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Writing Measurable Student Learning Outcomes Writing Measurable Student Learning Outcomes

Writing Measurable Student Learning Outcomes - PowerPoint Presentation

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Writing Measurable Student Learning Outcomes - PPT Presentation

Special recognition University of Florida Participants will be able to Articulate specifications for learning outcomes Classify learning outcomes using Blooms taxonomy Write or evaluate student learning outcomes for your course ID: 329662

student learning knowledge outcomes learning student outcomes knowledge slos students level demonstrate program assessments skills assessment courses effectively describe review observable effective

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Slide1

Writing Measurable Student Learning Outcomes

Special recognition: University of FloridaSlide2

Participants will be able to:Articulate specifications for learning outcomes

Classify learning outcomes using Bloom’s taxonomy

Write (or evaluate) student learning outcomes for your courseExplain how you might assess student learning outcomes

Today’s GoalsSlide3

SACS-COC = the Southern Association of Colleges and Schools’ Commission on Colleges

State of Texas- legislative mandates

Federal Student AidPublic AccountabilityEnhance Student Learning!

Why is it Important?Slide4

3.3.1 - The institution identifies expected outcomes, assesses the extent to

which it

achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional effectiveness)

3.3.1.1

educational programs, to include student learning outcomes

SACS Standard 3.3.1.1Slide5

Student Learning Outcomes (SLOs)describe student learning – what students will know and be able to do as a result of completing a

programProgram Goals do not describe student learning – instead, they describe programmatic elements, such as admission criteria, acceptance and graduation rates,

etc

DefinitionsSlide6

Outputs describe and count what we do and whom we reach,

and represent products or services we produce. Processes deliver outputs; what is produced at the end of a process is an output.

An outcome

is a level of performance or achievement. It may be associated with a process or its output. Outcomes imply measurement - quantification - of performance.

definitionsSlide7

Outcomes and outputs: What is the difference?Slide8

Focus on what students will know and be able to do.

All disciplines have a body of core knowledge that students must learn to be successful as well as a core set of applications of that knowledge in professional settings.

Describe observable and measureable actions or behaviors.

Effective SLOs present a core set of observable, measureable behaviors. Measurement tools vary from quizzes and tests to complex rubrics

.

The key to measurability: an active verb that describes a observable behavior, process, or product

A framework for developing SLOs:

Bloom’s Taxonomy

characteristics of effective student learning outcomesSlide9

Understand An internal process that is indicated by demonstrated behaviors –not recommended for program or course SLOs

Appreciate; value

Internal processes that are indicated by demonstrated behaviors closely tied to personal choiceBecome

familiar

with

Focuses assessment on “becoming familiar,” not familiarity

Learn

about, think

about

Not observable; demonstrable through communication or other demonstration of learning

Become

aware of, gain an awareness

of

Focuses assessment on becoming and/or gaining – not actual awareness

Demonstrate

the ability

to

Focuses assessment on

ability, not achievement or demonstration of a skillAlso introduce, cover, present………..

Verbs and phrases that complicate measurabilitySlide10

To introduce the basic principles of learning and the biological processes…..Attend a live theater event and discuss its impact on them as an audience member who has a knowledge of theater history.

To familiarize students with 9 to 10 literature or literature related books.

Understanding of American history.Learning Objectives?Slide11

The students will be able to understand regression models and time series models in economics.The students will be able to interpret and develop regression models and time series models in economics.

