A Word About Verbs
As you can see in the examples, it is important to use an action verb. Consider the following statement:
The student will understand the considerations involved in managing a venture portfolio.
How is this to be measured? Does it mean that students should be able to list the considerations? Does it mean that the student should apply the considerations in an analysis? The word "understand" is simply not descriptive enough to lead to good measurement.
It's important to be specific, as it lets you think about the level of the outcome.
About Outcome Levels
Educators recognize that there is a taxonomy of learning outcomes. How students in one course interact with knowledge content in one course may be at a different level than the way student in another course interact with that same knowledge content. Most researchers and developers ascribe to the taxonomy defined by Benjamin Bloom:
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Knowledge
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Students are expected to recognize and recall facts like dates or terminology. This level also covers basic knowledge of concepts and procedures.
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Comprehension
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Students are expected to interpret, compare and contrast information.
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Application
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Students are expected to use methods, concepts and theories in new situations.
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Analysis
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Students are expected to identify components and organize or recombine them. This level also covers pattern identification.
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Synthesis
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The student is expected to combine and/or modify different methods, concepts and theories to create new ones.
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Evaluation
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The student is expected to critically assess theories and presentations and make reasoned decisions based on valid evidence.
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As you are thinking about outcomes, it is a good idea to identify where they fit within this taxonomy. While the ultimate goal of education is to get students functioning at the upper levels of this taxonomy, this level may not be appropriate for your students. Remember that we need to learn how to walk before we run; it is not realistic to expect students to jump straight to the top of the taxonomy.
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