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Applications in Context Topics

•   Overview of Applications in Context
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Outcomes and Objectives

Home  »  Applications in Context  » Outcomes and Objectives

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a course such that students receive the guidance and structure to achieve meaningful outcomes, as well as guide how those outcomes can be assessed accurately and appropriately.

The Basics of Learning Outcomes and Objectives

Defining terms.

While the terms “learning outcomes” and “learning objectives” are used with varied meanings in varied contexts across higher education, at Purdue we try to use them in a more precise manner. By  Learning Outcomes  we mean a set of three to five goals that reflect what students will be able to achieve or skills or attitudes they will develop during the class. We use  Learning Objective  to refer to the steps that lead  into  a particular outcome. By approaching teaching and learning goals in this way, we can help students understand the path toward successful completion of the class. Some people also use the term  Learning Goals , and this can be useful especially in discussions with students about what outcomes and objectives mean, particularly if you co-construct one or more outcomes with students; so, while we do not use the term officially, learning goals may be useful in discussions with students.

Represent the result rather than the means

Outcomes define the end results of a student’s successful engagement in a class. It is important to remember that the  ends  are different than the  means . An outcome is not the process with which students engage to reach that goal, but the end result of achieving that goal. In some cases, the end result will be learning a process, but integrating a process into one’s cognitive and skill repertoire is different than going through a process (e.g., the act of learning how to write a research paper is different than the process of writing a research paper).

A note about Foundational and Embedded learning outcomes

At Purdue, many courses are designated as fulfilling foundational and/or embedded learning outcomes. These outcomes are defined at the university level and assessed regularly. They help to define what it means for a student to complete an undergraduate degree from Purdue, and they set Purdue apart for its high standards of student achievement across a range of core topics. Each of the outcome types is approached and handled differently. Check with your department about if/how your class is designated as fulfilling these outcomes, and email  [email protected]  if you would like assistance incorporating them into your class.

Writing Meaningful Outcomes

There are numerous strategies for writing effective learning outcomes, and they all have various advantages and disadvantages including more or less structure. One of the most common approaches is to think of outcomes as finishing the following sentence: “Upon successfully completing this course, students will be able to…” This framing emphasizes outcomes as the forward-looking result rather than the means. It also supports transparency by prompting a discussion about what success in the course looks like.

The basics: a verb and an object

If you are just beginning to write outcomes and objectives, try aiming for three components. The following are two similar models that may be useful for thinking through this in your class:

Approach 1:

• The  verb  generally refers to [actions associated with] the intended  cognitive process .
• The  object  generally describes the  knowledge  students are expected to acquire or construct.
• A statement regarding the  criterion for successful performance .

Approach 2  (from Tobin and Behling’s book,  Reach Everyone, Teach Everyone  see page 181 in Chapter 7 for examples) :

• Desired  behavior , with as much specificity as possible.
• Measurement  that explains how you will gauge a student’s mastery.
• Level of  proficiency  a student should exhibit to have mastered the objective.

The implications of language

We begin with the verb because research into cognitive processes reveals that the verb has profound implications for the type and complexity of cognitive processes. In fact, there are countless lists of verbs, often associated with Benjamin Bloom, a highly influential educational theorist who defined learning around mastery and in doing so began to categorize different types of cognitive, affective, and psychomotor processes based on their difficulty in hierarchical order. In the early 2000s, this work was revised and expanded by a large team of scholars, including adding an additional dimension to the cognitive hierarchy. These verb lists can be misleading, as you may often see the same verb associated with multiple cognitive tasks. We encourage you to use the descriptors in your outcome to identify what students will actually be able to do and ensure that your use of the verb appropriately aligns.

When we ask ourselves questions about the implications of our verb choices, we are often forced to reckon with overused generic terms. The most common example is “understand.” For many, this is the first verb that comes to mind when thinking about what students should be able to do at the end of a course. Consider the popular YouTube series by  Wired  in which an expert  explains a topic at five levels of complexity : a child, a teen, an undergraduate, a graduate student, and a peer expert. At the end of these explanations all have developed or demonstrated an understanding of the concept, but their understanding is vastly different.  One mode of working out outcomes and objectives is to start with “understand” and then add a second verb that clarifies the level (what a student at this level will be able to do). Often this use of “understand” lacks clarity unless we add a second verb, in which case it often become clearer and more precise to remove the generic “understand.”

Be transparent: avoid secrets and highlight challenges

Valuing and caring are legitimate outcomes.

Instructors often use what might be termed “secret” learning outcomes or objectives, which are often affective rather than cognitive in nature. For example, in some classes an instructor may want students to appreciate the importance of the subject matter. Often, this involves teaching material that students perceive as tangential to their degree program, but instructors and departments believe is essential. Some common examples involve writing and communication skills, ethics, or legal knowledge in fields where practitioners make use of these competencies every day, but students are often more focused on what they perceive as more quantifiable skills. In the affective learning domain, you may consider outcomes focused on valuing or caring about something (see the alternate outcomes below).

Reveal bottlenecks

Another type of secret or hidden outcome or objective involves something instructors have identified as bottlenecks in their course or discipline. These bottlenecks often reflect ideas, concepts, or skills that may seem small, but when not mastered can pose long-lasting challenges for many students. Sometimes these may seem tangential, like those values described above, other times a bottleneck may be part of a process that students tend to skip (varying modes of checking for errors, for example), or sometimes they require that a student take a different perspective when engaging with a source or problem. Students may often experience these bottlenecks by relying on learning methods that worked with low-complexity topics but cannot handle the complex elements of your course. Some topics are counterintuitive to how we experience the world, and to avoid bottlenecks, students need to overcome their preconceptions and experiences. By highlighting these bottlenecks as explicit outcomes or objectives, making them transparent, pointing to the challenges they pose, and highlighting why it is vital to overcome them, we support students’ long-term success as they move beyond our class as well.

Consider different types of outcomes and objectives

The vast majority of learning outcomes and advice related to outcomes focuses on discrete cognitive skills that are measurable through simple means. For example, a common approach to an outcome may read something like: “Apply the first law of thermodynamics in a closed system.” These discrete and easily measurable skills are vital in many disciplines, but you may also think about learning outcomes that focus on other aspects of one’s life and development. L. Dee Fink, the author of the book  Creating Significant Learning Experiences , describes six different outcome categories. The first three deal with these cognitive skills and the second three with affective, interpersonal, and intrapersonal development. By including this second set of goals in our course design and development, we introduce opportunities to support students’ ability to engage in more meaningful ways with each other and, by extension, their feeling of belongingness, connection, and individuality in the class.

• Foundational knowledge : understanding and remembering information and ideas
• Application : skills, critical thinking, creative thinking, practical thinking, and managing projects (e.g., the thermodynamics example above)
• Integration : connecting information, ideas, perspectives, people, or realms of life
• Human dimension : learning about oneself and others
• Caring : developing new feelings, interests, and values
• Learning how to learn : becoming a better student, inquiring about a subject, becoming a self-directed learner

Try treating students as partners around outcomes

Co-construction.

While the broad shape of an outcome will almost always be carefully crafted ahead of time, one approach to help students feel connected to the class is to enlist them in co-constructing parts of an outcome. Most frequently, this co-construction revolves around what success will look like, and it is particularly useful when it is an outcome that in which different students can succeed in different ways. For example, in a discussion-oriented class, one of the outcomes may focus on students developing their communication skills through class participation. But personality and other differences may mean that students have vastly different needs in terms of developing these skills. At a basic level, some students may have greater challenges with speaking up and sharing their thoughts in front of their peers and instructor. Other students may need to better develop their skills in listening to peers and responding productively. By approaching this outcome through co-construction, each student can set and be measured by appropriate goals that will pose a challenge to that student and help them develop important skills.

When outcomes are fixed, focus on communicating and responding to students

In most classes, outcomes and objectives are pre-determined and sometimes must adhere to standards beyond an instructor’s control, whether fitting university requirements or those of national accreditors. Especially in cases where outcomes are fixed, it is too easy to assume that students’ goals are also fixed. Even when classes are required as part of a sequence for a major, students often have widely varying goals for their lives and careers, and sometimes even thoughts regarding how this particular class may fit into achieving their goals. When we start the semester, we can ask students about their goals and what they hope to get out of a class and use existing outcomes and objectives to highlight connections and possibilities. Remember that, because students have not yet engaged with this material, they are much less prepared to make the connections. What may seem obvious to an expert instructor may seem opaque to a learner.

Ask students about the achievements related to outcomes

One common model for understanding student achievement involves asking students about their success specifically related to the course outcomes. This can be done to gauge their perception of success: As a result of your work in this class, what gains did you make in [course outcome]” or to gauge the effectiveness of specific teaching practices: “How much did the following aspects of the course help you in your learning? (Examples might include class and lab activities, assessments, particular learning methods, and resources).” Both of these questions come from the  SALG (Student Assessment of Learning Gains)  survey/tool (note: the website is rather dated).  Studies  demonstrate that, while students tend to overestimate their competence relative to instructors, their input broadly is informative, and when these disparities emerge, they can be useful for instructors to interrogate teaching and assessment practices.

Share and reference outcomes and objectives early and often

Discuss outcomes and objectives in every class session.

One of the most common instructor complaints is that students do not pay attention to the outcomes and objectives of a class. This is often a case of mutual neglect. In addition to including class outcomes in your syllabus, highlight outcomes and their connections to objectives in each class session and in instructions for assignments. During class sessions, find opportunities to remind students of these connections. By creating a culture of outcomes and objectives integrated throughout elements of the class, students are better able to follow their progression and understand how different class components and learning integrates and synthesizes with each other.

Build outcomes into the design of assignments

When sharing instructions or guidelines for an assessment, make sure to share and discuss how the assignment fits into the structure of learning outcomes and objectives for the class. See the  Creating Inclusive Grading Structures  page for more detail and structures.​​​​​​​

Write outcomes that reflect your students’ experiences and abilities

Prepare for different academic experiences.

One challenge in planning a class is that it is easy to imagine an idealized student who will enroll in your class. They will have completed certain other classes, possibly had certain experiences, may have certain goals. This ideal student assumption leads many instructors to complain that students were not properly prepared for their class. When writing outcomes, it is valuable to write them for the reality of students present. In reality, students will take a variety of paths, and prerequisite classes may have been completed at other institutions or with a variety of instructors who may have emphasized different elements. Even in situations where every student took the exact same class with the exact same instructor the exact semester prior, students’ strengths and weaknesses with particular topics and skills covered will vary. This does not mean you must re-teach prerequisite courses but building in objectives that highlight particular elements of previous classes will help strengthen and clarify previous learning in addition to helping students identify existing gaps to fill.

