1/24/2011
Developing Student Learning Outcomes Dr. Tammy Kahrig
Dr. Mary Kochlefl
STEPS of ASSESSMENT
Identify goals for learning. (Student Learning Outcomes)
Identify where in the curriculum the goals are addressed
addressed.
(Curriculum Mapping)
Gather information Use the about how information well students to improve are achieving learning.
those goals
those goals.
(Methods: Direct and Indirect Measures)
(Action/Continuous Improvement)
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
1
1/24/2011
Definition: Student Learning Outcomes
Learning outcomes or learning goals g
gg
are goals that describe how students will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Suskie, p. 117)
In other words…
• What will a student be able to do after they complete all the courses for your program and earn their degree? • WHY do you ask them to take the courses that are required for your program? WHY do you ask them to complete the assignments you ask them complete?
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
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1/24/2011
Characteristics of Program‐Level Student Learning Outcomes
Describes what students should be able to demonstrate, represent, or produce as a result of what and how they have learned in a program;
Focuses on the most important goals for students in your major/degree program;
Relies on action verbs that identify what students should be able to demonstrate, represent, or produce over time (see handout)
Aligns with collective
Aligns
with collective program‐
program
and institution‐level educational intentions for student learning translated into the curriculum and co‐
curriculum;
Characteristics of Program‐Level Student Learning Outcomes
Maps to the curriculum and offers multiple and varied opportunities for students to learn;
Is collaboratively
Is
collaboratively
authored and collectively accepted;
Incorporates or adapts Incorporates
or adapts
professional organizations’ outcome statements when they exist;
Can be quantitatively or Can
be quantitatively or
qualitatively assessed during students’ undergraduate or graduate studies.
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
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1/24/2011
Where to Begin? Disciplinary or Professional Organizations
Catalog, Website, Brochures
Shared Vision
Syllabus Review of Required Courses
An Epistemological and Ethnographic Process
•What statements have your disciplinary or professional organizations developed for undergraduate or graduate degree programs?
•What do you say about the goals/outcomes of your program in these materials?
•What were you told about the aims of your program when you were hired at Xavier?
•What do you and your colleagues tell candidates/new faculty?
•What do you and your colleagues discuss about the program and/or students?
•What goals/objectives are repeated across courses?
•What themes emerge?
•How do aims of specific courses contribute to broader learning outcomes? •Develop a “thick description” based on interviews and dialogue among colleagues
•Use the Delphi Method for consensus building
Example of a Program‐Level Student Learning Outcome to Avoid
The goal of this major is to help The
goal of this major is to help
students acquire and retain relevant biologic knowledge/information, teach th
them to think/apply this t thi k/
l thi
knowledge, and stimulate them to continue learning in the field.
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
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1/24/2011
Example of a Program‐Level Student Learning Outcome to Avoid
The goal of this major is to help The
goal of this major is to help
students acquire and retain
relevant biologic knowledge/information, teach
th
them to think/apply this t thi k/
l thi
knowledge, and stimulate them to continue learning in the field.
Basic Formula for Effective Program‐
Level Student Learning Outcomes
Students earning a (bachelor’
s/master’s
)d
) degree in i
______
Will be able to ________ (action
(action verb)
Product/
process/
outcome
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
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1/24/2011
Broad, Nebulous Terms to Avoid
•acknowledge
•appreciate
•aware of
•believe
•capable of
•comprehend
•conscious of
•enjoy
•experience
•knows/has knowledge of
•learn
•memorize
•show interest in
•understand
•familiar with
Example of a Program‐Level Student Learning Outcome
Students completing the Students
completing the
Apparel, Textiles and Merchandising major will learn theoretical foundations of manufacturing and marketing f t i
d
k ti
fashion apparel and furnishing textiles. Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
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1/24/2011
Example of a Program‐Level Student Learning Outcome
Students earning d
the B.S. in Astronomy major will understand basic concepts
basic concepts about our solar system.
Students earning the B.S. in Astronomy will be able to create a scale model of the solar system.
Example of a Program‐Level Student Learning Outcome
Students earning the B.S. in environmental science will develop critical thinking skills
thinking skills.
Students earning the B.S. in environmental science will be able to critically evaluate the effectiveness of agencies, organizations and
organizations and programs addressing environmental problems.
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
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1/24/2011
Example of a Program‐Level Student Learning Outcome
Students earning the B.A. in English will be able to recognize the relationship b t
between language l
and power.
