Course Design Learning Outcomes SMART Principles for Writing Learning Outcomes

In brief:

The SMART principles for writing learning outcome statements help Instructors: 

  • articulate outcome statements that are student-friendly,  
  • devise a robust course design that aligns learner progression with teaching focus and learning & assessment activities 
  • plan a course that is appropriately situated within the program curriculum

Your course learning outcomes identify what a successful student will be able to demonstrate by the end of the course. Your supporting outcomes are the more discrete outcomes that build students toward the final outcomes. These two elements are the roadmap for your course. As such, they require a deep and thoughtful investment of your time to ensure they accurately represent the course curriculum and scaffold student learning appropriately. 

It is good measure to integrate five principles into your learning outcome statements. These principles have been aptly named the SMART principles for writing effective learning outcomes. 

SMART Principles for Writing Effective Learning Outcomes

Your learning outcome statements should reflect the SMART principles.  

Your learning outcomes should be: 

SPECIFIC

use clear and direct language that is easily understood by all

MEASURABLE

use verbs that describe observable behaviours to demonstrate learning

ACHIEVABLE

the outcome is something students can be reasonably expected to accomplish (not too difficult nor too easy) given level, time, prior learning and other factors

RELEVANT

the learning outcomes have clear value to the student and the discipline learning

TIMELY

the outcome targets knowledge, skills and abilities that are acquired as needed and not for use in the distant future AND, it identifies when the student should be able to meet the learning outcome – at the end of a lesson, chapter, course, or program

The next section will:

  • introduce you to a simple formula for writing student-friendly learning outcome statements.

References 

 Skrbic N, Burrows J. Specifying Learning Objectives, : Ashmore L, Robinson D. (Eds.) Learning, Teaching and Development: Strategies for Action. London: Sage Publications; 2014; 54– 87.[Google Scholar]  

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