Locating and Creating SLOs

Looking for Student Learning Outcomes (SLOs) for a course you are teaching?

Is this a course that has been taught before at CSUCI (even if not by you)?  If so, it already has unique SLOs that can been located in Curriculog.  Here is a helpful tutorial for how to do that.

For new courses, ensure that the SLOs you are creating for this new course do the following:

• Align with the PLOs for the academic program the course will be housed in. These are accessible on each academic program’s website, by searching the CSUCI website, or by contacting the chair of the program.
• Consider the position of the course relative to the broader catalog of courses for that program.
• Reflect the current best practices, values, and approaches of the discipline.
• For GE courses, incorporate at least one appropriate GE SLO.

Consider using the CourseTuner GPT designed by our own TLI learning designer Ana Penaranda Leal. You can access it here.

Here are some Best Practices for Creating Student Learning Outcomes

Well-written SLOs provide clarity on what students are expected to achieve by the end of the course, guiding both teaching and assessment. Here are some best practices for developing strong and meaningful student learning outcomes:

• Align with Program Learning Outcomes and Course Topic

  • Ensure that the course specific student learning outcomes align with the broader Program Learning Outcomes for the academic program that the course is housed in. (These are accessible on the program website).
  • Course SLOs should reflect the course’s position relative to other courses in the major. For example, if this is a course that is part of a series or with prerequisites, SLOs should convey a deeper level of mastery than courses positioned before it.
  • Link the SLOs to the major topics and themes of the course, so there is a clear connection between what is taught and what students will be able to demonstrate.

• Use Clear, Action-Oriented Language

  • Action verbs are key. Focus on verbs that are measurable and observable, so that both instructors and students can clearly assess whether the outcomes have been achieved.
  • Good examples of action verbs: analyze, synthesize, evaluate, compare, demonstrate, create, apply.
  • Avoid vague terms like “understand” or “appreciate” as these are difficult to measure.

• Be Specific and Focused

  • Clearly define what students should be able to do by the end of the course.
  • Each outcome should be narrow enough to be achievable but broad enough to encompass significant learning.
  • Example: Instead of saying “Understand the concept of photosynthesis,” say “Describe the process of photosynthesis and explain its role in plant growth.”

• Ensure Outcomes Are Measurable and Assessable

  • Design learning outcomes that can be directly assessed through course assignments, exams, projects, or other methods. This makes it easier to track progress and determine if learning has occurred.
  • Each outcome should be concise and focused, with no unnecessary wording. This helps students quickly understand what is expected of them and also makes it easier to assess.

• Use Bloom’s Taxonomy as a framework to create a range of outcomes that cover different cognitive levels

  

  More details provided below:

  • Remembering (e.g., recall facts or definitions)
  • Understanding (e.g., explain concepts)
  • Applying (e.g., solve problems using principles)
  • Analyzing (e.g., differentiate between theories)
  • Evaluating (e.g., assess the strengths and weaknesses of a position)
  • Creating (e.g., design a new approach to a problem)
  • This ensures that outcomes are not limited to basic recall but engage higher-order thinking skills.

• Ensure Outcomes Are Student-Centered

  • Focus on what the students will be able to do, not on what the instructor will teach.
  • Phrase the outcomes in terms of the students’ actions, like “Students will be able to…” rather than “The course will cover…”

• Review and Revise as Necessary

  • After developing the learning outcomes, periodically review them to ensure they remain relevant, accurate, and aligned with course changes, student needs, or industry developments.
  • Seek feedback from peers, colleagues, or students to ensure that the SLOs are realistic and effective.

Example of Well-Constructed Learning Outcomes:

• Knowledge-based: “Define key terms and concepts in microeconomics.”
  Skill-based: “Apply economic theories to solve real-world business problems.”
• Application-based: “Evaluate market trends using statistical analysis tools.”
• Critical Thinking: “Critically assess the impact of government policies on economic growth.”