MEASURABLE OUTCOMES
AND MEANINGFUL
MEASURES
Catherine M. Wehlburg, Ph.D.
Assistant Provost for Institutional Effectiveness
Texas Christian University
c.wehlburg@tcu.edu
Northern Illinois University – October 16, 2009
WHAT ARE STUDENT LEARNING
OUTCOMES?
 Student
learning outcomes (SLOs) are
statements that specify
 what students will know,
 be able to do or
 be able to demonstrate when they have
completed or participated in a
program/activity/course/project.
 Outcomes are usually expressed as
knowledge, skills, attitudes or values.
SLOS SHOULD FOCUS ON:



What you want your students to know
at the end of a course, program, major,
or degree
What you want your students to
understand at the end of a course,
program, major, or degree
What you want your students to have
the ability to do at the end of a course,
program, major, or degree
WHY ARE STUDENT LEARNING
OUTCOMES IMPORTANT?
 Communicate
 Act
expectations to learners
as a template for course design
 Guide
selection/design of appropriate
assessments
WHY ARE STUDENT LEARNING
OUTCOMES IMPORTANT?
 Allow
educators to match teaching strategies to
stated outcomes
 Allow faculty, staff, and Institutional
researchers to assess the impact of instruction
 Clearly communicate graduates’ skills to
prospective employers
 Provide benchmarks for formative, summative
and prior learning assessment
COMPONENTS OF A STUDENT
LEARNING OUTCOME



Student Learning Behavior-Knowledge,
skill, or attitude to be gained
The Method of Assessment- conditions
of performance
Criteria for achievement- the levels of
acceptable performance
ARE YOUR SLOS S.M.A.R.T.?

Specific
-Clear and definite terms describing the abilities, knowledge, values,
attitudes, and performance

Measurable
-It is feasible to get data: data are accurate and reliable; it can be
assessed in more than one way

Aggressive and Attainable
-The outcome has the potential to move the program or unit forward

Results – oriented
-Describe what standards are expected from students or the functional
area being assessed

Time-bound
-Describe a specified time period for accomplishing the outcome
From Peter Drucker, 1954
7
BLOOM’S REVISED TAXONOMY
CREATING -GENERATING NEW IDEAS, PRODUCTS, OR WAYS OF
VIEWING THINGS
EVALUATING -JUSTIFYING A DECISION OR COURSE OF ACTION
ANALYZING -BREAKING INFORMATION INTO PARTS TO
EXPLORE UNDERSTANDINGS AND RELATIONSHIPS
APPLYING -USING INFORMATION IN ANOTHER FAMILIAR
SITUATION
UNDERSTANDING -EXPLAINING IDEAS OR CONCEPTS
REMEMBERING -RECALLING INFORMATION
TEMPLATE FOR WRITING SLOS
The student will be able to (specific student behavior)
____________________________________________________
as measured by (conditions of performance – could
include time frame)
___________________________________________________
at the ______________________________________ level
(performance criteria).
THE MOBIUS STRIP
STAGES OF MEASURING OUTCOMES – THE
MOBIUS STRIP
 Stage
1 – Measuring outcomes is a
separated and “added on” responsibility.
 Stage 2 – Measuring outcomes becomes a
part of teaching and learning but is
separated from teaching and learning.
 Stage 3 – Teaching and learning is the
center and Measuring outcomes
surrounds it.
 Stage 4 – The Mobius Strip – integration
of teaching, learning, and outcomes.
STAGE 1 – MEASURING OUTCOMES IS A
SEPARATED AND “ADDED ON” RESPONSIBILITY.
STAGE 2 – MEASURING OUTCOMES BECOMES A
PART OF TEACHING AND LEARNING BUT IS
SEPARATED FROM TEACHING AND LEARNING.
STAGE 3 – TEACHING AND LEARNING IS THE
CENTER AND MEASURING OUTCOMES
SURROUNDS IT.
STAGE 4 – THE MOBIUS STRIP – INTEGRATION
OF TEACHING, LEARNING, AND OUTCOMES.
OPERATIONAL MEASURES
Measures must be aligned with the outcome that
they are supposed to measure.
 Consider using an operational definition – define
the term (“critical thinking”) by how you would
measure it. What would you see? What would you
expect a student to do?
 Observable measures are crucial – see “Words to
Avoid” and “Phrases to Avoid”

BACCALAUREATE GOALS
 Critical
Thinking
 Communication
 Context
SMALL GROUP
Create several outcomes for your specific goal
 Use the template in your handout
 For each outcome suggest at least one measure
that could be used

REPORTING OUT

What outcomes did you create?
QUESTIONS?