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
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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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Senior exit
survey
#2
I
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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