Outcomes can reflect a multitude of expressive processes

As outcomes — particularly their language — are intimately intertwined with assessment processes, think carefully about how wording choices may limit students’ ability to express their learning. If the outcome specifies writing, is learning to write in the appropriate format and for the appropriate audience central or is writing one common way (e.g., written language) enough for students to express the more central component of an outcome? What if “write” were turned into “express,” “share,” or “present,” all of which open up greater flexibility in modality of conveying a student’s understanding of content or mastery of skills that are not specific to the written form?

Use the  Learning Outcomes Worksheet  to practice writing at least one outcome and identifying what category you would place it in. You will find a variety of actual examples from Purdue instructors on the second page of the worksheet.

Learning Outcomes

After you have developed one or more outcomes, view the Creating Inclusive Grading Structures and/or Lecturing pages to consider ways of putting your new outcome(s) into practice in your class.

Hanstedt, P. (2018).  Creating wicked students: Designing courses for a complex world . Stylus Publishing.

In this book, Hanstedt argues for creating courses to prepare students to deal with complex problems that do not have simple answers and often draw on a variety of different disciplinary skills and techniques.  Chapter 2 , in particular, focuses on writing goals (his term for outcomes), with numerous examples.

Fink, L. D. (2013)  Creating significant learning experiences: An integrated approach to designing college course . John Wiley & Sons.

As noted above, Fink's approach focuses on creating outcomes (also using the term goals) that fit six distinct categories. Like Handstedt, Fink provides guidance and numerous examples of how to construct such goals.

Anderson L. W. & Krathwohl, D. R. (2001).  A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives . Longman.

This update/revision to Bloom's cognitive domain includes numerous resources and examples as well as adds a cognitive process dimension, recognizing that any of the six cognitive categories can also be broken down into four processes: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.

Note: Purdue Libraries only has a print version of this book.  You can find  online resources  developed by Iowa State University, including detailed information about the knowledge dimension.

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Creating Learning Outcomes

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A learning outcome is a concise description of what students will learn and how that learning will be assessed. Having clearly articulated learning outcomes can make designing a course, assessing student learning progress, and facilitating learning activities easier and more effective. Learning outcomes can also help students regulate their learning and develop effective study strategies.

Defining the terms

Educational research uses a number of terms for this concept, including learning goals, student learning objectives, session outcomes, and more. 

In alignment with other Stanford resources, we will use learning outcomes as a general term for what students will learn and how that learning will be assessed. This includes both goals and objectives. We will use learning goals to describe general outcomes for an entire course or program. We will use learning objectives when discussing more focused outcomes for specific lessons or activities.

For example, a learning goal might be “By the end of the course, students will be able to develop coherent literary arguments.” 

Whereas a learning objective might be, “By the end of Week 5, students will be able to write a coherent thesis statement supported by at least two pieces of evidence.”

Learning outcomes benefit instructors

Learning outcomes can help instructors in a number of ways by:

• Providing a framework and rationale for making course design decisions about the sequence of topics and instruction, content selection, and so on.
• Communicating to students what they must do to make progress in learning in your course.
• Clarifying your intentions to the teaching team, course guests, and other colleagues.
• Providing a framework for transparent and equitable assessment of student learning. 
• Making outcomes concerning values and beliefs, such as dedication to discipline-specific values, more concrete and assessable.
• Making inclusion and belonging explicit and integral to the course design.

Learning outcomes benefit students 

Clearly, articulated learning outcomes can also help guide and support students in their own learning by:

• Clearly communicating the range of learning students will be expected to acquire and demonstrate.
• Helping learners concentrate on the areas that they need to develop to progress in the course.
• Helping learners monitor their own progress, reflect on the efficacy of their study strategies, and seek out support or better strategies. (See Promoting Student Metacognition for more on this topic.)

Choosing learning outcomes

When writing learning outcomes to represent the aims and practices of a course or even a discipline, consider:

• What is the big idea that you hope students will still retain from the course even years later?
• What are the most important concepts, ideas, methods, theories, approaches, and perspectives of your field that students should learn?
• What are the most important skills that students should develop and be able to apply in and after your course?
• What would students need to have mastered earlier in the course or program in order to make progress later or in subsequent courses?
• What skills and knowledge would students need if they were to pursue a career in this field or contribute to communities impacted by this field?
• What values, attitudes, and habits of mind and affect would students need if they are to pursue a career in this field or contribute to communities impacted by this field?
• How can the learning outcomes span a wide range of skills that serve students with differing levels of preparation?
• How can learning outcomes offer a range of assessment types to serve a diverse student population?

Use learning taxonomies to inform learning outcomes

Learning taxonomies describe how a learner’s understanding develops from simple to complex when learning different subjects or tasks. They are useful here for identifying any foundational skills or knowledge needed for more complex learning, and for matching observable behaviors to different types of learning.

Bloom’s Taxonomy

Bloom’s Taxonomy is a hierarchical model and includes three domains of learning: cognitive, psychomotor, and affective. In this model, learning occurs hierarchically, as each skill builds on previous skills towards increasingly sophisticated learning. For example, in the cognitive domain, learning begins with remembering, then understanding, applying, analyzing, evaluating, and lastly creating. 

Taxonomy of Significant Learning

The Taxonomy of Significant Learning is a non-hierarchical and integral model of learning. It describes learning as a meaningful, holistic, and integral network. This model has six intersecting domains: knowledge, application, integration, human dimension, caring, and learning how to learn. 

See our resource on Learning Taxonomies and Verbs for a summary of these two learning taxonomies.

How to write learning outcomes

Writing learning outcomes can be made easier by using the ABCD approach. This strategy identifies four key elements of an effective learning outcome:

Consider the following example: Students (audience) , will be able to label and describe (behavior) , given a diagram of the eye at the end of this lesson (condition) , all seven extraocular muscles, and at least two of their actions (degree) .

Audience 

Define who will achieve the outcome. Outcomes commonly include phrases such as “After completing this course, students will be able to...” or “After completing this activity, workshop participants will be able to...”

Keeping your audience in mind as you develop your learning outcomes helps ensure that they are relevant and centered on what learners must achieve. Make sure the learning outcome is focused on the student’s behavior, not the instructor’s. If the outcome describes an instructional activity or topic, then it is too focused on the instructor’s intentions and not the students.

Try to understand your audience so that you can better align your learning goals or objectives to meet their needs. While every group of students is different, certain generalizations about their prior knowledge, goals, motivation, and so on might be made based on course prerequisites, their year-level, or majors. 

Use action verbs to describe observable behavior that demonstrates mastery of the goal or objective. Depending on the skill, knowledge, or domain of the behavior, you might select a different action verb. Particularly for learning objectives which are more specific, avoid verbs that are vague or difficult to assess, such as “understand”, “appreciate”, or “know”.

The behavior usually completes the audience phrase “students will be able to…” with a specific action verb that learners can interpret without ambiguity. We recommend beginning learning goals with a phrase that makes it clear that students are expected to actively contribute to progressing towards a learning goal. For example, “through active engagement and completion of course activities, students will be able to…”

Example action verbs

Consider the following examples of verbs from different learning domains of Bloom’s Taxonomy . Generally speaking, items listed at the top under each domain are more suitable for advanced students, and items listed at the bottom are more suitable for novice or beginning students. Using verbs and associated skills from all three domains, regardless of your discipline area, can benefit students by diversifying the learning experience. 

For the cognitive domain:

• Create, investigate, design
• Evaluate, argue, support
• Analyze, compare, examine
• Solve, operate, demonstrate
• Describe, locate, translate
• Remember, define, duplicate, list

For the psychomotor domain:

• Invent, create, manage
• Articulate, construct, solve
• Complete, calibrate, control
• Build, perform, execute
• Copy, repeat, follow

For the affective domain:

• Internalize, propose, conclude
• Organize, systematize, integrate
• Justify, share, persuade
• Respond, contribute, cooperate
• Capture, pursue, consume

Often we develop broad goals first, then break them down into specific objectives. For example, if a goal is for learners to be able to compose an essay, break it down into several objectives, such as forming a clear thesis statement, coherently ordering points, following a salient argument, gathering and quoting evidence effectively, and so on.

State the conditions, if any, under which the behavior is to be performed. Consider the following conditions:

• Equipment or tools, such as using a laboratory device or a specified software application.
• Situation or environment, such as in a clinical setting, or during a performance.
• Materials or format, such as written text, a slide presentation, or using specified materials.

The level of specificity for conditions within an objective may vary and should be appropriate to the broader goals. If the conditions are implicit or understood as part of the classroom or assessment situation, it may not be necessary to state them. 

When articulating the conditions in learning outcomes, ensure that they are sensorily and financially accessible to all students.

Degree 

Degree states the standard or criterion for acceptable performance. The degree should be related to real-world expectations: what standard should the learner meet to be judged proficient? For example:

• With 90% accuracy
• Within 10 minutes
• Suitable for submission to an edited journal
• Obtain a valid solution
• In a 100-word paragraph

The specificity of the degree will vary. You might take into consideration professional standards, what a student would need to succeed in subsequent courses in a series, or what is required by you as the instructor to accurately assess learning when determining the degree. Where the degree is easy to measure (such as pass or fail) or accuracy is not required, it may be omitted.

Characteristics of effective learning outcomes

The acronym SMART is useful for remembering the characteristics of an effective learning outcome.

• Specific : clear and distinct from others.
• Measurable : identifies observable student action.
• Attainable : suitably challenging for students in the course.
• Related : connected to other objectives and student interests.
• Time-bound : likely to be achieved and keep students on task within the given time frame.

Examples of effective learning outcomes

These examples generally follow the ABCD and SMART guidelines. 

Arts and Humanities

Learning goals.

Upon completion of this course, students will be able to apply critical terms and methodology in completing a written literary analysis of a selected literary work.

At the end of the course, students will be able to demonstrate oral competence with the French language in pronunciation, vocabulary, and language fluency in a 10 minute in-person interview with a member of the teaching team.

Learning objectives

After completing lessons 1 through 5, given images of specific works of art, students will be able to identify the artist, artistic period, and describe their historical, social, and philosophical contexts in a two-page written essay.

