Objectives and Outcomes

Learning objectives are specific ideals being attempted to achieve under certain conditions within a time frame. These statements are more explicit and measurable than a learning goal, the overarching principle that guides decision making. They are a series of concrete "steps" paved by the instructor to reach the goal. Thus, they can be considered "mini-goals." In general, objectives are written from an instructor's perspectives. They describe what students will do in the course.

Learning outcomes are the "products" against the projected results. They are measurable but rather student-focused. These user-friendly statements inform students what they should be able to do at the end of the course. Aligned to the assignments and assessments, well-written outcomes are useful guidelines for students to follow and instructors to design the course.

Outcome statements are typically written with A-B-C-D (Audience-Behavior-Conditions-Degree) in mind but S-M-A-R-T-E-R:

            90% (Degree) of the students (Audience) will be able to apply this theory correctly (Behavior) after this exercise (Conditions).

Why S-M-A-R-T-E-R? Instructors may focus only on their courses, but good education is about individual students. Learning is a complicated process, which is not measurable. While an outcome may infer that learning has occurred, its binary nature oversimplifies the environment as other factors can play a key supporting role. Evaluation and subsequent adjustments at the course level are necessary and must be made very carefully. They may have a significant impact on the quality of your program and a student's lifelong learning process.