Student Learning Outcomes: - PowerPoint Presentation

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Student Learning Outcomes:Writing Good Objectives,Gathering Good Evidence,Preparing for the Accreditation Visit

Faculty Development Day

September 1, 2010

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“

A University

should be a place

of light,

of liberty,

and

of learning.”

Benjamin Disraeli

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OutlineIce Breaker: Who’s in the room?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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Who’s in the room?What is your academic division?

Fine Arts

Humanities

Natural

Sci

/Math

Social Sciences

Education/Nursing

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Who’s in the room? (part 2)What is your academic rank?

Instructor

Assistant Professor

Associate Professor

Professor

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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 LEARNINGOUTCOMES

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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.

Justify the role of student learning outcomes throughout the institution.

Formulate student learning outcomes for their program or courses.

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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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Gustavus has clearly articulated learning outcomes at the institutional level.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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My department has clearly articulated learning outcomes at the program level.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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I clearly articulate learning outcomes in my courses (on my syllabus).

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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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: ExamplesJournalism: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 OutcomesCourse OutcomesRealistic, 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 OutcomesInitial question:What knowledge, skills, abilities, and dispositions should the ideal student (graduating from our program or completing this course) demonstrate?

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Defining Student Learning Outcomes: Starting points

Gustavus mission statement and core values

Departmental or Program mission statement

Professional and Disciplinary Associations

Colleges and Universities

Community members (alumni, employers)

Faculty

Students

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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

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My department has clearly articulated learning outcomes at the program level.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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I clearly articulate learning outcomes in my courses (on my syllabus).

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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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.

Justify the role of student learning outcomes throughout the institution.

Formulate student learning outcomes for their program or courses.

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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 LearningDirect

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 OutcomesWhat 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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