Guidelines for Student Learning Outcomes

Rules of Thumb
• Avoid use of verbs such as, “demonstrate”, “know”, “recognize”, “value”, “appreciate”, etc.
• Use only a single action verb per Student Learning Outcome (SLO). Use Bloom’s taxonomy for verb selection.
• Three to five (3 – 5) outcomes for a normal 3-credit hour course.
• Freshman and sophomore classes should have some (not likely mostly) higher order level outcomes.
• Junior and Senior level should have mostly higher order level outcomes.

Components of Student Learning Outcomes
C = Conditions – context, setting
and/or conditions under which the
behavior will occur.
B = Behavior – the performance/what
the student will be able to do, use an
action verb from Bloom’s Taxonomy.
C = Criterion/criteria – defines the
minimum acceptable level of
performance.

Bloom’s Taxonomy of Educational Objectives
Use of action verbs from Bloom’s Taxonomy helps to ensure that a student learning outcome is
measurable. Bloom’s Taxonomy is a hierarchical way of thinking (action or performance verbs) that
classifies learning or cognition into six levels; categorized from less to more complex.
The hierarchical structure indicates that action verbs found at lower levels of the taxonomy are
inferred at the higher levels.

The hierarchical structure indicates that action verbs found at lower levels of the taxonomy are
inferred at the higher levels.

EXAMPLES:

For more information on Student Learning Outcomes (SLOs), please contact Stephen LeBeau in the Coulter Faculty Commons at 227-3456.