S.M.A.R.T. Characteristics of Outcomes

SMART is an acronym for a set of criteria or characteristics used to develop learning outcomes and is typically used in industry (performance outcomes) rather than education. They are commonly attributed to Peter Drucker's management by objectives concept. How appropriate is that in the context of a technical college?

On closer examination, it is easy to see how SMART also correlates to the development of effective learning outcomes.

Specific
Measurable w/Measurement
Achievable
Relevant
Time-Oriented

Specific

Specific answers the questions, "What is to be done?" and "How will you know it is done?" and describes the results (end product) of the work to be done. The description is written in such a way that anyone reading the outcome will most likely interpret it the same way. To ensure that an outcome is specific is to make sure that the way it is described is observable or measurable. This means that somebody can see or hear (physically observe) or otherwise measure the learner achieving the outcome.

Specific also refers to the guideline that any learning outcome should only address one behavior, activity, or area of knowledge.

Measurable w/Measurement

Measurable w/Measurement answers the question, "How will you know the student has achieved the outcome?" and defines the outcome using assessable terms (quantity, quality, frequency, etc.). It refers to the extent to which something can be evaluated against a defined standard. An outcome with a quantity measurement uses terms of amount, percentages, etc.. A frequency measurement could be "on completion of a specific period of instruction - lesson, module, course, or program. An outcome with a quality measurement would describe a requirement in terms of accuracy, format, within course, program, or college guidelines.

Achievable

Achievable answers the questions, "Can the student do it?" and "Can the measurable outcome be achieved by the student?" and "Does the student have the experience, knowledge, or capability of fulfilling the expectation?" It also answers the questions,"Can it be done according to the conditions and degree specified by the outcome? and "Can the outcome be achieved at the student's current academic level?"

Relevant

Relevant answers the questions, "Should it be done?" and "Why?" and "What will be the impact?" Is the outcome aligned with goals and outcomes further up the hierarchy? Does the outcome represent a needed knowledge base or skill set? Is the outcome appropriate for the level of the lesson, module or course? For example, we would not want to include an advanced pediatric life-support objective in an introductory nursing course.

Time-oriented

Time-oriented answers the question, "When will it be done?" Often this is included in the preface language of an outcome: "Upon completion of this course..." or "By the end of this module...." It refers to the fact that an outcome has a check point or end point built into it. Sometimes an outcome will reference the start of another period of instruction: "Before starting module two, the student will demonstrate...."

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