Course Learning Objectives (CLOs) are clear, concise statements of what learners will be able to perform at the conclusion of instructional activities. Typically a 3-4 unit course will have between 5-12 CLOs.
What is a Course Learning Outcome (CLO)? Course learning outcomes are the “big ideas,” skills, or competencies students should be able to articulate, put into action, or utilize (theoretically or pragmatically) after their course experience. As a general institutional practice, at MJC, the OAW has recommended that faculty
While it is advisable to have a range of lower- and higher-order thinking objectives, upper-level courses (300 and 400) should include more higher-order thinking objectives. Clear CLOs not only help guide instructional activities, but also help guide other instructors who might also teach the course.
One of the primary goals of CLO assessment is to provide insight about how learning might improve in a given course-whether it be online, in a classroom, or happening in another context.
Course Learning Objectives (CLOs) are clear, concise statements of what learners will be able to perform at the conclusion of instructional activities. Typically a 3-4 unit course will have between 5-12 CLO’s. Each CLO must be stated in terms of a specific, measurable outcome and should be student-focused and action oriented. While it is advisable to have a range of lower- and higher-order thinking objectives, upper-level courses (300-and 400-level) should include more higher-order thinking objectives.
One method for ensuring that the CLO is student-focused and action-oriented is to phrase it in a way that completes the following statement with a strong relevant verb : “By the end of the course, my students should be able to…”
Typically a 3-4 unit course will have between 5-12 CLOs. Each CLO must be stated in terms of a specific, measurable outcome and should be student-focused and action-oriented. While it is advisable to have a range of lower- and higher-order thinking objectives, upper-level courses (300 and 400) should include more higher-order thinking objectives.
The Expanded Course Content provides an example of a weekly outline of topics and subtopics to support the fulfillment of the Course Learning Objectives. Labs, activities and exams are also often listed in this section. Together, the Course Learning Objectives and Expanded Course Content should provide enough detail so that another instructor could teach the course with respect to its content, depth, pace, and level.
While it is advisable to have a range of lower- and higher-order thinking objectives, upper-level courses (300-and 400-level) should include more higher-order thinking objectives.
For our purposes, learning objectives includes both objectives and outcomes.
Note: A CLO can have more than one assessment. The Academic Senate Curriculum Committee will pay particular attention to the articulation of CLOs and their alignment with assessments and extended course activities. CLO: Write in a logical manner with minimal grammatical errors.
One method for ensuring that the outcome is student-focused and action-oriented is to phrase a CLO in a way that completes the following statement with a strong relevant verb and object: “By the end of the course, my students should be able to…”
While some programs at Cal Poly distinguish between learning objectives and learning outcomes, this distinction is not universally recognized on campus. For our purposes, we use learning objectives to include both objectives and outcomes.
The CLOs should be the big-picture knowledge and skills that students should have when they successfully complete a course.
Course descriptions explain what the course does and are printed in the course catalog. The general public reads them, including students, parents, other universities, businesses, and accrediting bodies.
Action verbs are the most suitable type of verb to use when writing learning outcomes. Action verbs are observable and explain how the student will show their knowledge upon completion of the course.
Each CLO must only have one action verb. A statement with more than one verb is difficult to measure.