How to Write Course Learning Outcomes (CLOs)

Rules of writing effective learning objectives

• Preparing teaching material should not be a random process (e.g. based on the table of contents of textbook), rather should be a planned – based on predetermined learning goals or outcomes, known as Competency based education.
• Course learning outcomes (CLOs) should be linked to Program Learning Outcomes (PLOs). This ensure that your course is contributing to the broader PLOs and demonstrate the big picture value of your course to the program.
• CLOs should be actually taught and actually should guide the teaching process, rather than the other way around (i.e., teaching content should not help you write your goals).
• CLOs should be taught; this is why they need to be aligned with a teaching methods.
• CLOs should be assessed; this is why they need to be aligned with an assessment method.
• Each course should have a maximum 4–5 CLOs (3 credit hour course) and 7–8 (9 credit hour course).

What makes a good CLO (course level)

CLOs describe what students should achieve by the end of the whole course. They are not the same as the detailed learning objectives you write for a single lecture, lab, or teaching activity.

1. CLOs need to be broad

A CLO should capture a major capability or area of competence across the course — not a single slide, case, or session topic. If an outcome only fits one teaching hour, it is almost certainly too narrow for a CLO.

• Too narrow (session-level): “List the side effects of digoxin.”
• Broad (course-level CLO): “Apply principles of drug action and adverse effects to safe prescribing decisions.”

2. CLOs need to be domain-specific

Each CLO should map to an important domain (major content or competency area) of the course — not a random list of small facts. Domains are the big pillars that define what the course is about.

Example — Pharmacology course: Pharmacodynamics is an important domain in pharmacology. A strong CLO might address applying pharmacodynamic principles to predict drug effects and interactions — rather than listing every receptor for every drug taught in week 4.

• Ask: “What are the main domains of this course?” (e.g. pharmacokinetics, pharmacodynamics, antimicrobial therapy, toxicology.)
• Write one CLO (or a small cluster) per major domain, not one CLO per lecture title.

3. CLOs need to be general — and few

Keep CLOs general enough to cover many teaching activities and assessments under one outcome. Prefer a small number of well-chosen CLOs over a long checklist.

• Typical range: 4–5 CLOs for a 3-credit course; 7–8 CLOs for a 9-credit course.
• Many “CLOs” that look like weekly topics are actually instructional objectives — merge them under broader domains.
• Fewer CLOs make PLO mapping, teaching alignment, and assessment planning clearer for accreditation.

CLOs vs. learning objectives for a teaching activity

Faculty often confuse course outcomes with session objectives. Use this distinction when writing CLOs:

• Many session objectives can sit under one CLO. A pharmacodynamics CLO may be taught across several lectures and assessed in MCQs, cases, and the final exam.
• Do not promote every session objective to a CLO. That produces an unmanageable list and weakens curriculum mapping.
• Write the CLO first, then plan activities. Teaching activities should help students achieve the CLO — not the other way around.
• CLOs stay measurable without listing every detail. Use observable verbs, but keep the statement at domain level; put fine-grained content in session objectives and blueprints.

The Essentials of CLO Writing

1. Use the SMART Approach

Before writing, run your ideas through the SMART filter. A well-drafted CLO should be:

• Specific: Use clear, professional language.
• Measurable: Can you observe or grade this?
• Attainable: Is it realistic for the course level?
• Relevant: Does it matter to the discipline?
• Time-bound: Can it be achieved by the end of the semester?

2. Leverage Bloom’s Taxonomy

Avoid “passive” verbs like understand, know, or learn, as these are difficult to measure. Instead, select verbs that reflect the desired cognitive level:

• Lower Order: Identify, Describe, List, Summarize.
• Higher Order: Design, Critique, Formulate, Troubleshoot.

Pro-Tip: Aim for a mix. While foundational courses may use “Identify,” senior-level courses should prioritize “Synthesize” or “Evaluate.”

