Student Learning Outcomes - PowerPoint Presentation

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Student Learning Outcomes

General Education Area Review Committees

October 15, 2010

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“

A University

should be a place

of light,

of liberty,

and

of learning.”

Benjamin Disraeli

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Outline

Student Learning at

Gustavus

(What matters most?)

Student Learning Outcomes

(What do we want our students to learn?)

Evidence and Assessment of Student Learning

(How do we know if our students have learned?)

Accreditation and Student Learning Outcomes

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“Among the public’s many expectations of higher education, the most basic is that students will learn,…”“Effective assessment is best understood as a strategy for

understanding, confirming, and improving student learning.”

From “Student Learning, Assessment, and Accreditation,”

The Higher Learning Commission

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“I approach teaching exactly the way I approach scientific research. I have clear goals. I have clear measurements. I figure out what the past research says and what the guiding principles are. I guide what I do by that, and I measure if it works. And if it doesn’t work, I try something different until it does.”

Nobel laureate Carl

Wieman

, physicist and science educator

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Student Learning Outcomes

What matters MOST to you about student learning at Gustavus?

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The Big Picture: Who Contributes to Student Learning?

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STUDENT LEARNING

OUTCOMES

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At the completion of this session, participants will:

Define “student learning outcome”.

Recognize student learning outcome statements.

Translate knowledge, skills, abilities, and dispositions into student learning outcomes.

Distinguish between student learning goal and student learning outcome.

Formulate student learning outcomes for their general education area.

Justify the role of student learning outcomes throughout the institution.

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“Learning outcomes are statements describing our intentions about what students should know, understand, and be able to do with their knowledge when they have graduated.”

Huba

, M. E. & Freed, J. E. (2000).

Learner-centered assessment on college campuses: Shifting the focus from teaching to learning

. Boston:

Allyn

& Bacon.

Student Learning Outcomes

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Making connections throughout the institution

Student Learning Outcomes

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Of what value are clearly articulated Student Learning Outcomes?

Provide direction for our instruction

Inform students about our intentions and expectations

Focus on lasting results

Form a basis for our assessment

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What is the difference between a learning goal and a learning outcome?

Goal: “broad and long-term descriptions of learning expectations”

Learning Outcome: “specific descriptions of expectations that…learners can demonstrate when they complete a course, program, or baccalaureate degree”

Driscoll, A., & Wood, S. (2007)

Developing Outcomes-Based Assessment for Learner-centered Education

. Sterling, VA: Stylus.

Student Learning Outcomes

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Goals and Outcomes

Student Learning Outcomes

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Goals and Outcomes

GOALS

Broad

General

Abstract

Not easily validated

Student Learning Outcomes

OUTCOMES

Narrow

Precise

Concrete

Can be validated

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Example: Dental Health 101

GOAL:

Understands proper dental hygiene

Student Learning Outcomes

OUTCOMES

Outcome 1: Identify the active ingredient in toothpaste

Outcome 2: Explain why teeth should be cleaned twice a year

Outcome 3: Describe how poor dental hygiene can lead to poor overall health

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Student Learning Outcomes

Students will ( or will be able to):

<<action verb>>

<<learning object>>

by <<criterion>>.

Student Learning Outcomes

Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,”

The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.

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Student Learning Outcomes: Examples

Journalism:

Write a news story in the proper inverted pyramid format.

Machine Technology:

Demonstrate basic shop safety and safe attitudes in all class activities.

Graphic Arts:

Create visual sketches of a variety of fundamental graphic imaging techniques.

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Student Learning Outcomes

Learner-centered

Specific

Action oriented

Cognitively appropriate for the program level

Measurable

Student Learning Outcomes

Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,”

The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.

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Levels of the Cognitive Domain

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Levels of Cognitive Domain

Driscoll, A., & Wood, S. (2007)

Developing Outcomes-Based

Assessment for Learner-centered Education

. Sterling, VA: Stylus.

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Verbs associated with each level of the cognitive domain:

Driscoll, A., & Wood, S. (2007)

Developing Outcomes-Based

Assessment for Learner-centered Education

. Sterling, VA: Stylus.

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Student Learning Outcomes

Course Outcomes

Realistic, measurable

Relate to program outcomes

Connect courses to one another systematically

Build upon each other to create an integrated whole

Program Outcomes

Critical, broad

Knowledge and skills develop over time in increasing sophistication

Integrate skills and knowledge

Describe what all students will be able to do at completion

Pagano

, N.

“

Defining and Assessing Program Outcomes,” The Higher Learning Commission

Assessment Workshop, Lisle, IL. 22 July, 2010.

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Defining Student Learning Outcomes

Initial question:

What knowledge, skills, abilities, and dispositions should the ideal student (graduating from Gustavus) demonstrate (in this general education area)?

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Defining Student Learning Outcomes Activity

The College of Lake

Wobegon

“where all the students are above average”

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Defining Student Learning Outcomes Activity

Learner-centered

Specific

Action oriented

Cognitively appropriate for the program level

Measurable

Student Learning Outcomes

Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,”

The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.

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Student Learning Outcomes

Analyze the economic, environmental, and societal effects of farmers markets on the prairie culture.

Evaluate the factors of production sustaining the prairie economy.

Demonstrate organization of a potluck dinner.

Develop skills in researching the historical context of prairie life.

Demonstrate mastery of

nonconfrontational

rhetoric through conflict free debate.

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At the completion of this session, participants will:

Define “student learning outcome”.

Recognize student learning outcome statements.

Translate knowledge, skills, abilities, and dispositions into student learning outcomes.

Distinguish between student learning goal and student learning outcome.

Formulate student learning outcomes for their general education area.

Justify the role of student learning outcomes throughout the institution.

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Evidence and Assessment of Student Learning

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Assessment Cycle (Spiral)

adapted from

Assessing for Learning

(2004) by Peggy L. Maki

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Examples of Evidence of Student Learning

Direct

Performance-Based

Assignments

Projects

Portfolios

Papers

Perceptions

Exams and Tests

Standardized exams

Local exams

Licensure exams

Indirect

Surveys

National surveys

Local surveys

Program/dept surveys

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Accreditation and Student Learning Outcomes

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The Higher Learning Commission Criteria for Accreditation

Criterion One: Mission and Integrity

Criterion Two: Preparing for the Future

Criterion Three: Student Learning and Effective Teaching

Criterion Four: Acquisition, Discovery, and Application of Knowledge

Criterion Five: Engagement and Service

SLIDE CATEGORY TITLE

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Criterion Three Statement: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its institutional mission.

Core

Component

3a.  The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. 

The Higher Learning Commission Criteria for Accreditation

Addressing Student Learning Outcomes

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Student Learning Outcomes

What do we want our students to learn?

How do we know if our students are learning (what we want them to learn)?

That’s what it’s all about!!

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STUDENT LEARNING OUTCOMES

A little learning is a dangerous thing;

Drink deep, or taste not the

Pierian

spring:

There shallow draughts intoxicate the brain,

And drinking largely sobers us again.

Alexander Pope,

An Essay on Criticism

(1711)

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