On the surface, it might seem that goals and outcomes are synonymous, but that is not the case. Student learning goals are statements, tied to the program mission, that describe, generally, what learning graduates of a program should accomplish. On the other hand, program learning outcomes (PLOs) are statements that describe how students can demonstrate they have achieved the program-level goals.
While PLOs are the end-goal for graduates, from a design perspective, they are also the source of all curricular planning. They help faculty who teach in the program tie their Course and Module Learning Outcomes to the broader purpose of the program, at which point more granular learning expectations are defined, a process called alignment.
Important: Documentation Requirement
During Step 2 of the VTSU program assessment process, a template is used to develop the Degree Map & Milestones document.
What is included in a program learning outcome?
A simple four-part formula should be used when writing Program Learning Outcomes.
- Begin with a sentence stem.
- Choose a relevant action word.
- Define an object.
- And then apply a condition.
For example, let’s examine this PLO: “Faculty will be able to articulate well-formed learning outcomes for their programs.”
- The sentence stem is: “By the end of this tutorial, faculty will be able to.”
- The action word is “articulate.”
- The object is “well-formed learning outcomes.”
- And the condition is “for their programs(s).”
What are the attributes of well written PLOs?
Well-formed program learning outcomes meet three criteria:
Meaningful
The PLOs are relevant and reflect not only the values and mission of the department, but also foundational and current disciplinary content.
While PLOs will likely not change frequently, they should be reviewed at least once every five years and updated as appropriate to ensure they are still relevant and meaningful.
Comprehensive
The PLOs should explicitly describe the breadth and appropriate level of skills, knowledge, and/or dispositions expected of graduates.
The PLOs for a Certificate will demand less of graduates than the PLOs for a graduate degree in the same field.
Measurable
The PLOs should be easily measured through direct evidence of student learning.
Typically, the courses and/or projects that are used to summatively assess PLOs will occur in the final semester or year of the program, and could include, but are not limited to, licensure exams, capstone projects, theses, presentations, and portfolios.
How can existing PLOs be revised?
Let’s an explore an example, keeping in mind that faculty in the program, who are the subject matter experts, are best positioned to review the PLOs against the three criteria and revise them as needed.
Let’s imagine a PLO that states: “Graduates should have strong communication skills which are necessary to effectively collaborate as part of interdisciplinary teams including the ability to interpret and communicate the results of analysis through oral and written reports.”
Now, let’s imagine a group of faculty in this program begin by evaluating whether this a meaningful PLO. They ask themselves and each other, “Does it reflect the values and mission of the department and as well as foundational and current disciplinary content?” They conclude that it partially fulfills this criteria. The emphasis on interdisciplinary teams is particularly important and distinct, but even they don’t agree on what they mean by “disciplinary communication skills.”
Next, they assess whether it is comprehensive. They consider, “Does the outcome thoroughly describe the skills, knowledge, and/or dispositions expected of students?” Again, they determine that it is partially comprehensive, but has too much emphasis on report writing, when they actually want the focus to be on students demonstrating their ability to express and justify their thinking within interdisciplinary teams for decision-making.
Finally, the faculty evaluate whether this is a measurable outcome. They quickly determine that it is not, because there is no clear action word (“have” is the current verb) which is vague and unclear.
So they rewrite this PLO, using the four-part formula and keeping in mind their evaluation of the three criteria: “By the end of the program, graduates will be able to substantiate their technical analysis and reasoning within interdisciplinary teams.”
- The sentence stem is: “By the end of the program, graduates will be able to.”
- The action word is “substantiate.”
- The object is “their analysis and reasoning.”
- And the condition is “within interdisciplinary teams.”
The program faculty re-evaluate their revised program outcome and determine that it meets all three criteria, with a focus on the skills that are important to the discipline and that they want program faculty to emphasize in their courses.
Are there recommended verbs for different kinds of learning?
Fink’s Taxonomy of Significant Learning describes six domains of learning: Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn.
Verbs associated with each domain may be useful when choosing the best action work for a PLO to explicitly describe the type and level of learning students are expected to demonstrate.
What are some additional recommendations?
- Consider and decide upon the number of PLOs that will be needed to determine if students have acquired the knowledge, skills, and values the mission and learning goals indicate are essential. It is recommended, when possible, that VTSU programs establish 5 outcomes with one being reviewed annually as required for the 5-year PReCIP cycle.
- Leverage multiple faculty perspectives by developing the outcomes in a small group format.
- Ask the remaining faculty members teaching in the program to review the draft outcomes and provide feedback to the group.
- Check clarity by asking non-departmental faculty members, and perhaps a small group of students, to review the draft outcomes.
What are some helpful resources for writing effective program learning outcomes?
- How to Write Program Outcomes – Office of the Provost. (2026). University of Missouri – Office of the Provost. https://provost.missouri.edu/programs-centers/program-assessments/assessment-of-student-learning/how-to-write-program-outcomes/.
- Identifying and Articulating Outcomes | Assessment | Western Michigan University. (n.d.). https://wmich.edu/assessment/toolkit/identifyoutcomes.