Outcome Types, Definitions and Examples

Defined:

• Operational outcomes document how effectively or efficiently the operational aspects of a departmental program or activity are functioning by assessing, for example, buildings, budgets, attendance, number of programs, satisfaction, wait times, etc. (Henning & Roberts, 2016)

Examples:

• 200 transfer students will attend the sexual assault prevention workshop.
• 75% of residents (per hall) will participate in at least 3 hall programs before the end of the year.
• Conference event-planners will report high satisfaction with the Conference staff.
• 20 staff members each year will attend 50% or more Advancing Assessment workshops sessions each year.

 

Defined:

• These outcomes describe the desired and overall impact of a program, service, or intervention by assessing effects in a specified campus community (Henning & Roberts, 2016; e.g., retention, progression, and graduation rates, GPA, drinking behavior or STI rates, campus affinity, etc.)

Examples:

• As a result of the new alcohol use policy, the number of alcohol violations in the resident halls will decrease by 10% in the 2018-19 academic year
• As a result of the new anonymous reporting process, the number of sexual assaults reported on campus will increase by 25% in the 2018-19 academic year.
• As a result of financial literacy training, the number of students reporting high anxiety about managing money will decrease.
• As a result of attending 80% or more of the Advancing Assessment workshops, staff members will conduct at least 2 useful assessments within the year.

 

Defined:

• These outcomes describe and document knowledge, skills, and/or traits students should gain or enhance as a result of their engagement in programs, services, or activities  (Henning & Roberts, 2016)e also, CAS dimensions of student learning and AAC&U’s Essential Learning Outcomes

Examples:

• As a result of the panel presentation, students attending orientation will describe at least four offices on campus that provide academic support.
• As a result of the leadership styles inventory activity, students in the leadership class will be able to compare and contrast the leadership styles of two people they know.
• As a result of viewing this presentation, my conference session attendees will be able to confidently write a meaningful, manageable, measurable outcomes for their programs.