Creating and Aligning Learning Objectives (JiTL)-"To Imagine a Verb: The Language and Syntax of Learning Outcomes Statements" (Adelman, 2015)

"To Imagine a Verb: The Language and Syntax of Learning Outcomes Statements" (Adelman, 2015)

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The National Institute for Learning Outcomes Assessment (NILOA) occasional paper #24, authored by Clifford Adelman in February 2015, addresses the language and syntax essential for crafting effective student learning outcome statements in higher education. Adelman critiques the current lack of precise linguistic guidance in existing literature and advocates for a language-centered approach focusing on semantics and syntax, specifically emphasizing the centrality of verbs in these statements.<br /><br />Adelman distinguishes between "active" and "operational" verbs, favoring operational verbs—those that denote observable student actions that can be externally assessed. He argues that verbs like "understand" or abstractions such as "ability" and "capacity" are vague and hinder clarity. Instead, he proposes that outcome statements must employ clear, measurable operational verbs tied to concrete nouns that describe what students are expected to do and produce.<br /><br />Rejecting common but unhelpful terms such as "critical thinking," "teamwork," and generalized "communication," Adelman calls for precise descriptions of student behaviors, skills, and competencies. He warns against ellipses, tautologies, and verbs that describe internal states or teaching activities rather than student outcomes.<br /><br />The paper introduces 20 categories of operational verbs grouped by cognitive functions—ranging from acquiring and certifying information to analyzing, synthesizing, creating, applying, and evaluating. These verb groups serve as practical tools for educators to draft transparent, assessable learning outcomes closely connected to actual assignments and student performances.<br /><br />Moreover, Adelman stresses that learning outcomes must be framed as present-tense, declarative sentences focused on what students currently demonstrate, not potentials or prior possessions. Outcome statements should link directly to disciplines’ profiles and contexts, enhancing specificity and comprehension.<br /><br />Finally, the paper underscores the need for systemic change driven by professional academic associations and accreditors. Adelman calls for coordinated national efforts—led by organizations like NILOA and major scholarly societies—to establish standards mandating clear, operational verb-driven learning outcomes. Increased external pressure and public discourse are advocated to normalize effective practices, thus improving higher education assessment and transparency.

Keywords

NILOA

student learning outcomes

operational verbs

higher education assessment

learning outcome statements

cognitive functions

measurable learning outcomes

academic standards

assessment transparency

Clifford Adelman