By the end of this course, students will be able to describe the steps in planning a research study, including identifying and formulating relevant theories, generating alternative solutions and strategies, and application to a hypothetical case in a written research proposal.

At the end of this lesson, given a diagram of the eye, students will be able to label all of the extraocular muscles and describe at least two of their actions.

Using chemical datasets gathered at the end of the first lab unit, students will be able to create plots and trend lines of that data in Excel and make quantitative predictions about future experiments.

• How to Write Learning Goals , Evaluation and Research, Student Affairs (2021).
• SMART Guidelines , Center for Teaching and Learning (2020).
• Learning Taxonomies and Verbs , Center for Teaching and Learning (2021).

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Learning Objectives Builder

About learning objectives.

Learning Objectives are statements that describe the specific knowledge, skills, or abilities students will be able to demonstrate in the real world as a result of completing a lesson. Learning objectives should not be assignment-specific, however, an assignment should allow students to demonstrate they have achieved the lesson objective(s). All of the learning objectives should support the course outcomes.

Examples of Learning Objectives

• Describe individual, behavioral, and social factors positively influencing health in the Blue Zones.
• Calculate the median of a set of values using Excel.
• Create a needs analysis using Gilbert’s Performance Matrix.
• Revise a company operations manual to reduce energy consumption.
• Diagram the main constructs of social cognitive theory.
• Summarize the scope and source of food waste in the United States.

Objectives Builder Tool

Use the below objectives builder tool to begin designing objectives. If it’s your first time click “Start Project”. If this is a return visit, click “Resume” to pick up where you left off or “Restart” to start the tutorial over. Follow the on-screen instructions to build your learning objective(s)!

Join the conversation

Quite an impressive tool. With the right verb in place, the learning objectives become clear – in fact they fall into place effortlessly.

The tool is very helpful to know the right verbs to use from the lowest level to the highest in blooms taxonomy.

This tool is very helpful, thank you

Thank you so much for taking the time to share this post about the Objectives Builder Tool. It’s an awesome resource for anyone who wants to create objectives that are clear, measurable, and achievable. Not only will the Objectives Builder Tool help you to create objectives quicker, but it will also make sure that the objectives you set are aligned with the mission and values of your organization. It’s a great way to make sure that everyone is working towards the same goals and that the objectives are measurable and realistic. So thank you for bringing this fantastic tool to our attention. It’s sure to be a beneficial resource for many!

I absolutely love this tool! I am definitely going to use this if I need to create LOs

This tool is very helpful to design online course development

Ok, I love this tool. It helps come up with the best words to use when determining objectives. The statement can then be used to assist with the Backward Design.

This was very helpful!

this embedded app is very useful to create learning objectives

Great steps in online course development

This helped me to organize the objectives for the presentation of my lesson on fluids from statics to dynamics.

This really helped me to create learning objectives for my 6th grade math class!

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Creating and Adapting Assignments for Online Courses

Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.  

When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments. 

In Practice

While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment. 

Align assignments to learning outcomes. 

All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with  Bloom's Taxonomy,  a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast. 

See a  complete description of Bloom's Digital Taxonomy  for further ideas. 

Provide authentic assessments. 

Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement. 

There are many ways to incorporate authenticity into an assignment, but three main strategies are to use  authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.  

Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context. 

Learn more about  authentic assessments in Designing Assessments of Student Learning . 

Design for inclusivity and accessibility. 

Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers. 

Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project. 

Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.  

Learn more about  Universal Design of Learning  and  Shaping a Positive Learning Environment . 

Design to promote academic integrity online. 

Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.  

Provide   authentic assessments  that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats. 

Scaffold assignments  so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way. 

Lower the stakes  by providing more frequent formative assessments in place of high-stakes, high-stress assessments. 

In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.  

Learn more about these tools in  Strategies and Tools for Academic Integrity in Online Environments . 

Communicate detailed instructions and clarify expectations. 

When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in  asynchronous  online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.  

The  Carmen course template  addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.  

Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products. 

Technology Tip

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course.  

Promote interaction and collaboration. 

Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished. 

Carmen  Discussions   are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects. 

Peer review  can be enabled in Carmen  Assignments  and  Discussions .  Rubrics  can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses. 

Group projects  can be carried out asynchronously through Carmen  Discussions  or  Groups , or synchronously through Carmen's  Chat function  or  CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments. 

Learn more about  Student Interaction Online .

Choose technology wisely. 

The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.  

Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.  

Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances. 

Explore supported tools 

There are many  university-supported tools  and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the  eLearning toolset , approved  CarmenCanvas integrations , and the  Microsoft365 suite .  

If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool. 

Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.  

Effective assignments in online courses are:  

Aligned to course learning outcomes 

Authentic and reflect real-life tasks 

Accessible and inclusive for all learners 

Designed to encourage academic integrity 

Transparent with clearly communicated expectations 

Designed to promote student interaction and collaboration 

Supported with intentional technology tools 

• Cheating Lessons: Learning from Academic Dishonesty (e-book)
• Making Your Course Accessible for All Learners (workshop reccording)
• Writing Multiple Choice Questions that Demand Critical Thinking (article)

Learning Opportunities

Conrad, D., & Openo, J. (2018).  Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from  https://library.ohio-state.edu/record=b8475002~S7 

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.  American Journal of Distance Education ,  21 (3), 117–132. https://doi.org/10.1080/08923640701341653   

Mayer, R. E. (2001).  Multimedia learning . New York: Cambridge University Press.  

Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from  https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf  

Robles, M., & Braathen, S. (2002). Online assessment techniques.  Delta Pi Epsilon Journal ,  44 (1), 39–49.  https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site  

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning.  Journal of Asynchronous Learning Networks ,  10 (1), 45.  

TILT Higher Ed. (n.d.).  TILT Examples and Resources . Retrieved from   https://tilthighered.com/tiltexamplesandresources  

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research.  Review of Educational Research ,  76 (1), 93–135.  https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584  

Walvoord, B. & Anderson, V.J. (2010).  Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass.  https://library.ohio-state.edu/record=b8585181~S7

Related Teaching Topics

Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.

Learning Outcomes 101: A Comprehensive Guide

For those trying to figure out what are learning outcomes, its types, steps, and assessments, this article is for you. Read on to find out more about this guide in developing your teaching strategies.

Table of Contents

Introduction.

In today’s education landscape, learning outcomes play a pivotal role in shaping the educator’s teaching strategies and heralding the academic progress of students. Defining the road map of a learning session, the learning outcomes focus on the knowledge, skills, and attitudes that learners should grasp upon the completion of a course or program.

The relevance and applicability of learning outcomes extend to both the educators and the learners, providing the former with a clear teaching structure and the latter with expectations for their learning.

In the broader sense, understanding these integral aspects of our education system would be incomplete without delving into the types of learning outcomes, elucidating the steps involved in formulating them, exploring their assessment, and shedding light on their impacts and challenges.

Defining Learning Outcomes

What are learning outcomes.

Learning outcomes are statements that describe the knowledge, skills, and attitudes that students should have after completing a learning activity or program. These outcomes articulate what students should know or be able to do as a result of the learning experience. This includes knowledge gained , new skills acquired , a deepened understanding of the subject matter , attitudes and values influenced by learning, as well as changes in behavior that can be applied in specific contexts.

Learning outcomes are statements that describe the knowledge, skills, and attitudes that students should have after completing a learning activity or program.

Learning outcomes are critical in the educational setting because they guide the design of curriculum , instruction, and assessment methods. They are the foundation of a course outline or syllabus, providing clear direction for what will be taught, how it will be taught, and how learning will be assessed. They hold teachers accountable for delivering effective instruction that leads to desired learning outcomes and help students understand what is expected of them, enhancing their learning experience.

Learning outcomes also equip students with transferrable skills and knowledge. They provide a clear description of what the learner can apply in real-world contexts or in their further studies. This makes learning outcomes not only crucial in the academic setting but also in preparing learners for the workforce.

Differentiating Learning Outcomes from Learning Objectives

Learning outcomes and learning objectives are often used interchangeably. However, they have distinct meanings and roles in education.

Learning Objectives

Learning objectives are more teacher-centered and describe what the teacher intends to teach or what the instruction aims to achieve in the scope of a lesson or unit. These may involve specific steps or methodologies used to impart knowledge or skills to the students.

Learning Outcomes

On the other hand, learning outcomes are student-centered and focus on what the student is expected to learn and demonstrate at the end of a learning period. These are usually measurable and observable, making them useful tools for assessing a student’s learning progress and the effectiveness of a lesson or course.

For instance, a learning objective may state, “The teacher will explain the process of photosynthesis.” The associated learning outcome could be, “Students will be able to describe the process of photosynthesis and explain its importance to plant life.”

Examples of Learning Outcomes

Various academic disciplines utilize explicit learning outcomes to provide students with a clear understanding of what they are expected to achieve by the end of a course, unit, or lesson. Here are some examples:

• Mathematics: By the close of the course, students should be capable of solving linear equations and inequalities.
• Science: Upon finishing the module, students will be equipped to accurately elucidate the importance of DNA in genetic inheritance.
• English: Students should be proficient in crafting an organized, eloquent essay that effectively puts forth an argument.
• Social Studies: By the term’s conclusion, students should possess the ability to assess the impacts of World War II from varied perspectives.
• Arts: After completing the lesson, learners should be adept at recreating a piece of art employing learnt techniques, such as watercolor painting.

These specific learning outcomes are instrumental in steering the progress of students throughout their educational journey. They provide key alignment within the education system, ensuring that instructions, learning activities, assessments, and feedback are all constructed around accomplishing these predefined objectives.

3 Types of Learning Outcomes

1. knowledge outcomes.

Knowledge outcomes represent a student’s capacity to remember and comprehend the information and concepts imparted during lessons. These outcomes are usually assessed through examinations or tests, which gauge how well the student has retained the information.

To illustrate, a history student may be tested on their ability to remember specific dates or events, whereas a science student may be required to understand and demonstrate the process of photosynthesis.

This strand of learning outcomes is generally divided into two categories: declarative knowledge and procedural knowledge . Declarative knowledge outcomes evaluate the student’s aptitude to recollect and identify factual information , such as the capital city of a country. In contrast, procedural knowledge outcomes measure the student’s ability to utilize rules and processes fruitfully to solve problems , such as mathematical calculations. Thus, both these subsets form the bedrock of a student’s academic accomplishments.

