributes.  The article explains how different factors will change how outcomes or attributes are embedded and assessed within the curriculum.  The article concludes that while individuals are capable of successfully assessing attributes, the effectiveness of this assessment continues to be limited by systemic factors which are unaddressed at the institutional level.

Knight, P.T. (2001) Complexity and Curriculum: A process approach to curriculum-making.  Teachers in Higher Education, 6(3), 369-381.

This article explains the complex nature of learning in higher education and the difficulties faces when attempted to capture this complex learning in a learning outcome or objective. The author discusses rational curriculum planning and the reasons why it may not be as practical as it seems. This article argues that a process approach to curriculum-making would create a coherent curriculum by asking what good learning, teaching and assessment encounters are.

Kuh, G. D., & Ewell, P. T. (2010) The state of learning outcomes assessment in the United States.  Higher Education Management and Policy, 22 (1), 1-19.

This article surveys institutions in the United States and discusses eight findings which describe the state of learning outcome assessment in the United States. The article suggests potential actions for various stakeholders including university administrators and faculty members.  The authors conclude the biggest challenge the United States faces is using learning outcome assessments to improve teaching and learning.

McNay, M. (2009) Western Guide to Curriculum Review. London, ON: The University of Western Ontario Teaching Support Centre.

This short book is a comprehensive guide to curriculum review which includes an outline of the process for creating and reviewing curricula. The author includes a section with tips on how to develop and assess learning outcomes in higher education.  The guide also provides important questions for thought and discussion to help direct the process.

Nicholson, K. (2011) Brief #4: Outcome based education. Hamilton, ON: Council of Ontario Universities Degree Level Expectations Project.

This report defines outcome-based education within Universities in Ontario and describes three versions of outcome-based education. The author outlines and explains the principles in Spady’s outcome-based education paradigm.

American Association of Colleges and Universities (ACCU). (2011/2012) Assessing liberal education outcomes using VALUE rubrics. Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 13(4)/14(1).

This volume of Peer Review contains a collection of articles illustrating the use of VALUE rubrics to assess student learning. The authors explain the Valid Assessment of Learning in Undergraduate Education (VALUE) project and highlight some of the uses of the VALUE project across the United States of America. The volume includes articles on the use of VALUE rubrics in assessing learning outcomes and validating outcomes assessment.

Uchiyama, K. P., & Radin, J. L. (2009) Curriculum Mapping in Higher Education: A vehicle for collaboration. Innovative Higher Education, 33, 271-280.