Better or worse? Why?Slide12

Students will know the differences in major contemporary theories in the field of sociologyStudents will be able to contrast major contemporary theories in the field of sociology

Better or worse? Why?Slide13

Developing Measurable SLOs:

A Three-level Model

(

carriveau

, 2010)Slide14

1. Master the depth of knowledge required for a degree

Articulate disciplinary and interdisciplinary theories, concepts, principles, skills, and practices

Synthesize knowledge across courses and other experiencesApply knowledge from core curriculum courses, discipline-based courses, and other experiences in a range of contexts to solve problems and make decisions

2. Demonstrate critical

thinking

Evaluate

, analyze, and integrate information from a variety of sources

Use appropriate strategies and tools to represent, analyze, and integrate information

Develop critical, reasoned positions

3. Communicate

effectively

Demonstrate effective oral communication skills (which could include the use of languages such as American Sign language for those who do not communicate orally)

Demonstrate effective writing skills

Demonstrate effective nonverbal communication skills (which could include appropriate use of performance, design, or representations such as maps, tables, and graphs)

Listen actively and critically

Present work effectively to a range of audiences

Effectively communicate original and creative ideas

4. Practice personal and social

responsibility

Practice ethical leadership

Recognize an ethical dilemma and apply rational decision-making in order to address it

Choose ethical courses of action in research and practice

Acknowledge and address the consequences of one’s own actions

Engage in local and global civic activities

5. Demonstrate social, cultural, and global

competence

Live and work effectively in a diverse and global society

Articulate the value of a diverse and global perspective

Recognize diverse economic, political, cultural, and religious opinions and practices

6.

Prepare to engage in lifelong

learning

Exhibit the skills necessary to acquire, organize, reorganize, and interpret new knowledge

Show proficiency in current technologies and the ability to adapt to emerging technologies

Recognize and participate in activities that enhance wellness of body, mind, and spirit

Formulate a plan of personal goals for continued professional growth

Demonstrate intellectual curiosity

7. Work

collaboratively

Participate

effectively in teams

Consider different points of view

Work with others to support a shared purpose or goalSlide15

Level 1: Learning Goals based on the MSE ALCSlide16

Level 2 – Program Student Learning Outcomes for MSESlide17

SLOs

 

 

 

 

 

 

Additional

Assess-

ments

Content Knowledge

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#1

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Senior exit

survey

#2

 

 

 

I

R

ASenior exit surveyCritical ThinkingEMA3066EMA4223EMA4714    #3IRA   Senior exit surveyCommuni-cationEMA3080CEMA3013CEMA3513C    #4IRA   Senior exit survey

Connecting Program SLOs to Courses MSE Curriculum Map

Assessments in the boxes marked A are conducted using specific homework, exam, or assignment questions aligned with that SLO

.

Source: 2011-12 MSE Academic Assessment PlanSlide18

These are determined by the faculty to teach the courseHowever, these should directly relate to the program SLOs

Level 3 – Course level SLOsSlide19

Upon completion of this course, the student will be able to:

Easy Syntax…..Slide20

Exercise One

Quick thoughtSlide21

Exercise Two

Syllabi ReviewSlide22

Are there learning outcomes?Observable?Measurable?Direct?

Constructive advice……..

ReviewSlide23

Exercise Three

Revise Current SyllabiSlide24

Direct or Indirect assessment?Slide25

Direct assessments of student learning are those that provide for direct examination or observation of student knowledge or skills against measurable performance indicators.

Indirect assessments

are those that ascertain the opinion or self-report of the extent or value of learning experiences

DefinitionsSlide26

Review your exams or assessmentsBetter yet… have one of your colleagues review your exams or assessmentsAre your assessments in line with your student learning outcomes (taxonomy)? Many will say yes. On review, most assessments are at fairly low taxonomic levels.

Choose a cognitive level on Bloom’s taxonomy for each question that best reflects the expectations of the

question…see what you find……..

HomeworkSlide27

Carriveau, R. (2010). Connecting the dots – Developing student learning outcomes and outcomes-based assessments.

Denton, TX: Fancy Fox

PublicationsSuskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.) San Francisco, CA:

Jossey

-Bass.

Walvoord

, B. (2010).

Assessment clear and simple: A practical guide for institutions, departments, and general education

(2

nd

ed.). San Francisco, CA: Jossey-Bass.

Additional Resources