2. Skill Outcomes

Skill outcomes assess a student’s ability to apply learned theories or concepts within real-world contexts. These are practical skills often developed through hands-on experience and active participation, such as fieldwork or lab experiments. They may also stem from the application of theoretical knowledge to solve practical problems.

For instance, a student studying biology may be required to carry out a dissection as part of their assessments. Similarly, a computer science student might be assessed based on their problem-solving skills using programming languages.

Skill outcomes are commonly split into two categories: generic skills and specific skills . Generic skills are transferable skills that can be used across various fields , such as communication or teamwork skills. Specific skills pertain to specific fields or jobs, such as the ability to use laboratory equipment correctly or the ability to compile code in a specific programming language.

3. Attitudinal Outcomes

When assessing a student’s growth and learning, attitudinal outcomes come into play. These are used to measure a student’s attitudes, values, and beliefs . Given their inherent subjectivity, these outcomes can be a challenge to measure. However, educators utilize various methods such as surveys , reflective journals , and direct observations to evaluate them accurately.

For example, in an ethics course, an attitudinal outcome may include the student’s ability to comprehend, value, and respect different cultural or ethical contexts. Similarly, in an environmental studies course, an outcome could involve evaluating the student’s attitudes towards sustainable practices.

Such outcomes play a significant role in shaping a student’s viewpoint and actions, both in the classroom and beyond. Attitudinal outcomes can reflect changes in attitudes, enhanced appreciation of alternate perspectives, or an inclination to engage with different individuals or groups.

While these outcomes may be more challenging to assess than knowledge or skill-based outcomes, they are imperative for nurturing lifelong learners dedicated to ongoing personal and professional development .

Steps in Formulating Learning Outcomes

1. determine the knowledge, essential skills, and attitude expected.

Once an understanding of knowledge, skills, and attitudinal outcomes is obtained, educators then identify the necessary knowledge, skills and attitude (KSA) that students need to acquire in a specific subject. This stage involves identifying the important competencies and understandings that should be mastered by the end of a course or learning program.

For example, in a mathematics course, core skills that a student may need to develop could include solving linear equations, while key knowledge to be absorbed might involve grasping the principles of calculus.

By identifying these skills and knowledge, the foundation is laid for designing effective learning outcomes. These insights then guide subsequent steps in the process of formulating concrete and measurable learning outcomes for specific courses or programs.

2. Draft the Learning Objectives

Once the necessary skills and knowledge have been identified, the next step entails crafting preliminary learning objectives.

At this juncture, educators start to formulate the objectives that guide the learning process. These objectives should be specific, measurable, attainable, relevant, and time-bound (SMART) to ensure they can effectively guide students’ learning.

For example, in a history course, a learning objective could be: “By the end of the semester, students will be able to identify and analyze the primary causes and effects of the First World War.” But you can break this objective into two as it is good practice to have only one learning objective as guide for your lessons.

Hence, we can rephrase the learning objective as “By the end of the semester, students will be able to 1) identify the primary causes of the First World War, and 2) analyze the effects of the First World War.”

3. Develop the Learning Outcomes

The third step in the process involves evolving these learning objectives into learning outcomes. Unlike objectives, which refer to goals that educators set for their students, learning outcomes refer to demonstrable skills or competencies that learners should exhibit upon the completion of a course or program. They are typically written from a learner’s perspective and are often accompanied by associated assessment criteria.

A related outcome to the previous example would be: “Students will demonstrate their understanding of the causes and effects of the First World War through a detailed written content analysis .”

4. Write Clear and Achievable Outcomes

Writing clear and achievable outcomes is the next significant step.

An effective learning outcome should be worded clearly enough that it becomes obvious to both learners and educators whether or not it has been achieved. Each outcome must also be achievable within the constraints of the learning program.

For example, an achievable outcome of an English course might be: “At the end of the course, students will be able to write a well-structured and clearly argued essay”.

5. Understand and Refine Learning Outcomes

Learning outcomes are a critical piece of the educational process. They lay the groundwork for curriculum design , teaching methods, and evaluation procedures in our educational system. These outcomes are the skills, knowledge, or mental attitudes that students are anticipated to gain throughout their learning experience. They may pertain to subject-specific understanding, general knowledge, or transferable skills like problem-solving or analytical thinking. Once these learning outcomes are initially established, it’s necessary to reassess and refine them to ensure they remain relevant and beneficial to the students.

Assessment of Learning Outcomes

Regularly refine and revise the learning outcomes.

Once the preliminary draft of learning outcomes is developed, educators need to evaluate them to certify they align properly with the program’s curriculum and the distribution of cognitive, affective, and psychomotor skills is accurate. Refining these outcomes might involve rephrasing for clarity , confirming their relevance to the course and student needs , ensuring they are attainable and manageable within the parameters of the course. Regular revisions, reflections, and refinements of these outcomes become necessary to make certain they stay potent and significant.

For instance, an English course’s prior outcome might be modified following a review to something like: “Upon completing the course, students will demonstrate their capability to write a well-structured persuasive essay with hardly any grammatical errors.”

Methods to Assess Learning Outcomes

Achievement of learning outcomes can be assessed via various methods, largely dependent on the nature of the learning outcome itself. Traditional methods of evaluation include written tests and quizzes, which are effective at measuring content knowledge and comprehension skills. Provided students have been well-prepared and the assessment is fair, results from these can accurately reflect student learning.

Other methods include project-based assessments or portfolios , which are ideal for evaluating more complex learning outcomes, such as problem-solving skills, creativity, and the ability to apply knowledge in real-world situations. These types of assessments allow students to demonstrate their skills and knowledge in a more meaningful context, and they provide evidence of learning that is more authentic and comprehensive than a single test score.

Importance of Consistent and Fair Assessments

Consistency and fairness in assessments are not only important for accuracy, but also for promoting a positive learning environment. Assessments should be built around clear and measurable outcomes , and students should understand these outcomes ahead of time. This ensures that every student knows what they are expected to learn and how their learning will be measured.

Assessment tasks and criteria should be structured in a way that all students have an equal opportunity to demonstrate their learning. Moreover, assessments should challenge students appropriately, pushing them to extend their learning while not imposing unrealistic expectations.

If the assessment is perceived to be unfair or inconsistent, students may lose motivation, resulting in decreased performance and engagement with the subject matter. They may also develop negative attitudes toward learning and education in general, which can have detrimental effects on their future learning experiences.

Different Ways to Evaluate Learning Outcomes

The most common way to evaluate learning outcomes is through formative and summative assessments .

Formative assessments occur throughout the learning process and provide ongoing feedback to students. They can take the form of quizzes, assignments, class discussions , and more informal methods like self or peer assessments .

Summative assessments take place after instruction and are often used to evaluate student’s mastery of content and skills. These assessments might include final exams , term papers , or presentations .

However, regardless of the type, all assessments must be developed with clear and direct alignment to learning outcomes.

Moreover, rubrics are often used in assessing more complex learning outcomes. This tool articulates expectations about an assignment by listing the criteria or what counts, and describing levels of quality from excellent to poor.

Feedback as a Key Component in Evaluating Learning Outcomes

In evaluating learning outcomes, feedback stands as a central tool. When offered promptly and constructively, feedback can work wonders in elevating learning experiences. It not only offers students a mirror to reflect on their performance, strengths and opportunities for augmentation but also deepens their understanding and motivates their progress—thus enriching the overall learning outcomes.

Through consistent, purposeful and tailored feedback, educators have the power to steer their students’ learning trajectory towards achieving desired outcomes. It’s a navigational tool that informs students’ journey in gaining new knowledge and honing skills that are in sync with envisioned learning outcomes.

Impacts and Challenges of Learning Outcomes

Learning outcomes: proven catalysts in students’ upward progression.

Learning outcomes hold the potential to significantly influence a student’s learning journey – they serve as beacons, inspiring, steering, and propelling learners towards pre-determined goals. A clear understanding and grasp of these outcomes can help students to strategically streamline their efforts to accomplish these objectives, thus promoting focused learning.

Notable facets of well-formulated learning outcomes include fostering active participation among learners in their learning process. Armed with identified objectives, learners transform from being mere passive consumers of information to active measurers of their own progress, calibrating their strategies accordingly.

Learning outcomes also fuel learners’ confidence and desire to learn. They provide incremental milestones towards the ultimate goal, enabling learners to revel in frequent success and thus perpetuate a positive feedback loop. This heightened morale becomes a natural motivator that drives persistent learning endeavors.

Nevertheless, learning outcomes pose potential drawbacks as well. These come to the fore if the outcomes are overly specific and rigid , thereby stifling critical thinking and creativity. On the other hand, unduly lofty outcomes could leave students grappling to meet them, causing frustration and eventual disinterest. Accordingly, there lies a crucial need for balanced, flexible, and attainable learning outcomes.

Challenges in Implementing Learning Outcomes

Despite the obvious benefits, the implementation of learning outcomes can present specific challenges. These include potential resistance from teachers or educators who may have grown comfortable with traditional methods and perceive the introduction of learning outcomes as an unnecessary burden or interference.

The formulation of learning outcomes itself is a complex process that demands a deep understanding of the domain of learning. It is crucial to balance the need for specificity of outcomes, with the breadth and richness of the learning experience. Getting this balance right can be a painstaking process.

Differing interpretations and perspectives among faculty about what constitutes good learning outcomes can also be a point of contention. This can lead to a lack of consensus and inconsistencies in implementation.

Overcoming Challenges

Overcoming these challenges requires a holistic approach. Organizational culture plays a crucial role in this regard. Encouraging a culture of change and innovation can mitigate resistance from faculty.

Professional development programs , workshops, and training can be helpful in honing faculty’s skills for creating and implementing effective learning outcomes. These programs can also be used to foster a shared understanding of the purpose and role of learning outcomes.

Another pragmatic approach could be to incrementally introduce learning outcomes while reassuring educators of continued support during the transition. This can be further backed up by regular assessments to provide constructive feedback for improvements.

Thoroughly comprehending learning outcomes and effectively implementing them in educational circumstances is a challenging yet rewarding task. Learning outcomes, including knowledge outcomes, skill outcomes, and attitudinal outcomes, provide a comprehensive framework for a constructive learning environment. They are cardinal in structuring the teaching methods, allowing educators to chart a clear course for student learning, and rightly assessing the achieved outcomes offers vital insights into their effectiveness.

However, it’s essential to consider the challenges that might be encountered in this process. Notwithstanding these challenges, the potential benefits of learning outcomes to students’ educational progress present them as a crucial factor in the quest for enhanced education quality.

