Program outcomes consist of a series of statements conveying the intent of a program of study. Specifically, program outcomes refer to what a student should know or be able to do at the end of a program. Frequently program outcomes are stated in terms of actions to be taken. For example, an outcome may include, “Summarize, paraphrase, and synthesize research material.” Outcomes are often seen as the knowledge and skills students will have obtained by the time the have received their intended degree. There are three functions of program outcomes: provide direction for instruction, convey instructional intent to others, and provide the basis for assessment.

Program outcomes need to fit within the goals of the program and institution. Outcomes need to be specific enough to guide coursework within the program. At the same time program objectives need to be general enough to fit into several courses. Program outcomes align course outcomes with program and institutional goals.

Constructing program outcomes is a two phase process. The first phase is known as the divergent, or brainstorming, phase. Data from a variety of sources are collected as possible program outcomes. Sources may include mission statements, institutional and program goals, outcomes developed by similar programs from other institutions, professional standards, accreditation standards, and employer expectations. The objective is to identify what students have to know, or be able to do, when they have finished the program.

Program outcomes are often categorized. One taxonomy categorizes outcomes into knowledge, skills, and values. Knowledge reflects information or facts a student should be able to recall when needed. Skills refer to the procedures or tasks a student should be able to demonstrate competence. Values refer to dispositions and ethical ideals that are important to that field of study.

Knowledge has been further classified by degree of mental engagement; known as Bloom's taxonomy. There are six categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each category increases in cognitive complexity. Where knowledge or memorization of facts, dates, or names requires little effort, evaluation, or judging the merits of an argument by either external or internal standards, requires much more effort. The first three categories are considered low level thinking, where as the last three categories are considered higher level, or critical, thinking.

The second phase is the convergent phase. This is where all possible program outcomes are sifted into a handful of outcomes. Only a few outcomes are desirable. Fewer outcomes are easier and less expensive to measure for program evaluation. It is less likely program evaluation will become bogged down. Many program outcomes will resemble course outcomes. One should look to summarize or synthesize several smaller outcomes into a more general outcome. There are several questions that should be asked in deciding which outcomes are vital:

•  Is this outcome critical to the success of students in this program?

•  Does another outcome measure the same concept, or provide similar guidance?

•  Does this outcome have an impact on critical dimensions of the program?

•  Is the outcome related to program and institutional goals?

•  Would the program be impaired if this outcome was excluded?

•  Is it feasible to measure this outcome given resources, time, and methodologies?

The final step is to insure program outcome utility. Since program outcomes are evaluated, they need to be measurable. In other words, program outcomes need to be written in specific, and when possible observable terms. As an example, students may be expected to think critically. This statement is too broad to be measured. However students may be expected to: detect if/then statements, identify stated and unstated assumptions, determine how new data may confirm a conclusion, or project alternative hypotheses. These statements provide specific occurrences than can be measured.

To summarize, program outcomes are a small number of statements that explain what a student will know or be able to do when the program has been completed. Program outcomes are neither too specific, nor too general. These outcomes should be written to be specific and observable.

Relevant Links:

Writing Measurable Outcomes, Texas A & M

Writing Student Learning Outcomes, Morningside College

Suggestions for Getting Started, California Academic Press

Writing Learning Outcomes, National Center for Geographic Information, UC, Santa Barbara

How to Write Student Learning Outcomes, Kansas State University

Bloom's Taxonomy

Major Categories in the Taxonomy of Educational Objectives