Articulating Goals and Learning Objectives
The assessment process begins by articulating your intended program goals and program learning objectives.
Defining Key Terms
Program Goals describe the kind of experience that the program provides to students.
This can be a broad statement related to the mission. Goals usually describe what the program "facilitates", "guides", "highlights", "offers", "introduces", "fosters", or "promotes" to its students. Goals do not need to be assessed. Programs should have 3-6 goals.
Program Learning Objectives (PLOs) describe what students should know or be able to do by the conclusion of a program.
This should be an action-oriented, measurable statement. PLOs usually describe what students can "identify," "describe," "compare," "analyze," "create," "critique," etc. PLOs need to be assessed. Programs should have 3-6 learning objectives.
How to Write Program Learning Objectives
Program learning objectives help promote transparency, equity, and communication between faculty, students, and other stakeholders by establishing clear expectations. By creating program learning objectives, students know what skills and abilities they can expect to contribute to the workforce and highlight on their resumes as graduates. Measurable program learning objectives are the foundation of a strong assessment plan.
Program Learning Objectives are concise extensions of the phrase:
“By completing the program, students will be able to..."
Step 1: Think about your ideal program graduate or a stand-out alumnus.
What do they know; what can they do? What essential skills or abilities did they develop in your program? This is the key infomation to include in your PLOs.
Step 2: Select a measurable, observable verb from Bloom's Taxonomy or similar tool to fill in the blank.
Select a verb that is appropriate for the degree level or assessment method (Ex: "identify" and "describe" might be better in a bachelor's program or introductory course, while "evaluate" or "create" might fit best in a graduate program capstone course).
Step 3: Add relevant details and context appropriate to your discipline.
Will students use particular frameworks, tools, subdisciplinary knowledge, etc. to demonstrate that skill? Provide a bit of detail to paint a complete picture of the skill.
Step 4: Refine and keep it concise.
Focus on ONE skill per PLO. Double-barreled or lengthy PLOs with multiple verbs or too much contexual information become difficult to measure.
PLO Examples
Below are select examples that follow the simple formula:
Introductory Phrase + Verb + Context
- By completing the instructional design program, students will create a measurable learning outcome using Bloom's Taxonomic framework.
- By completion of the human resources program, students will evaluate organizational decisions based on principles of business ethics.
- By completion of the art program, students will compare works of art from the Impressionist and Post-Impressionist eras.
- By completion of the art program, students will apply the quadratic equation to an algebraic word problem.
- By completing the psychology program, students will describe the foundational theories in developmental psychology.
- By completing the chemistry program, students will identify elements on the periodic table.
Looking for more specific examples?