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About the author, patrick regoniel.

Dr. Regoniel, a faculty member of the graduate school, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

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Using Canvas Outcomes and Rubrics

Within Canvas, colleges and departments are able to use learning assessments to obtain a variety of different types of data from their students. Within each type of assessment, there are a variety of different settings (Outcomes and Rubrics) that faculty can use to specify when and where students can access the assessments. Canvas offers several assessment tools allowing you to track and improve student learning outcomes in courses. The below infographic provide instructions on implementing these learning outcomes at the college and course level towards gathering data to inform changes or improvements to your teaching and learning.

[Alternate Document – Using Outcomes and Rubrics (PDF)]

Clark College - Home of the Penguin Nation

• Outcomes Assessment Handbook
• What is outcomes assessment?
• How can I be involved in outcomes assessment? What is the IPT Charge?

Glossary of terms

What is a learning outcome?

How is outcomes assessment different from classroom assessment?

Why aren't grades enough?

What is Clark's approach to outcomes assessment?

Program assessment versus course assessment

Why Should I Do Outcomes Assessment?

Who benefits from outcomes assessment?

Student learning, retention, and completion

From teacher-centered to learning-centered

Strategic planning and outcomes assessment

Accreditation and outcomes assessment

Outcomes assessment is not another administrative fad or buzzword!

Goals of outcomes assessment

What is My Role?

• Full-time faculty
• Part-time faculty

Vocational Certification (applies to full-time Career & Technical faculty)

Compensation

What Outcomes Assessment Resources are Available?

Faculty Outcomes Assessment Liaisons

Office of Planning and Effectiveness

Instructional Deans and Leadership

Outcomes Assessment Committee

Outcomes Assessment Toolbox (OAT)

Where can I find program and course learning outcomes?

How do I report my projects?

Will I receive feedback on my report/project?

How Do I Do Outcomes Assessment? What's the Process?

Nine principles of good assessment practice

Creating a plan: how do we choose what to assess?

The assessment cycle

What kind of assessment tool can I use?

How do I choose an instrument?

How do I choose a sample?

How should I conduct the assessment?

What will the results tell me?

What is the timeline?

Applying results to practice

Do my outcomes assessment results play a role in decision-making?

What is the role of outcomes assessment in curriculum?

How does Clark keep outcomes assessment data safe and secure?

What Is outcomes assessment?

Outcomes assessment is a collaborative process of inquiry regarding student learning outcomes, followed by analysis, reflection, and action. The goal of outcomes assessment is to improve student learning and improve instructional programs. Outcomes assessment is not individual student, faculty, course, or program evaluation. Student learning outcomes are statements of what students know or can do upon successful completion of a course or program.

Outcomes assessment is a continuous cycle.

Here at Clark, we also like to think of it has a slinky toy that has been linked into a spiral, suggesting that the cycle continues to loop in distinct and continuous iterations.

It can be easy to get caught up in the data-gathering phase and lose sight of the fact that outcomes assessment is a holistic process. Data-gathering is just one step in this process.

Back to top

How can I be involved with outcomes assessment? What is the IPT charge?

All full-time faculty members at Clark participate in Outcomes Assessment activities. The 2015-2016 IPT (Instructional Planning Team) charge is as follows:

The IPT-defined course- and program level-outcomes assessment activities for faculty for 2015-2016 will consist of the following:

• Participate in at least one program-level outcomes assessment project for the year
• Implement at least one action to improve student learning as suggested by assessment project results        
• Identify course-level outcomes that align with program-level outcomes, where applicable
• Revise course- and program-level outcomes, as needed, to ensure that all outcomes are current and assessable
• Participate in the development or revision of a comprehensive plan to assess all applicable program-level outcomes

Click here to view a pdf glossary of commonly used terms in outcomes assessment at Clark College.

Student learning outcomes (SLOs) provide direction for all instructional activity. They are statements of what students know or can do upon successful completion of a course or program. SLOs should specify an action that is:

• Performed by the students (rather than by the instructor)

SLOs should be:

• Not so good: Diagnose cylinder head, valve train, engine block, cooling, fuel, electrical, and exhaust systems.
• Better: Perform a general engine diagnosis. (Observable & Measureable)
• Not so good: This course will teach students to select scholarly literature in the field of human geography.
• Better: Select scholarly literature appropriate for analyzing a current issue in human geography. (Observable & Measureable)
• Not so good: Understand how to measure with a ruler.
• Better: Measure the length of a common linear object to the nearest millimeter. (Observable & Measureable)
• Not so good: Understand how professional organizations are similar and different.
• Better: Compare and contrast relevant professional organizations. (Observable & Measureable)
• Not so good: Know how the digestive system works.
• Better: Illustrate how food is processed through the digestive system. (Observable & Measureable)

As an educator, you regularly assess your students' learning within your own classrooms, a process called classroom assessment. Outcomes assessment, by contrast, refers to the broader, collaborative activity of assessing student learning within a degree/certificate program (e.g. a Welding certificate or the AA degree). Additionally, faculty may also engage in outcomes assessment for a course (e.g. all sections of English 101), though our accreditation depends on our conducting outcomes assessment on our program-level outcomes.

Grades and outcomes assessment (OA) are used for different purposes. Grades represent the degree to which a student has met a faculty member's requirements and expectations for a class; however, some of these expectations—for example, attendance, participation, homework completion—may not be direct measures of whether the student has achieved the student learning outcomes for the course. In addition, where multiple sections of a course exist, there may be inconsistencies in grading practices between sections that make grades an inappropriate measure for student learning across all sections. Outcomes assessment, on the other hand, is a direct measure of student learning. The best OA plans use multiple points, tools, and methods to assess progress and achievement of SLOs.

At Clark, our outcomes assessment mission is to improve student learning through the college-wide practice of meaningful, sustainable assessment of learning outcomes. OA gives faculty the opportunity to engage in the scholarship of teaching by collaboratively examining student learning within Clark College programs, following the assessment cycle. OA is not used to evaluate individual students, faculty, courses, or programs.

Student learning outcomes (SLOs) should provide direction for all instructional activity. These outcomes can be assessed at different levels: they are statements of what students know or can do upon successful completion of a course or program.

Program-level assessment is used to determine how well the program as a whole prepares students to achieve the learning outcomes. It can also be used to identify curricular gaps.

Example program-level assessment questions include:

• Do the courses, individually and collectively, contribute to the program outcomes?
• To what degree are students achieving our program outcomes? Are there any areas of concern?
• Is the program organized in a way that prepares students for industry employment?
• Are our graduates adequately prepared to enter their transfer programs?

Common program-level assessment tools include:

• Capstone projects or a capstone course
• External performance assessment (i.e. internships and service learning)
• Employer surveys

Course-level assessment is used to determine how well all sections of a course prepare students to achieve course learning outcomes.

Example course-level assessment questions include:

• How well are students achieving the course learning outcomes?
• Are the assignments helping students achieve the learning outcomes?
• To what degree are students prepared for the following courses in the sequence?

The short answer is: everyone. The purpose of outcomes assessment (OA) is to enhance student learning. It's that explicit focus on student learning which makes OA a tool with many uses. Primarily, OA produces reliable information that allows faculty to have meaningful conversations about how students are learning in the classes, then make informed decisions about how to better produce such learning in the future. By documenting student learning, OA projects also provide a picture of how that learning can be impacted by areas outside of instruction: staffing, facilities, scheduling, advising, etc. In this way, administrators and staff are able to see how their support of instruction impacts student learning and can make similarly informed decisions about how best to continue that support. For this reason, OA provides valuable evidence to external accreditors that the college is engaged in meaningful reflections that place student learning at the heart of its purpose. The broader community benefits from OA in this same way, though explicit evidence of the knowledge and skills that the college is producing to the benefit of its surroundings.

Lastly, but crucially, OA benefits students. After all, their learning is the focus of OA work. Our underlying question--how we can best enhance student learning—is the common engine for all OA projects, ensuring that students' experience is given absolute priority in the daily work of the college.

Retention and completion are often thought of as separate issues from outcomes assessment, unrelated to the learning that takes place in a classroom. The reality, however, could not be further from the truth. More accurately, student retention and completion are better understood as products, or effects, of student learning. Barriers to student learning are undeniable and obvious barriers to course and degree completion. What's often missed, however, is the way that enhancing student learning can lead to increased retention and completion. A robust body of research suggests that a student who can successfully learn and progress in a class is far more likely to persist in, and complete, his or her path of chosen study. In this way, OA – by providing evidence of student learning and identifying barriers to that learning – is a key element of any successful bid to raise student retention/completion. Put simply, the learning comes first.

Perhaps the most important benefit to participating in OA is that it sponsors meaningful, valid conversations among faculty about their teaching practices. A great deal of faculty development, however, is framed as "teaching improvement." While this is undeniably a vital element to maintaining qualified and effective practitioners, by focusing on student learning, OA offers a subtle, but critical, shift in thinking.

Generally, this shift in thinking moves our attention away from the means (teaching) and toward the end (learning). While a faculty member might walk away from a lesson fully confident in the effectiveness of her pedagogical approach, OA instead focuses on the students' experience of that lesson. Teaching and learning are, admittedly, intrinsically-linked sides of a single coin. However, the learning-centered approach made possible by OA allows faculty to look past the strategies they employ in the classroom and to think more concretely about the effects of those strategies on their students.

Clark College aims to employ a coordinated set of strategies to produce an agreed-upon, shared set of desired outcomes. However, one challenge with any large-scale human enterprise of this type is the difficulty in maintaining a sense of connection to, or consistency with, what are often abstract goals that are variously understood and supported.

Given the size of our college, Clark is particularly vulnerable to these challenges. However, the promise of OA is that is affords every member of the college community a common foundation to rest upon: student learning. Every strategy and initiative undertaken as a part of the 2015-2020 Strategic Plan can, and will, be assessed by its impact on student learning. OA, in this way, provides a consistent baseline for what can otherwise become a tangled mass of unconnected, vague attempts at "improvement." Student learning—as measured through outcomes assessment—will be an overriding indicator of the success of Clark's strategic plan.

External accreditors benefit from, and therefore require, outcomes assessment. For this reason, accreditation is frequently cited as the main impetus for conducting OA work. This "do it because we have to" rationale, however, is too simplistic: faculty who participate in OA simply out of fear of punishment, rather than for the invaluable insights OA can afford, are less likely to have high morale or engagement. It is true that OA is required by external accreditors, but it is not true that the work should be done only to suit their needs. OA is a tool with many uses and should be approached as such.

