Learning Outcomes
Learning outcomes are succinct, measurable statements that describe the knowledge, skills, understandings, and/or attitudes students will possess upon achievement of that outcome. Attention is focused on the specific types of learning that students are expected to demonstrate. Learning outcomes can be developed at the institutional level, the baccalaureate level, a degree program level or a course level. The academic senate developed learning goals for baccalaureate degrees in 2008.
Educational Goals for the Baccalaureate at SF State 2008 (pdf)
Program Learning Outcomes
A description of the essential knowledge, skills and attitudes that students are expected to achieve upon graduation in a degree program. Program learning outcomes should be written using active verbs in a way that facilitates assessment. They should be written from the perspective of what students will learn to do, not from the perspective of what the degree offers.
The number and achievement level of PLOs for different degree programs should reflect the nature of the degree. For example, a minor should have fewer PLOs than a BA degree, reflecting that students take fewer classes for a minor than for a BA. Learning outcomes for MA or MS degrees should express more advanced levels of achievement than learning outcomes for BA or BS degrees.
To find PLOs for your program, go to the academic programs page of the Bulletin and select the degree. The link takes you to the overview page for the degree, on which PLOs are listed.
- Program Learning Outcomes (pdf)
- Bloom’s Taxonomy of Learning (pdf)
- Learning outcomes action verbs (pdf)
- Affective Domain Taxonomy (pdf)
Student Learning Outcomes (SLOs)
At SF State, SLOs generally refer to course learning outcomes. SLOs are descriptions of the essential knowledge, skills and attitudes that students are expected to achieve upon completion of a course. Student learning outcomes should be written using active verbs in a way that facilitates assessment. They should be written from the perspective of what students will learn to do, not from the perspective of what the instructor teaches.
General Education Learning Outcomes (GELOs)
The learning outcomes for courses in each GE area and in each SF State Studies area are summarized in the appendices of the Academic Senate policy Requirements for Baccalaureate Degrees, Majors, Concentrations, Minors, and Certificates and can be found here. All courses included in GE will have to assess student learning of the GELOs when requested to do so by the Lower Division or Upper Division Certification Committees.
Curriculum Maps
A curriculum map shows how courses in the curriculum link to the PLOs. The set of courses included in the curriculum should coordinate to introduce, develop and provide mastery of program learning outcomes to students. Departments can see at a glance if more attention is needed for any one PLO and identify the courses in which the assessment of learning outcomes should be done.
DIY Curriculum Workshop (.pdf)
Curriculum Map Template (.docx)
Curriculum Map Sample (.pdf)
Assessment of PLOs
Assessment methods consist of a variety of data collection strategies designed to measure the attainment of program learning outcomes. All assessment plans should have at least one direct measure of student learning, such as a portfolio of work, exams or a written report. Indirect measures, such as student surveys, can be added to direct measures as a second way of assessing the program. Good assessment reports include details regarding the methods used to gather and assess information in order to fully convey the department's process. Benchmarks for assessment should be established to help departments identify when improvements are needed. Samples of any rubrics, questionnaires, skill exams etc. used in assessment should be attached to reports for clarity.
DIY Assessment Workshop
Step 1. Creating an Assessment Plan (pdf)
Step 2. Assessing a PLO (pdf)
Step 3. Sharing Assessment Results (pdf)
AAC&U VALUE Rubrics (link is external)