September 2004
Gavilan Community College
Terrence Willett
Director of Research

 Write an appropriate student learning outcome for your program
 Explain at least two methods to assess at least one student learning outcome outcome

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ACCJC seems to be recommending a theme based approach
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Institutional Commitments
Evaluation, Planning, and Improvement
Institutional Integrity
Organization
Dialogue
Student Learning Outcomes
Note that new standards integrate Instruction and
Student Services, all are focused on enabling learning

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“Learning outcomes” not a new concept
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Used in California in K-12, special ed, voc programs
Used in other college systems (i.e. Maryland, England)
Barr and Tagg called for learning outcomes in 1995
Focuses more on students’ learning rather than just how we instruct or support them; outcome based
Emphasis on more complex level of learning
Clearly states educational intentions for students

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Learning outcomes differ from behavioral objectives by
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Being broadly stated
Having instructors assess gains in skills rather than creating detailed list of specific topics and abilities to be mastered (Harden 2002)
Some authors do not perceive that the difference between learning outcomes and behavioral objectives is important (Prideaux 2000)
Important to distinguish the two to gain acceptance

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(from Palomar College)
Communication
 Cognition
 Information Competency
 Social Interactions
 Aesthetic Responsiveness
 Personal Development and Responsibility

 Institutional
 Department or Program
 Class or Service
 Assignment or Student Interaction

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Disabled Student Services
– The student will be able to explain his/her individual academic strengths and weaknesses
Maryland Health Education
– Students will demonstrate an understanding of health promotion and disease prevention concepts to establish a foundation for leading healthy, productive lives.
Admissions and Records
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Students can “work the system”
Demonstrate patience while waiting in line

 Should be based on our mission and values
 In an environment that nurtures creativity and intellectual curiosity, Gavilan College serves the community by providing a high quality learning experience which prepares students for transfer, technical and public service careers, life-long learning, and participation in a diverse global society

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Outcomes must be observable so you can measure or record them
Course level learning outcomes sound like behavioral objectives (or really are the same) but LO tie into institutional learning outcomes
Keep in mind that outcomes are tools to guide evidence collection for assessment

Evaluate
Create or Modify Goals and Outcomes
Implement
Programs or
Strategies

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Tests
– Locally developed or Standardized
Performances
– Recital, Presentation, or Demonstration
Cumulative
– Portfolios, Capstone Projects
Surveys
– Attitudes and perceptions of students, staff, employers
Database Tracked Academic Behavior
– Grades, Graduation, Lab Usage, Persistence
Embedded Assessment
– Using grading process to measure ILO
Narrative
– Staff and student journals, interviews, focus groups

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Collect data from a representative sample rather than everyone in population
Collect only a few well chosen pieces of data
Have assessment stem from activities you already do if possible
Team up with others to share assessment work
Design activities and outcomes with assessment in mind
Ask for advice from your colleagues

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Good verbs (Blooms’ Taxonomy):
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Compile
Analyze
Design
Apply
Arrange
Identify
Solve
Classify
Operate
Write
Differentiate Calculate
Demonstrate Formulate Compose
Explain Predict Assess
Compare
Bad verbs
Estimate Critique
– Know Understand Appreciate Learn
Good verbs are clear and observable, bad verbs are vague states of mind

 Sinclair College
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Math = Apply mathematical models to real world problems
Amer. Gov. = Communicate the significance of facts, concepts, and ideas in spoken and written
English, which is clear, precise, and logical
ECE = Demonstrate professionalism in the child care setting

 Parkland Community College
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English = Students will create college-level written text for multiple purposes and diverse audiences that demonstrate depth of critical thought and that observe the conventions of standard written English.
Psychology = Our students will apply major theoretical perspectives and methodological approaches used in the discipline of psychology to particular social phenomena or autobiographical circumstances.

 From Ventura College SLO Workshop
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DSPS = Students will demonstrate self-advocacy skills with instructors and staff
EOPS = Student will identify and describe resources available on the campus.
Counseling = Student will be able to state informed academic goal(s).
Financial Aid = Faculty and staff will be able to describe basic aspects of financial aid available to students and how students can apply for financial aid.

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Why should I use student learning outcomes for evaluating my program?
What are some strategies for writing effective learning outcomes?
What are some differences between qualitative and a quantitative measurements?
How can anecdotal reports or case studies be used in program assessment?
What are the pros and cons of using sampling methods for assessment?