The practice of outcomes assessment can be traced back to the U.S. Department of Education's April 1983 report A Nation at Risk . While the push for accountability in higher education has taken many forms since then, OA is the only version of this initiative that places the values for student learning squarely in the hands of faculty. After several failed attempts to rate the effectiveness of a college from without, OA allows the faculty to take ownership of the learning that they themselves provide.

For this reason, and because of the many other stakeholders OA projects can support (see I.a), the work has been increasingly required by accreditors in recent years. Beyond just the work itself, new accrediting standards are asking colleges to engage in meaningful, widespread reflection on OA data. Locally, and nationally, faculty-led OA is seen as the solution to the accountability "crisis" in higher education. For this reason, it should not be seen as a new initiative that will eventually "go away." Rather, the future will bring greater emphasis on this work and its role in documenting the college's impact on students' lives.

Community colleges in general are likely to use OA data to:

• Determine college readiness
• Align outcomes
• Inform transfer policies
• Improve instructional effectiveness
• Allocate resources

At Clark we also use OA to:

• Locate examples of exemplary assessment practices that it can share with the faculty-at-large
• Identify issues and concerns that need attention and thus guide professional development
• Support accreditation and meet reporting requirements set by NWCCU
• Convey outcomes assessment data to the Program Improvement Process (PIP) Screening Committee for use as part of program review

Outcomes Assessment Goals for 2015-16

• Ensure that every transfer program learning outcome has been assessed by June 30, 2015
• Determine a more permanent, sustainable staffing structure for Outcomes Assessment

Full-time faculty role

Each year, IPT determines which OA activities the college will focus on to achieve institutional goals.

2015-16 IPT Charge to Full-Time Faculty

The IPT-defined course and program–level outcomes assessment activities for full-time faculty for 2015-2016 will consist of the following:

Part-time faculty role

Clark encourages and invites adjunct faculty to participate in OA. Since the majority of faculty at Clark are adjunct, and since part-time faculty often have OA experience at other institutions, their insights about student learning are especially valuable. Programs rely to varying degrees on adjunct faculty, and the more a program relies on part-time faculty, the more adjuncts should be encouraged to take part in outcomes assessment. We recommended that the full-time faculty detail explain the protocols for assessment plans as well as emphasize the importance of participating in OA for program improvement.

Certification under the standards specified in Washington Administrative Code (WAC) is a condition of continued employment for all professional-technical education personnel. At Clark, all new Full-Time CTE faculty and those who will be renewing their vocational certification are required to choose an Outcomes Assessment activity as part of their plan. Those activities include:

Standard B B.1 Identify, evaluate, and modify current outcomes.

Standard C C.3 Identify, evaluate, and modify program outcomes and assessments.

Standard D D.4 Modify instructional material and methods based on student and industry assessments and feedback.

All full-time faculty are required to participate in Outcomes Assessment work as stipulated by their contract. However, faculty can be compensated for Outcomes Assessment work which, in the judgment of the Outcomes Assessment Committee, requires effort above and beyond ordinary contractual Outcomes Assessment duties. All compensation for Outcomes Assessment work must be approved ahead of time by the Outcomes Assessment Committee; one condition for compensation will be successful completion of the Outcomes Assessment project in question.

All adjunct faculty will be compensated for Outcomes Assessment work, assuming that the work has been approved ahead of time by the Outcomes Assessment Committee.

Clark has two faculty members here to support your assessment activities. Think of them as your program assessment consultants and technical experts. The OA Liaisons offer an array of assessment workshops throughout the academic year. They are also available by appointment for individual program consultation; they can provide advice on how to assess your program, what to assess, and how to act on the assessment results.

The Office of Planning and Effectiveness is home to Clark's Institutional Research (IR) services. Institutional Researchers are available to support your assessment projects by helping with the practicalities of research, such as:

• Developing your assessment question(s)
• Developing or selecting a valid, reliable assessment instrument
• Choosing a sampling method and identifying your sample
• Managing your assessment data, including confidentiality issues
• Performing data analysis, including statistical tests
• Linking assessment data to other data, such as student demographics, placement test scores, transcript data, etc.

Institutional Researchers can help make your project more efficient and take some of the research-related workload off of faculty shoulders. You are encouraged to get in touch in the early stages of your project, or even before you have a project in mind.

The Outcomes Assessment team works closely with the instructional deans. In collaboration with the OA Committee and Liaisons, the deans play a role in creating direction and processes in OA. Faculty should go to the deans as a resource when needed. In addition, faculty are encouraged to share project results as part of "closing the loop" so that deans can use OA data to inform decision-making.

The primary responsibility of the Outcomes Assessment Committee (OAC) is to oversee and coordinate the development of program-level assessment plans for all transfer and CTE degree and certificate programs. In addition, duties of the OAC include:

• Vetting program outcomes
• Allocate funding to OA projects
• Vetting additions to distribution areas

The OAC is currently made up by the following people:

•  contact [email protected] for the list.

The Outcomes Assessment Toolbox (also known as the "OAT") is a collection of web applications and reports designed to facilitate Outcomes Assessment at Clark College. It was developed by Clark College staff and faculty. The tools are intended to make Outcomes Assessment clearer and more productive for faculty, and the Outcomes Assessment team welcomes feedback so that the tools can be continually improved.

The best way to learn more about the OAT is just to head over to the site and begin exploring. One of the most commonly used tools is the Course Outcomes Editing Tool, which is used to revise, add, or delete course outcomes. Another tool is the Assessment Project Form, which is used to plan and report outcomes assessment projects.

All faculty should have access to these and a number of other tools, using their regular Clark log-in information. If you are having difficulty accessing the OAT, please contact the system administrator .

Learning outcomes for degree and certificate programs and for courses are documented in the OAT. Look under the headings "Course Outcomes" and "Program Outcomes" in the OAT to find these tools.

Use the Assessment Project Form, located within the OAT, to plan and report outcomes assessment projects.

An assessment project doesn't end with a report. Results should produce compelling information and questions for you to further examine with your colleagues in order to improve your program's effectiveness. The Faculty OA Liaisons generally review projects over the summer and provide feedback during the first weeks of fall term. They may also review your projects throughout the year. The OA Liaisons will contact the individuals listed on each report in order to support with "closing the loop." This involves looking at how you can use the results to make changes to improve student learning within your program. "Closing the loop" is the final step in the assessment cycle, and each program will be required to document this step for our accreditation. You can request feedback or additional information anytime by contacting the Liaisons.

The American Association for Higher Education (AAHE) has published nine key considerations to bear in mind before engaging in the work of outcomes assessment. We highly recommend that you familiarize yourself with all of these prior to engaging in OA work, in order to ensure that your experience will be as productive and rewarding as possible.

It's important to remember that faculty retain the authority to direct OA work. Often, when just starting out, the best way to begin is with a complaint: what are you and your fellow faculty least satisfied with when it comes to student learning? Informal conversations (gripe sessions) around the departmental water cooler are a good way to discover your most pressing problem with student learning.

Once faculty have a sense of what aspect of student learning is most pressing, the second question to answer is: what outcome(s) would best provide us a picture of the student learning that we want to enhance? The key to any successful OA project is to keep the outcome(s) clearly in mind. Not only does an outcome clarify the learning in question, the language of the outcome will direct the work of the project itself.

 The assessment cycle is a continuous process, and consists of the following steps:

• Identify question(s) about student learning and gather data
• Analyze and interpret data
• Reflect with colleagues and plan for the future
• Implement planned actions
• Repeat the cycle

An assessment tool is an assignment completed by students that reflects their learning in a course or program. Faculty have a wide variety of assessment tools to choose from: exams, essays, performances, surveys, interviews, portfolios, quizzes—the list goes on. Any tool that can highlight how well students are meeting stated learning outcomes is appropriate. It's crucial that an OA project, though, be able to clearly address the learning outcomes in question. For example, a compelling essay prompt that is not in some way related to a learning outcome may not be useful for your project.

An assessment instrument is used to assess how well a student has demonstrated evidence of learning. This can range in complexity from an answer key on a multiple choice test to an essay or performance rubric. The tool you choose will ultimately direct you to the best instrument to assess your results. It's important to note, however, that those instruments that may involve subjective interpretation on the part of faculty —a rubric, for example – should be applied as consistently as possible.

When assessing a group of students, it's important that your results be valid. That is, the results should give you a reliable foundation upon which to base your conclusions about student learning. For that reason, it's ideal that you choose a representative sample of students to assess from a group. That number depends upon the total number of students in your sample size (whether that be a single class, series of classes, or a still larger sample).

With that said, it's also important to recognize that OA takes place in real time, with real constraints (particularly in relation to money and time). If you feel that you do not have sufficient resources to assess a valid sample size for your project, please contact Clarks' Office of Planning and Effectiveness.

Assessments can be embedded (given to students to complete as part of their graded requirements) or external (given to students separately from their graded requirements). When conducting the assessment, bear in mind these considerations:

Logistics: How many classes are you assessing? What will be necessary to ensure that the students complete the assessment? Who will administer the assessment? Who will collect the assessment?

Validity: How seriously will the students take the assessment? How will both students and instructor perceive the assessment?

Often, administering the assessment involves a series of decisions, dependent on your sample size, resources, needs, and other project variables.

The results of a successful OA project will present valid data about how well students are meeting stated learning outcomes. They should sponsor a meaningful conversation among faculty as to what steps should be taken in future to enhance student learning relative to the outcome(s) in question.

A common timeline for an OA project is to Plan in Fall, Assess in Winter, Reflect in Spring. This approach ensures that a project is broken up into manageable parts which can be completed over the course of an academic year. However, this is not the only timeline faculty may choose for their project. As always, your resources and needs should play a part in the project timeline.

Keep in mind, for example, that faculty energy and participation can vary. Enthusiasm tends to be highest in Fall, whereas in Spring many faculty are distracted with year-end responsibilities. As well, you may wish to conduct multiple OA projects throughout the year. Like precious snowflakes, or precocious students, no two OA projects are alike. Your goals and resources should dictate your timeline.

"Closing the loop" is the catchphrase used to refer to the last step in an OA project. This step addresses the following question: Based on the results of the assessment, what changes are planned?

