Academic Help Sheet A
Chemistry (Totally Fictitious)
Program Goals/Intended Outcomes Development Sheet
Goal: Students will apply the proper use of safety equipment and practices in accordance with all federal, state, and local regulations governing the
safe handling and disposal of chemicals and chemical wastes.
(Under What) (Will be able to do) (With What)
COURSE CONDITIONS WHO WHAT (verb) CONTENT HOW*
(see back of page)
The proper use of safety By correctly answering
Chemistry 101: By attending scheduled the will apply equipment in accordance safety questions
Introduction to Chemistry classes student with all regulations embedded on selected
Chemistry 101: By attending scheduled the will demonstrate The proper use of safety By completing lab
Introduction to Chemistry classes student practices in accordance projects.
with all regulations
Working Definitions: Verbs to Avoid in writing general behavioral objectives:
To know To grasp the idea
Goal To understand To recognize
A broad-based statement of the ultimate result of the change being undertaken. To appreciate To become familiar with
(a result which can be reached through long-term planning).
Verbs to Use in writing general behavioral objectives:
A measurable, time-specific result. To demonstrate To illustrate To detect
To identify To discriminate between To analyze
Strategies To cite To compare To decide
A detailed description of the activities implemented to achieve the outcome To describe To contrast To apply
objective. To explain To evaluate To survey
To discuss To indicate To distinguish between
To construct To develop To perform
To summarize To examine To design
To defend To generate To plan
Sources: To compile To organize To express
To verify To show To create
Winning Grants, Mim Carlson To assess To prepare To make
On Becoming a Health Educator, Gwendolyn D. Scott and Mona W. Carlo
To select To assemble To classify
Suggested verbs for writing specific behavioral objectives:
Academic Help Sheet A
This section clearly states how and in what form the student behavior will occur. Referring to the example on the front of the page, By correctly
answering safety questions embedded on selected course tests, this statement structures the specific behavior that the student is expected to be able
to do. A benchmark will then be set for this behavior (i.e. 80% of students attending scheduled classes will apply the proper use of safety equipment
in accordance with all regulations by correctly answering safety questions embedded on selected course tests). The result will then be compared
against the benchmark to determine if the benchmark was met for this outcome. Examples of some phrases are listed below for completing the HOW
• By answering questions
• By completing
• By drawing
• By demonstrating
• By solving
• Through writing
Carroll Community College
Learning Goals and Intended Outcomes
Academic Division: EXAMPLE
Academic Program: EXAMPLE
Course Intended Outcomes Method of Benchmark Final Results
Chemistry 101: Students attending scheduled classes will apply 1. 10 embedded safety 80% of the CCC students 75% of students correctly
Introduction to the proper use of safety equipment in accordance questions on course will correctly answer the answered the 10 safety questions
tests. 10 safety questions embedded in the course tests.
Chemistry with all regulations by correctly answering safety embedded on the selected This was 5% below the
questions. 2. Checklist of course tests. benchmark.
behaviors followed 80% of CCC students will 70% of students demonstrated
during the lab project demonstrate all of the all of the required safety
required safety behaviors behaviors during the lab project.
during the lab project. This was 10% below the
Strategies for Use of Results: To increase the percentage of students correctly answering the 10 embedded safety questions and meet the
benchmark, the professor will review the syllabus to ensure that the safety material is covered in the course materials and lectures. Additionally, more
emphasis will be added to the safety requirements. To increase the percentage of students demonstrating all of the required safety behaviors on the
checklist during the lab project to meet the benchmark, the professor will review the checklist with the students prior to each lab project. The
professor will also answer any questions the students may have regarding the checklist prior to the lab project.
Academic Help Sheet A
Changes to the Learning Process: The professor reviewed the syllabus and added additional safety content material to the lectures and revised the
checklist to reflect the new content material. The professor implemented reviewing the checklist prior to the lab projects.
If changes were made to the learning process, please list the timeline for reassessing the outcome: The outcome will continue to be assessed in
the next semester (fall 2007) and the results will be reported in the summer 2008 assessment report
Changes to Assessment Process: Examples- change in method of measurement, adjusting the outcomes, setting a different benchmark. No
changes have been made to the assessment process.