Step 2: Understanding and Interpreting Learning Outcomes

Overview

Learning Outcomes (also called CLOs—Course Student Learning Outcomes) describe what students should be able to know, do, or demonstrate by the end of your course. They are the foundation of course design and the anchor for assessments, materials, activities, and alignment.

In this module, you will:

Analyze your outcomes
Clarify what each outcome requires students to demonstrate
Add interpretations and notes to your Course Map
Begin preparing for assessment design in Step 3

In the video below, April Cunningham (one of our Outcomes Coordinators through Spring 2026) provides you with some information and guidance about Learning Outcomes.

Read the video transcript (Select to open)
Hi, I'm April Cunningham, and I'm one of the SLO co-coordinators through the spring of 2026. I wanted to share with you a few highlights of how to write your outcomes and objectives, which will be key elements of your course outline of record. So, to start with, course learning outcomes, um. We like to think of those as the major learning that students will achieve by the end of your course. And so, we often start with those so that we can design backwards all of the other elements of your class that will get students ready to achieve those course learning outcomes. Uh, typically, a course will have at least two learning outcomes. Um, some courses have up to 4. We don't recommend many more than that because of just the need to keep on track. with assessing our outcomes. Um, on a regular schedule. The outcomes will need to start with. observable verbs, and we really encourage you to brainstorm and think about different levels of performance that would be appropriate to. expect from students in your course. So, in an introductory course, maybe it's appropriate to have outcomes. Um, where students are identifying, recognizing, explaining. the concepts from your course. Uh, but hopefully they're already starting to apply them by the end, and so if they are applying those concepts from your course. then your course outcomes should really describe that application. Uh, for courses that are higher level, um. we would expect students to already be evaluating, um, assessing. Um, explaining. you know, applying critical thinking. Uh, to really, um. to kind of get under the surface of some of these topics as they're applying. your concepts. So, if you may have heard of Bloom's Taxonomy, that will be provided to you. You can use that set of verbs and how they're organized into different levels of cognitive demand. Um, there are also other models that you can use. But we really want to make sure that your outcomes are describing. Uh, the key learning and. giving a general sense of how students will demonstrate that learning. Um, through evaluation or assessment or explanation or, uh. One of those other common verbs. Your, um… Objectives are also going to be part of your. course outline of record. And your objectives are, we really think of more as the building blocks. those experiences, um, activities that students will have in your class. that prepare them to meet their learning outcomes. And so those we like to see kind of scaffold and get, um. more advanced as the course, uh. goes on, and so kind of more advanced as you go down your list of objectives. Um, I like to think of… my outcomes, um, having usually 2 or 3 objectives that really support. Uh, getting to that outcome, so every course should have. At least 6 to 8 objectives. Um, sometimes more like 10 to 12. is appropriate. And the objectives are great for, um. Showing what are some of the. That's the introductory experiences. The activities that you'll have a chance to do formative assessment on, so that students get your feedback and are improving and deepening their learning. on their way to being prepared to achieve their learning outcomes. Um, and your objectives also should start with observable verbs. But they're a little bit less strict, so… You'll see in a lot of our documentation. Um, your objectives. may be able to include, um, verbs like understand or know. But your outcomes cannot. So, one good thing to think about when you're brainstorming different versions of your outcomes. is, um, just to make sure that the verbs you're choosing are observable, which. Unfortunately, um, understanding or knowing. or comprehending, those are not considered observable, those are things that happen internally to the student. Um, but they need to do something that expresses that understanding in which. Uh, which includes things like evaluating. Uh, assessing, applying. Um, uh, even explaining or discussing. the concept in your class. So we avoid the verbs, understand, know. Um, demonstrate the ability to. Uh, those are not observable enough, and, uh. When you do get your courses reviewed. Those will be flagged, and you'll have those outcomes returned to you. So, um, I really recommend. working, uh, thinking through. what you will be able to see students do that tells you if they met your course learning outcomes or not as you're writing those outcomes. And then, um, thinking about how do you get your students to those outcomes, that will be. Your list of objectives. The SLO co-coordinators are a great resource as you work on your outcomes and objectives. So please reach out, um, we're happy to help.

Why Outcomes Matter

Outcomes guide:

What you assess
How you assess
What content you include
What activities students need to practice
How you know whether students are learning

Strong outcome understanding leads to strong course alignment.

How to Interpret Your Outcomes

To interpret your outcomes, consider each individually.

Identify the Action (Verb)

What must students do? Examples: analyze, evaluate, create, interpret, apply.

This determines the level of thinking required.

Wondering what level of thinking the verb in your outcome usually indicates? Use these lists of verbs that are organized by Bloom's Taxonomy of educational goals. (The link opens a PDF.)

Identify the Content or Concept

What must students analyze, evaluate, or apply?

This determines the knowledge or skill being assessed.

Identify the Level of Performance Expected

What does successful performance look like?

This helps you later design assessments and criteria.

Consider How Students Might Demonstrate Mastery

Start imagining assessment types — not designing yet, just brainstorming.

Example Outcome Interpretation

Outcome: “Analyze the impact of instructional decisions on student learning.”

Interpretation might include:

Students must examine causes and effects (verb = analyze).
Students must understand instructional design concepts.
Students must connect instructional choices to observed learning outcomes.
Appropriate assessments might include reflections, case analyses, or design critiques.

Your Course Map Task for Step 2

Open your Course Map Template.

For each outcome listed in the COR, add:

✔ Interpretation Notes

Explain the meaning of each outcome in your own words.

✔ Performance Indicators

Describe what successful student performance might look like.

✔ Initial Assessment Ideas (Optional)

Not the final design — just ideas such as:

Presentation
Quiz
Project
Discussion
Case analysis
Reflection

These ideas will help you design aligned assessments in Step 3.

⭐ Tips for Using AI as a Brainstorming Partner

AI can help clarify outcome language or generate examples of assessments aligned with specific verbs or content.

Try prompts like:

✔ AI Prompt 1:
“Explain what this learning outcome requires students to know or do, using clear language: [paste outcome].”

✔ AI Prompt 2:
“What are possible ways students could demonstrate mastery of this outcome?”

✔ AI Prompt 3:
“Based on Bloom’s Taxonomy, what level of learning does this verb represent, and what types of assessments might fit?”

Reminder: AI can help you brainstorm, but the final interpretation must reflect your discipline and expectations.

Need Help?

If you want support interpreting outcomes, contact:

Learning Outcomes Coordinator
Instructional Designers
Your Department Chair

Contact Information: Help with COR to Course and Course Mapping

They can help you understand how outcomes were created and how they are intended to guide instruction.

Where You Are in the Design Process

You now have:

Your COR
Your outcomes
Your interpretations of each outcome

Next, you will design assessments aligned with those outcomes.

Click Next to continue.