TIPS FOR WRITINGMEASURABLE LEARNING

OUTCOMES

The International Institute for Innovative Instruction

FRANKLIN UNIVERSITY

Many times, learningoutcomes are written in

ways that are notmeasurable.

Unmeasurablelearning outcomes

have no observableperformance to

capture what a leanerwould do to achieve

them.

Examples of UnmeasurableLearning Outcomes

What would the learner do to "appreciate" or

"understand?"

...the learner will

appreciate thesignificance of...

...be able to

demonstrate an

understanding...

MEASURABLE LEARNING OUTCOMES...

Define specific actions a learner must

perform

Focus on the results of the instruction, rather

than the process

Writing measurable learningoutcomes helps us to

SELECT & DESIGN... DEFINE...PROVIDE

INFORMATION......relevant instructional

materials....expected performance for

the learner and the

instructor.

...to help learners organize

their efforts.

i

Define specific actions a learner must perform

Examples of Measurable LearningOutcomes

"1. Analyze instructional scenarios for the

attributes of CIP theory."

"2. Create instructional solutions based on CIP."

"3. Defend the presence of CIP in instructional

solutions."

WHAT ASK YOURSELF BEFORE WRITINGLEARNING OUTCOMES

What  Why How

WHAT ASK YOURSELF BEFORE WRITINGLEARNING OUTCOMES

What skills should learnersbe able to perform upon

completing the learning? 

WHAT ASK YOURSELF BEFORE WRITINGLEARNING OUTCOMES

Why do I want learners tounderstand this?

WHAT ASK YOURSELF BEFORE WRITINGLEARNING OUTCOMES

How can learners dosomething that's related to

what I want them to

understand?

Let's look at how to write measurable learning outcomes

using verbs related to five levels of Bloom's Taxonomy:

UNDERSTAND

APPLY

ANALYZE

EVALUATE

CREATE

HOW TO WRITE MEASURABLELEARNING OUTCOMES

"UNDERSTAND"

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

If we want learners to

understand what they’re

learning, ask them to

construct meaning fromwhat they are learning.

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

UNDERSTAND

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Example "Understand" Action Verbs

CATEGORIZE PARAPHRASE

COMPARE

EXTRAPOLATE

ILLUSTRATE

SUMMARIZE

CLARIFY

EXPLAIN

INFER

PREDICT

GENERALIZE

"APPLY"

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

If we want learners to

apply what they’re

learning, ask them to

perform a task or use aprocedure.

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

APPLY

UNDERSTAND

EXECUTE

APPLY ANALYZE EVALUATE CREATE

Example "Apply" Action Verbs

EXPERIMENT

FACILITATE

MODIFY

PRODUCE REPORT

IMPLEMENT

PREPARE

"ANALYZE"

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

If we want learners

to analyze what they’re

learning, ask them

to break material intoparts and determine how

those parts relate.

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

ANALYZE

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Example "Analyze" Action Verbs

CLASSIFY OUTLINE

DIFFERENTIATE

DISTINGUISH

INTEGRATE

SELECT

DECONSTRUCT

DISCRIMINATE

ORGANIZE

PARSE

STRUCTURE

FIND

"EVALUATE"

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

If we want learners

to evaluate what they’re

learning, ask them

to make judgmentsbased on criteria and

standards.

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

EVALUATE

UNDERSTAND

CHECK

APPLY ANALYZE EVALUATE CREATE

Example "Evaluate" Action Verbs

CRITIQUE

JUDGE

RESEARCH TEST

MONITOR

DETECT

COORDINATE

"CREATE"

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

If we want learners

to create something

related to what they’re

learning, ask them to putelements together to

form a whole or

reorganize elements intoa pattern/structure.

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

CREATE

UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Example "Create" Action Verbs

COMBINE PLAN

CREATE

GENERATE

INVENT

CONSTRUCT

DESIGN

HYPOTHESIZE

PRODUCE

MODEL

Remember, when writing outcomes, ask yourself:

How can learners do something that's relatedto what I want them to understand?

HOW

Why do I want learners to understand this?WHY

What skills should learners be able to performupon completing the learning?

WHAT

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