Students earning the Students
earning the
B.A. in English will be able to articulate how the relationship between language and power d
influences structure and function.
Group Activity:
Tips for Evaluating SLOs
Does it have a student‐focused stem?
Does it use action verbs v. fuzzy verbs?
Is the statement appropriately specific to one outcome? Or are there too many verbs and ?
h
b
d
products/outcomes or both?
Can it be measured? What would this student learning look like? How would you know a student was able to do this if you saw it?
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
8
1/24/2011
STEPS of ASSESSMENT
Identify goals for learning. (Student Learning Outcomes)
Identify where in the curriculum the goals are addressed
addressed.
(Curriculum Mapping)
Gather information Use the about how information well students to improve are achieving learning.
those goals
those goals.
(Methods: Direct and Indirect Measures)
(Action/Continuous Improvement)
Additional Considerations
How do your courses y
work to achieve the PSLOs?
How are PSLOs evident to majors in their courses?
How are faculty t hi
teaching multiple lti l
sections of courses in your program oriented to the PSLOs?
Wh t
What assessment t
measures do your PSLOs suggest?
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
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1/24/2011
Let us know how we can help.
– Tammy: kahrigt@xavier.edu, x4845
– Mary: kochlefl@xavier.edu, x4279
Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources
10
Bloom’s Taxonomy
Cognitive Domain
Learning Outcomes Related To Knowledge
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Student
remembers or
recognizes
information or
specifics as
communicated
with little
personal
assimilation.
Student grasps the
meaning behind
the information and
interprets,
translates,
or comprehends
the
information.
Student uses
information to
relate and
apply it to a
new situation
with minimal
instructor
input.
Student
discriminates,
organizes, and
scrutinizes
assumptions in
an attempt to
identify
evidence for a
conclusion.
Student
creatively
applies
knowledge
and
analysis to
integrate
concepts or
construct an
overall
theory.
Student
judges or
evaluates
information
based upon
standards
and criteria,
values and
opinions.
Cite
Label
List
Enumerate
Identify
Imitate
Match
Name
Quote
Recall
Reproduce
State
Write
Convert
Define
Describe
Discuss
Estimate
Explain
Generalize
Identify
Illustrate
Locate
Paraphrase
Restate
Summarize
Apply
Chart
Compute
Demonstrate
Determine
Dramatize
Establish
Make
Manipulate
Prepare
Project
Solve
Use
Analyze
Compare
Contrast
Correlate
Diagram
Dissect
Differentiate
Distinguish
Infer
Investigate
Limit
Outline
Separate
Assemble
Create
Construct
Design
Develop
Formulate
Generate
Hypothesize
Initiate
Invent
Modify
Reframe
Synthesize
Access
Appraise
Conclude
Critique
Decide
Defend
Diagnose
Evaluate
Judge
Justify
Rank
Recommend
Support
Basic
Knowledge
Level
More Sophisticated
Higher Level Thinking
Critical Thinking
15
Bloom’s Taxonomy
Psychomotor Domain
Learning Outcomes Related To Skills
Observe Model
Recognize Correct
Standards
Apply
Coach
Students
translate
sensory
input into
physical
tasks or
activities.
Students
are able to
replicate a
fundamental
skill or task.
Students
recognize
standards or
criteria
important to
perform a skill
or task
correctly.
Students use
standards to
evaluate their
own
performances
and make
corrections.
Students
apply this
skill to real
life
situations.
Students are
able to
instruct or
train others
to perform
this skill in
other
situations.
Hear
Identify
Observe
See
Smell
Taste
Touch
Watch
Attempt
Copy
Follow
Imitate
Mimic
Model
Reenact
Repeat
Reproduce
Show
Try
Check
Detect
Discriminate
Differentiate
Distinguish
Notice
Perceive
Recognize
Select
Adapt
Adjust
Alter
Change
Correct
Customize
Develop
Improve
Manipulate
Modify
Practice
Revise
Build
Compose
Construct
Create
Design
Originate
Produce
Demonstrate
Exhibit
Illustrate
Instruct
Teach
Train
*Usually no
outcomes
or
objectives
written at
this level.
