OFFICE OF INSTITUTIONAL ASSESSMENT, RESEARCH AND PLANNING

Academic courses and programs aren't the only entities that assess learning outcomes. Many of Texas A&M International University's academic and educational support units may also wish to evaluate learning in the students they serve and are encouraged to refer to the information on this page.

Administrative units should refer to the Support Unit Assessment Guidelines for information about writing outcomes for assessment of efficiency and effectiveness of processes.

Student learning outcomes (SLOs) are skills and competencies students are expected to demonstrate or articulate, and can be defined at multiple levels.

For example:

• Course learning outcomes (CLOs)
• Program learning outcomes (PLOs)
• Institutional learning outcomes (ILOs)

What is the difference between CLOs, PLOs, and ILOs?

Course learning outcomes (CLOs) are very specific, measurable objectives within a particular course. These are presented to students in a course syllabus and will be reinforced several times in a semester.

Program learning outcomes (PLOs) are skills or competencies students are expected to be able to articulate or demonstrate by the time they graduate from an academic program (including certificate programs). They may be reinforced at different levels across program's curriculum (e.g., Beginner, Intermediate, Advanced). CLOs are mapped to PLOs.

Institutional learning outcomes (ILOs) are very broad statements identifying the knowledge and skills all students are expected to gain during their educational experience at the institution. PLOs are mapped to these broad ILOs.

CLO: Students will be able to analyze cost behavior and cost-volume-profit relationships.

PLO: Graduates of the program will be able to effectively engage in critical thinking to solve accounting-based business problems.

ILO: TAMIU students will be able to think critically and creatively by utilizing skills such as innovation, inquiry, analysis, evaluation and synthesis of information.

A strong learning outcome is simple, specific, clearly written, and is appropriate to the level at which the knowledge or skill is being taught (e.g., CLO, PLO, or activity/training hosted by a support unit).

Consider the following:

1. Use action words. Higher order verbs such as those found in Bloom's Taxonomy help define specific expectations for how students will demonstrate their learning.
2. Keep it simple. Learning Outcome statements that include multiple skills or topics of knowledge are often difficult to measure completely. Learning outcomes focused on just one skill or topic are easier to measure completely.
3. Make it discipline-specific. Strong learning outcome statements clearly indicate what the skill looks like within the context of the discipline. E.g., Students will demonstrate research skills vs. Students will apply basic research methods in psychology, including research design, data analysis, and interpretation.
4. Avoid abstract or unobservable "skills." Outcomes related to students' beliefs, values, or attitudes are not directly measurable. E.g., Students will appreciate a culture other their own.

Video: Writing Learning Outcomes (5 Minutes)

Video: Curriculum Mapping (6 Minutes)

Learning Outcomes in academic courses or programs:

• Students will identify environmental problems and develop science-based solutions.
• Students will apply knowledge of language processes across interpersonal and intrapersonal contexts.
• Students will demonstrate a proficiency in the fundamental concepts in each of the major areas of physics, to include x, y, z.
• Students will plan and organize units of instruction for key topics in agriculture.

SLOs in Administrative and Educational Support units:

• Student workers who participate in department-led leadership opportunities will demonstrate personal and social responsibility.
• Students will articulate growth in global awareness as a result of their participation in programming.
• Students who utilize our online resources will achieve a higher level of success than those who do not, as indicated by their GPAs, retention, and graduation outcomes.

University Core Curriculum Outcomes

Texas A&M System EmpowerU SLOs