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 practice 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. That is, 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 or 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.
References
Skrbic, N., & Burrows, J. (2014). Specifying learning objectives. In L. Ashmore L. & D. Robinson (Eds.), Learning, Teaching and Development: Strategies for Action (pp. 54–87). London: Sage Publications.