Basic Knowledge
Basic Skills
Level
More Sophisticated Skills
Higher Level Abilities
Critical Understanding of Performance
16
Bloom’s Taxonomy
Affective Domain
Learning Outcomes Related To Attitudes, Behaviors, and Values
Receiving Responding Valuing
Organizing Characterizing
Students
become
aware of an
attitude,
behavior, or
value.
Students exhibit
a reaction or
change as a
result of
exposure to an
attitude,
behavior, or
value.
Students
recognize
value and
display this
through
involvement
or
commitment.
Students
determine a
new value or
behavior as
important or a
priority.
Students integrate
consistent behavior
as a naturalized
value in spite of
discomfort or cost.
The value is
recognized as a part
of the person’s
character.
Accept
Attend
Describe
Explain
Locate
Observe
Realize
Receive
Recognize
Behave
Comply
Cooperate
Discuss
Examine
Follow
Model
Present
Respond
Show
Studies
Accept
Adapt
Balance
Choose
Differentiate
Defend
Influence
Prefer
Recognize
Seek
Value
Adapt
Adjust
Alter
Change
Customize
Develop
Improve
Manipulate
Modify
Practice
Revise
Authenticate
Characterize
Defend
Display
Embody
Habituate
Internalize
Produce
Represent
Validate
Verify
Elementary Values and Behaviors
More Highly Developed Attitudes
Inherited Value System
Well Thought-out Value System
Egocentric View
Higher Level Abilities to Identify and
Articulate Others’ Values
17
Knowledge
define
identify
describe
label
list
name
state
match
recognize
select
examine
locate
memorize
quote
recall
reproduce
tabulate
tell
copy
discover
duplicate
enumerate
listen
observe
omit
read
recite
record
repeat
retell
visualize
Action Words for Bloom’s Taxonomy
Understand
Apply
Analyze
Evaluate
explain
describe
interpret
paraphrase
summarize
classify
compare
differentiate
discuss
distinguish
extend
predict
associate
contrast
convert
demonstrate
estimate
express
identify
indicate
infer
relate
restate
select
translate
ask
cite
discover
generalize
give examples
group
illustrate
judge
observe
order
report
represent
research
review
rewrite
show
trace
transform
solve
apply
illustrate
modify
use
calculate
change
choose
demonstrate
discover
experiment
relate
show
sketch
complete
construct
dramatize
interpret
manipulate
paint
prepare
produce
report
teach
act
administer
articulate
chart
collect
compute
determine
develop
employ
establish
examine
explain
interview
judge
list
operate
practice
predict
record
schedule
simulate
transfer
write
Center for University Teaching, Learning, and Assessment
analyze
compare
classify
contrast
distinguish
infer
separate
explain
select
categorize
connect
differentiate
discriminate
divide
order
point out
prioritize
subdivide
survey
advertise
appraise
break down
calculate
conclude
correlate
criticize
deduce
devise
diagram
dissect
estimate
evaluate
experiment
focus
illustrate
organize
outline
plan
question
test
reframe
criticize
evaluate
order
appraise
judge
support
compare
decide
discriminate
recommend
summarize
assess
choose
convince
defend
estimate
find errors
grade
measure
predict
rank
score
select
test
argue
conclude
consider
critique
debate
distinguish
editorialize
justify
persuade
rate
weigh
Create
design
compose
create
plan
combine
formulate
invent
hypothesize
substitute
write
compile
construct
develop
generalize
integrate
modify
organize
prepare
produce
rearrange
rewrite
role-play
adapt
anticipate
arrange
assemble
choose
collaborate
collect
devise
express
facilitate
imagine
infer
intervene
justify
make
manage
negotiate
originate
propose
reorganize
report
revise
schematize
simulate
solve
speculate
structure
support
test
validate
http://uwf.edu/cutla/SLO/ActionWords.pdf
References Diamond, R. M. (1998). Designing and assessing courses & curricula: A practical guide. San Francisco, CA: Jossey‐Bass. Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus. Suskie, L.A. (2009). Assessing student learning: A common sense guide. San Francisco, CA: Jossey‐Bass. Walvoord, B.E. (2010). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey‐Bass. Fresno City College Curriculum Committee. Student learning outcomes: A guide for faculty. Available at http://online.fresnocitycollege.edu/senate/curriculum/slo.html. University of West Florida Center for University Teaching, Learning, & Assessment. Bloom’s action words. Available at http://uwf.edu/cutla/. Created by Tammy Kahrig, Ph.D.
Xavier University Office of Strategic Information Resources