Abstract
This article shares the results of a multisemester effort to create learning outcomes and related assessment measures for a graduate‐level teaching English to speakers of other languages (TESOL) teacher preparation program. It starts by explaining what learning outcomes are, why they are important, and how to create them. It then describes the authors' experience, in terms of the processes involved as well as the actual learning outcomes produced. Insights from this explanation and case study will benefit other TESOL teacher educators who face similar tasks.
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