Applying results to practice is absolutely vital to a sustainable approach to OA. Not only does it satisfy explicit accreditation requirements, but implementing planned changes demonstrates for faculty how OA can impact their practice. Reflections on OA data must be more than conceptual, they should result in action—as collectively determined by the faculty involved in the project. That action is where the rubber meets the road (to employ another metaphor) when it comes to enhancing student learning.

Closing the loop should mean more than just changes to faculty practice . The OA "loop" can—and should—be closed on an institutional scale. Administrative decisions that impact student learning have, in OA, a clear and common baseline in their impact on student learning. As OA serves many uses and multiple audiences, its incorporation into college-wide decisions will be made explicit for other stakeholders as well.

OA plays a role in curriculum development at every level:

Program design – Program outcomes identify the broader learning goals for students upon completion of a course of study. In addition, they govern the distribution areas of those programs by providing a framework of learning within which required courses should fit. The courses required for a program should explicitly relate to the student learning stated in the program outcomes. For this reason, OA is central in determining the designation of courses with regard to program requirements and related distribution areas.

Course design – By articulating the goals for student learning in the form of course outcomes, OA provides faculty an opportunity to begin with the end in mind. More commonly known as "backward design" (link?), course outcomes allow faculty to structure students' experience in ways that lead them to mastery of stated learning goals. Rather than just being "about" the course topic, outcomes lead faculty to consider specifically what students will know or be able to do upon successfully completing the class.

Lesson design – It is important to note that OA should never infringe upon academic freedom. At the same time, outcomes provide a helpful focus in aligning classroom activities with stated learning goals. While stated learning outcomes need not encompass the totality of a student's experience in a class, at the same time they can provide faculty members with key guideposts for planning – and assessing – individual lessons.

Since outcomes assessment often entails using student data such as names, course records, and assignment scores, faculty must take care to keep this information safe and secure. Additionally, since outcomes assessment data must not be used to evaluate individual faculty members (see the Memorandum of Understanding section below), it is important to remove identifying information about individual faculty from assessment reports.

For guidance on data security for your specific project and needs, please contact the Office of Planning and Effectiveness.

Here are some generally applicable instructions:

• Change students' personal information to a de-identified code of some kind as soon as possible. For example, students' names can be changed to Student 1, Student 2, Student 3, etc.
• Do not store students' personal data such as names and grades on a flash drive or laptop hard drive, because these are easily lost or stolen. Also, do not store students' personal data on the internet or in cloud storage, such as a Google drive. Instead, use de-identified records (change names to anonymous codes).
• The OAT (Outcomes Assessment Toolbox)
• Professional Development and Events

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Effect of Assignment Choice on Student Academic Performance in an Online Class

• Brief Practice
• Published: 26 February 2021
• Volume 14 , pages 1074–1078, ( 2021 )

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• Hannah MacNaul   ORCID: orcid.org/0000-0001-6992-9991 1 , 2 ,
• Rachel Garcia   ORCID: orcid.org/0000-0003-1805-4499 2 ,
• Catia Cividini-Motta   ORCID: orcid.org/0000-0001-5679-9294 2 &
• Ian Thacker   ORCID: orcid.org/0000-0002-2492-2929 1  

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Choice of assignment has been shown to increase student engagement, improve academic outcomes, and promote student satisfaction in higher education courses (Hanewicz, Platt, & Arendt, Distance Education , 38 (3), 273–287, 2017 ). However, in previous research, choice resulted in complex procedures and increased response effort for instructors (e.g., Arendt, Trego, & Allred, Journal of Applied Research in Higher Education , 8 (1), 2–17, 2016 ). Using simplified procedures, the current study employed a repeated-measures with an alternating-treatments design to evaluate the effects of assignment choice (flash cards, study guide) on the academic outcomes of 42 graduate students in an online, asynchronous course. Slight differences between conditions were observed, but differences were not statistically significant.

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As access to the internet increases, more students pursuing higher education are completing online programs. In fact, nearly 50% of master’s-level applied behavior analysis training programs in the United States offer courses in an online format (Behavior Analyst Certification Board, 2021 ). Given the increase of students in online courses and programs, investigating instructional procedures to support students in meeting learning outcomes has become critical. In learner-centered teaching (LCT; Weimer, 2013 ), instructors aim to motivate students by giving them some control over the learning process, such as choice of assignments and choice of assignment deadlines.

In the academic context, the opportunity to select between two or more concurrently available assignments has been shown to increase student engagement, exam scores, and student satisfaction (e.g., Hanewicz et al., 2017 ). Moreover, various assignment formats—that is, flash cards and study guides—are empirically supported strategies that help students build fluency with material and improve efficiency in studying, respectively (Tincani, 2004 ). In a recent study, Jopp and Cohen ( 2020 ) identified only four studies (Arendt, Trego, & Allred, 2016 ; Cook, 2001 ; Hanewicz, Platt, & Arendt, 2017 ; Rideout, 2017 ) in which students were given a choice of assignments and, in all of these studies, choice was associated with a positive outcome (e.g., increased engagement and exam scores). However, in these studies, the arrangement of procedures in order to offer choice resulted in complex point systems (e.g., Rideout, 2017 ), a large number of assignment choices (e.g., 59 in Arendt et al., 2016 ), or a vast number of different due dates (e.g., Arendt et al., 2016 ). To address these limitations, Jopp and Cohen kept the number of assignments available in the course and their relative weights the same as in the previous iteration of the course; however, for three of the required assignments, students could choose one of the three available assignment options. In their study, assignment choice increased satisfaction with the course but did not increase learning outcomes (i.e., grade) in comparison to a previous semester when the course did not include choice. Nevertheless, students indicated that they did not have a good understanding of all of the different assignment options. Furthermore, in previous studies, students did not experience both the choice and no-choice conditions; thus, individual differences between groups may have moderated outcomes (e.g., Rideout, 2017 ).

As noted previously, choice has had a positive impact on student engagement; however, further research on procedures that can aid in the mastery of academic content while requiring few resources is warranted. This study sought to evaluate the effects of assignment choice on student academic outcomes. To extend this line of research, this study incorporated choice of assignment (i.e., flash cards and study guides) in a simpler manner, ensured that all students experienced all experimental conditions (i.e., using an alternating-treatments design), and exposed students to both assignments prior to the onset of the study.

Participants and Setting

Forty-two graduate students across two cohorts (fall 2019: n = 25; spring 2020: n = 17) who were enrolled in a fully online master’s program participated in the current study. Most students were female ( n = 39), and geographically, students were located around the United States. All students in each section participated in the study and were completing this course in partial fulfillment of the requirements to become a Board Certified Behavior Analyst. The course, which covered functional assessment methods, and instructor were the same across both cohorts. The course was administered via Canvas, a learning management platform previously used by the students in other courses. This was an 8-week asynchronous course wherein students were not required to meet on a certain day and time but had to progress through a module per week, and therefore the entire course, by certain deadlines. Modules were identical in setup, including a module description with learning objectives, a video introduction from the instructor, required readings, prerecorded lectures, a discussion board, and a quiz. Each component of the module was introduced in succession, meaning that completion of one task allowed the student to access the next task in the sequence. Additionally, in six out of eight modules, students completed an interactive practice assignment.

Materials included instructor-designed practice assignments (i.e., flash cards, study guides) developed using the online website GoConqr ( www.goconqr.com ). The flash cards and study guides covered the same subject matter and content areas (e.g., key terms and definitions), and both required approximately 15 min of the instructor’s time to develop. The practice assignments were embedded into Canvas and were presented either concurrently (i.e., choice condition) or in isolation (i.e., no-choice condition).

Dependent Variables

Dependent variables included student academic performance and preference of assignment format. Student academic performance consisted of the average score of all students per module quiz. Quizzes were worth a total of 20 points, and each consisted of scenario-based, multiple-choice, and short-answer questions, which were graded using an instructor-developed rubric. Student preference of assignment format was determined by the proportion of students who selected to complete each of the assignments during choice conditions.

Experimental Design and General Procedures

A repeated-measures with an embedded alternating-treatments design was employed to compare student performance across conditions. To mitigate any foreseen testing or sequence effects, treatment conditions were counterbalanced across cohorts and included choice, no-choice, and no-assignment (i.e., control condition) conditions. Across all conditions, students completed assigned readings, viewed the module lecture, and participated in the discussion board. Then, they either completed a practice assignment and a quiz (e.g., choice and no-choice conditions) or went straight from the discussion board to the quiz (e.g., no-assignment condition). When a practice assignment was available (choice and no-choice conditions), students were instructed to dedicate at least 10 min to the assignment, and they could complete the assignment as many times as desired until they reached a score of 100%. To receive full credit (i.e., 20 points), students were required to submit a screenshot of the score received, which also included the time spent on the assignment; thus, if a screenshot was not submitted and/or showed that students had not spent 10 min on the assignment, the students received zero points.

Exposure Phase

Students received instructions on the completion of each assignment type and completed an example of each assignment. However, these assignments covered content related to the syllabus and course structure. This exposure phase was implemented to give students the opportunity to experience both types of practice assignments prior to allowing them to choose between the two.

Choice Condition

In the choice condition, students had the option to select one assignment to complete, either flash cards or a study guide. The Canvas function Mastery Paths was utilized to present the choice of assignments. First, students selected “true” or “false” in response to a pledge statement (i.e., “I have completed all readings for this module, viewed the lecture, and participated in the discussion board.”). Following submission of a “true” response, students were given a choice between the two practice assignments. Upon the student’s selection of an assignment, the other option was no longer available. The selection of “false” in response to the pledge statement would redirect the student to the start of the module; however, no students selected “false” throughout the course of the study.

No-Choice Condition

In the no-choice condition, an assignment, either flash cards or a study guide, was assigned to the students by the instructor. There was no pledge statement, but all other components remained the same as in the choice condition.

No-Assignment Condition

In the no-assignment (i.e., control) condition, there was no pledge statement or practice assignment available for students to complete and, therefore, no points available. All other components remained the same as in the choice condition.

Procedural Fidelity

To assess procedural fidelity, a research assistant reviewed the Canvas page and recorded whether each student completed all components of each module (i.e., completing assigned readings, viewing lectures, and participating in the discussion board) in the prescribed sequence and prior to accessing the module assignment (choice and no-choice conditions only). In addition, during the choice and no-choice conditions, data were also collected on whether each participant completed only one practice assignment. Procedural fidelity was obtained for 100% of modules across both cohorts, and the average procedural fidelity score was 100%. It is important to note that data from Cohort 1 Module 1 are excluded from the procedural fidelity scores and the average quiz score across conditions because 16 of 25 students completed both the flash card and study guide assignments. Subsequently, procedural modifications were made.