3. Apply the “ABCD” Formula

A standard, high-quality CLO follows this structural flow:

1. Audience: “The student will be able to…”
2. Behavior: “…calculate the structural integrity of a bridge…” (The Action)
3. Condition: “…given a set of environmental variables…” (The Context)
4. Degree: “…to within a 5% margin of error.” (The Standard)

4. Essential Tips & Tricks

• Keep it Concise: Aim for 5 to 8 CLOs per course. Too many lead to assessment fatigue; too few may miss key competencies.
• Focus on the “So What?”: Write outcomes that reflect real-world application. Instead of “List 10 laws,” try “Apply relevant laws to resolve a workplace dispute.”
• Direct Alignment: Every CLO must be assessable. If you have an outcome for “Public Speaking,” you must have an assignment where students actually speak.
• Check for PLO Mapping: Ensure your CLOs feed into the broader Program Learning Outcomes. This demonstrates the “big picture” value of your course to the department.

Common Pitfalls to Avoid

• The “Vague” Trap: Using words like “be familiar with” or “be aware of.”
• The “Instructional” Trap: Listing what you will do (e.g., “The course will cover…”) instead of what the student will do.
• The “Double-Barreled” Outcome: Trying to pack two distinct skills into one sentence (e.g., “Analyze data and present a speech”). Split these for easier grading.
• The “Session Objective” Trap: Writing CLOs that only fit one lecture or activity (e.g., a single drug or slide set). Keep CLOs broad and domain-specific; leave fine detail for teaching-activity objectives.
• The “Too Many CLOs” Trap: Turning every topic into its own CLO. Prefer a few general, domain-level outcomes that many sessions can support.

Common Verbs to Use When Writing Effective Medical CLOs

Breaking Down the Medical Domains — Medical school faculty often split outcomes into three specific domains of competence. Using the right verb ensures you are measuring the right skill.

1. The Cognitive Domain (Knowledge)

Used primarily for pre-clinical years and written exams.

• Example: “Describe the biochemical pathways of glucose metabolism.”
• Verbs: Outline, Relate, Classify, Discuss.

2. The Psychomotor Domain (Skills)

Used for clinical rotations, OSCEs (Objective Structured Clinical Examinations), and procedural training.

• Example: “Perform a sterile technique during a minor surgical procedure.”
• Verbs: Execute, Palpate, Auscultate, Suture, Manipulate.

3. The Affective Domain (Professionalism & Ethics)

Used for bedside manner, ethics, and communication skills. These are often the hardest to write but the most vital.

• Example: “Demonstrate empathy when delivering a terminal diagnosis to a patient’s family.”
• Verbs: Advocate, Adhere, Collaborate, Display, Respect.

The “Medical School” Filter: High-Yield Verbs

If you are writing for a clinical clerkship, prioritize these “Power Verbs” that imply professional autonomy:

• Prioritize: (e.g., “…prioritize a differential diagnosis based on patient acuity.”)
• Manage: (e.g., “…effectively manage a patient presenting with acute respiratory distress.”)
• Interpret: (e.g., “…interpret radiological images to identify focal pneumonia.”)
• Counsel: (e.g., “…counsel patients on the risks and benefits of statin therapy.”)

What is the “Ideal” Number for a 3-Credit Course

For a standard 3-credit hour course, the industry-standard recommendation is 3 to 5 CLOs.

• Why this range? CLOs are intended to be broad and overarching. If you have 10 or 15 outcomes for a 3-unit course, you are likely writing “Instructional Objectives” (specific tasks) rather than “Learning Outcomes” (big-picture competencies).
• Assessment Load: Every CLO must be measured. Having 4 well-defined CLOs allows an instructor to map them clearly to midterms, finals, and major projects without creating an assessment bottleneck.

Comparison: 3-Credit vs. 9-Credit Courses

A 9-credit hour course (often seen in intensive clinical rotations, architecture studios, or capstone thesis projects) naturally covers more ground, but pedagogical best practices suggest keeping the outcome list manageable.

Why doesn’t the number triple for 9 credits?

You might expect a 9-credit course to have three times as many outcomes (3 × 3 = 9), but this is a common mistake in curriculum design.

1. The “Big Rocks” Principle: Even in a massive 9-unit course, there are only so many fundamental shifts in a student’s capability. Adding more CLOs usually just splits a major competency into smaller, redundant fragments.
2. Breadth vs. Depth: A 9-credit course usually demands deeper mastery rather than just more topics. For example, a 3-credit nursing course might ask students to identify patient needs, while a 9-credit clinical might ask them to manage a full patient load—one outcome, but a much larger credit-hour “weight.”
3. Measurability: Managing 15+ outcomes for a single course is an administrative nightmare for accreditation. It becomes difficult to ensure every student has met every single outcome with valid evidence.