Student average quiz scores were highest in the choice condition for both cohorts, with a mean of 17.29 ( SD = 2.79, n = 99) across cohorts (see Table 1 and Fig. 1 ). Although student performance was slightly higher in the choice condition compared to the no-choice ( M = 16.65, SD = 2.62, n = 123) and no-assignment ( M = 17.00, SD = 1.83, n = 82) conditions, the differences in performance between conditions, as well as relative differences between conditions, were not statistically significant for any pairwise comparison (all p > 16). A one-way analysis of variance revealed no significant differences in mean performance scores between conditions, F (2, 301) = 1.87, p = .157. Indeed, no two conditions revealed statistically significant differences between mean quiz scores when follow-up Benjamini–Hochberg pairwise comparisons were used ( p choice vs. no choice = .17, p choice vs. no assignment = .43, p no choice vs. no assignment = .43). Further, relative gains between conditions also revealed no statistically significant pairwise differences between conditions when comparing normalized gain scores ([ M post − M pre ]/ SD ) between conditions ( p choice vs. no choice = .28, p choice vs. no assignment = .73, p no choice vs. no assignment = .21). Similarly, a comparison between the no-assignment (control) condition and the remaining two conditions using planned contrasts revealed no statistically significant differences in mean performance ( t = .24, p = .810). The quiz scores for each module are presented in Table 1 . For Cohort 2, the no-assignment condition resulted in a higher average quiz score ( M = 16.85, SD = 2.06, n = 34) compared to the no-choice condition ( M = 15.4, SD = 2.58, n = 51).

Average cohort performance across conditions. Note. Bars represent 95% confidence intervals

The frequency of students’ selection between the two practice assignment modalities (e.g., student preference of assignment format) also yielded negligible differences. Across both cohorts, in 51.5% (49 of 101) of opportunities, students chose to complete flash cards, and in 48.5% (52 of 101) of opportunities, students chose to complete the study guide during choice conditions. The difference between these proportions was not statistically significant at conventional levels (χ 2  = .181, p = .67). However, individual data indicate that certain students often chose the same assignment across modules (data are available upon request).

In this study, choice was designed in a simplified manner compared to previous research, thus increasing the feasibility of implementation for instructors. In addition, the influence of individual differences on mean values was minimized by employing an alternating-treatments design. In the current study, providing students with a choice of assignment improved performance only slightly and, ultimately, did not have any negative effects. Furthermore, based on the aggregate data, students did not show a preference for a particular assignment; this is not consistent with the findings of previous research (e.g., Jopp & Cohen, 2020 ) in which a large portion (48%–88% across the three opportunities) of students selected the same assignment. However, as noted previously, some students often chose the same assignment across modules. This may be the case, as previous studies have identified a relationship between students’ approach to learning and their preference for differing assessments (Gijbels & Dochy, 2006 ). It is also likely that the selection of a particular assignment is correlated with the response effort associated with each assignment format, a hypothesis partially supported by Jopp and Cohen ( 2020 ).

Related to response effort, previous studies have noted that a limitation of providing the choice of assignments to students is that it results in the instructor spending more time creating and grading assignments (Arendt et al., 2016 ; Hanewicz et al., 2017 ). The current study avoided this issue by providing students with fewer choices of assignments, an unlimited number of attempts to complete each assignment, and designating grades as either complete or incomplete.

Given the shortage of research evaluating effective instructional practices for online learning environments, the increase in online instruction due to the COVID-19 pandemic, and our inconclusive results regarding the use of choice in higher education learning, additional research in this area is needed. Future studies could evaluate the impact of the type of assignment available and student preference for assignments based on grades, as well as choice, in combination with other instructional practices (e.g., differentiated instruction). In this study, the Mastery Paths function allowed for the choice of assignment, but this function may also benefit students in other ways. For example, students could receive choices of different assignments (e.g., short Assignment 1 or short Assignment 2; long Assignment 3 and short Assignment 1) based on their scores on a pretest quiz. Footnote 1 With this modification in the design of a course, differentiated instruction and choice of assignment could be automatically programmed into the course structure, promoting the involvement of LCT (Weimer, 2013 ); however, additional research is needed.

This study is not without limitations. As previously mentioned, data from Cohort 1’s Module 1 were excluded because students completed both assignments due to a procedural error in setting up the module. This issue was resolved but required the addition of a question (i.e., pledge statement); however, this pledge statement was not present in all conditions. Furthermore, for Cohort 2, the no-assignment condition resulted in higher average quiz scores compared to the no-choice condition (e.g., control condition). This may have been the case because Module 3 (a no-choice condition) for Cohort 2 was in March 2020, at the start of the pandemic. Given that the stay-at-home order may have impacted childcare and job security and added additional stressors for the students, the lower quiz score on this module may be a reflection of the added environmental changes and not directly an effect of the no-choice condition. Additionally, in both cohorts, performance on the end-of-module quizzes improved across the 8 weeks, perhaps because students learned what to expect during the quizzes and to identify the most relevant information from lectures, readings, and practice assignments. Future studies may attempt to replicate these procedures, but with the randomization of entire cohorts experiencing only one condition, followed by a comparison of the performance of each cohort across conditions. To address other limitations of the current study, future studies should assess the acceptability of the conditions (i.e., social validity) and evaluate variables (e.g., preference, response effort) that impact the selection of assignment.

A task analysis describing the steps necessary to use the Mastery Path function in Canvas is available under Supplemental materials .

Arendt, A., Trego, T., & Allred, J. (2016). Students reach beyond expectations with cafeteria style grading. Journal of Applied Research in Higher Education, 8 (1), 2–17. https://doi.org/10.1108/jarhe-03-2014-0048 .

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Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32 (4), 399–409. https://doi.org/10.1080/03055690600850354 .

Hanewicz, C., Platt, A., & Arendt, A. (2017). Creating a learner-centered teaching environment using student choice in assignments. Distance Education, 38 (3), 273–287. https://doi.org/10.1080/01587919.2017.1369349 .

Jopp, R., & Cohen, J. (2020). Choose your own assessment—Assessment choice for students in online higher education. Teaching in Higher Education . https://doi.org/10.1080/13562517.2020.1742680 . Advance online publication.

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Research Highlights

• The Canvas Mastery Paths function allows instructors to automate choice of assignments into a course, as well as differentiate instruction across students.

• This study extends our understanding of effective teaching strategies in online instruction because results demonstrated that choice of assignments alone did not significantly improve student learning outcomes.

• In this study, choice of assignment was designed in a manner to allow feasibility of implementation by most instructors.

• This article includes step-by-step instructions for how to use the Canvas Mastery Paths function, provided as online Supplementary Material .

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MacNaul, H., Garcia, R., Cividini-Motta, C. et al. Effect of Assignment Choice on Student Academic Performance in an Online Class. Behav Analysis Practice 14 , 1074–1078 (2021). https://doi.org/10.1007/s40617-021-00566-8

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Accepted : 10 February 2021

Published : 26 February 2021

Issue Date : December 2021

DOI : https://doi.org/10.1007/s40617-021-00566-8

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Teaching Commons > Teaching Guides > Assignment Design > Aligning with Learning Goals

Aligning Assignments with Learning Goals

Learning Goals

• Engage course material
• Think critically
• Reflect on learning and practice
• Communicate effectively
• Think creatively
• Develop scholarly skills
• Develop professional skills
• Work together
• Bridge academic and real-world understanding

Engage Course Material

Think critically  , reflect on learning and practice, communicate effectively, think creatively, develop scholarly skills, develop professional skills, work together, bridge the academic and the "real" world.

Adapted from the L&S Program in  Writing Across the Curriculum  at the University of Wisconsin-Madison.

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Align an outcome with a rubric in canvas.

You can align any outcome in your account to a rubric. Rubrics are used to help students understand expectations for an assignment and how their submissions will be graded. Outcomes can be aligned with a rubric for additional assessment and measurable performance.

To align an outcome, the outcome must already exist for your account. Learn how to create account outcomes .

In your Course Navigation, click the Rubrics link

Click the name of a rubric

To create a new rubric , click the Add Rubric button

Click the Edit Rubric button

Click the Find Outcome link

Locate and select the outcome you want to align

If you want to use the criterion for scoring, click the Use this criterion for scoring checkbox

• Click the Import button 

Click the OK button

• View the aligned outcome
• Click the Update Rubric button

• K-State home
• Office of Data, Assessment and Institutional Research
• Canvas Training
• Student Learning Assessment in Canvas

Align Outcomes with Assignments using Rubrics and Question Banks

After Outcomes are set up, they must be aligned with a Rubric or Question Bank so they can be assessed with assignments. If you are unfamiliar with the types of assessments offered in Canvas, see the overview to understand what types of assignments are available and the terminology of assignments in Canvas.

What is Alignment? (video)

Canvas assessment types overview (video).

Aligning with a Rubric allows Outcomes to be assessed on manual/offline assignments (such as written papers, projects, or presentations), online discussions, and essay questions contained within quizzes. The AAC&U VALUE Rubrics for written communication, oral communication, critical thinking, and others are already added to Canvas--these can be easily imported into your courses and edited to suit your needs. Additional Rubrics can be added at the program level for easy sharing across courses--contact the Office of Assessment if you would like to add a program rubric. See the Measurement section of the Assessment toolkit for additional information about developing Rubrics.

• Create a Rubric
• Import Rubrics
• Add a program-level Rubric that can be used across multiple courses
• Align Outcomes to a Rubric
• Add a Rubric to an Assignment
• Add a Rubric to a Quiz
• Add a Rubric to a Graded Discussion
• Use a Rubric for Grading

Question Banks

Aligning Question Banks allows you to assess Outcomes on online selected-response (multiple-choice, true/false, etc.) type assignments. In Canvas, these are referred to as Quizzes. Alignment with Question Banks must be completed before any students complete the quiz--alignment does not work retroactively.

• Set up Question Banks for Assessment
• Import Quiz Questions from a source outside of Canvas
• Align Question Banks with Outcomes
• Use aligned Question Bank Questions in Quizzes

MagicMarker

The MagicMarker app (currently iOS only) is the efficient and effective way of recording mastery of learning outcomes in your classroom. MagicMarker helps you create student groups and assess them based on outcomes in your course.

• View the official Canvas guides for MagicMarker
• Updated: 8/3/23