Curriculum Spring 2014
The new version of COMET will not be available until May 2014, so we will continue to use the current version. In
preparation for the new system, the following considerations should be
1. Save your document using the OLD subject code and number (e.g. CLSS 1000); turn on Track Changes (under the
Review tab).
2. Make changes and add new information for each Objective or Student Learning Outcome (SLO):
a. Outcome Level
b. Criteria For Success (max 500 characters)
c. Means of Assessment (max 500 characters)
d. Time
e. ELO Alignment
3. Save changes. When the new version of COMET is available, enter changes into COMET by copying and pasting
from the word document that you created.
Additional Helpful Information
Writing a good course description
Write descriptive sentence fragments that begin with action verbs
(i.e.: Teaches principles of language use from ancient Greece to current trends, from politics to
advertising. Studies critique, persuasion and its roles, the ethical responsibilities of persuasive language,
and the role of language as a tool for success. Includes active class discussions, student-led activities,
oral presentations, and final projects in fields of students' choice.).
Any use of BOLD, UNDERLINE, or ITALICS will be lost when the information is transferred into COMET and should
be avoided.
Writing a good student learning outcome statement
Student Learning Outcome:
Student learning outcomes (SLO) should be observable, measurable performance outcomes. Consider
what competencies they should possess after completion of the course—things that they might not
have been able to do before. Try to use terms that emphasize student abilities like "identify,"
"differentiate," "apply," or "produce." "Know" or "understand" can be more difficult to measure (see
SLO Levels). Well-written SLOs should serve as the basis for teaching and evaluation methods employed
in the course. If an SLO, while observable, is not necessarily measurable, such as an attitude or trait
developed in consequence of the student’s participation in the course, it should be identified with the
level “0—Trait or Attribute.” Consider completing this sentence: “Upon successful completion, students
should . . .”.
Examples:
SLO: Upon successful completion, students should be able to identify basic insurance
terminology and coverage options.
Level: 2—Understanding
Criteria for Success1: Student will correctly use insurance terminology and coverage
options in classroom discussion and at least two graded assignments.
Means of Assessment: Rubric-based faculty review of insurance case-study activity and
assignment.
ELO Alignment: Knowledge Foundation
SLO: Upon success completion, students should demonstrate an increased awareness of
terrorist threats and concerns associated with aviation emergency response.
Level: 0—Trait or Attribute
Criteria for Success: Students will be able to engage in meaningful discussions about
terrorist threats and concerns.
Means of Assessment: Classroom observations.
ELO Alignment: Stewards of Place
SLO Level:
0. Trait or Attribute (aware, appreciate, respect, understand, desire, sensitivity, vision)
1. Remembering (define, duplicate, list, recall, repeats, reproduce, state)
2. Understanding (classify, describe, discuss, explain, identify, locate, recognize, report, select,
translate, paraphrase)
3. Applying (chose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch,
solve, use, write)
4. Analyzing (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test)
5. Evaluating (appraise, argue, defend, judge, select, support, value, evaluate)
6. Creating (assemble, construct, create, design, develop, formulate, write)
Criteria for success:
After all the teaching is done, what should the student be able to do? What new skill should they have
learned? What existing skills should they be able to do differently? What dynamic of their personality
should the course change?
Means of assessment:
How will the student demonstrate that they have met the criteria for success? Will they take an exam,
write a paper, give a presentation, take a reflective student survey, etc.? What would you as the
instructor look for as proof that they have met the criteria for success?
Essential Learning Outcomes (ELO):
Each SLO will be aligned with an ELO at the lowest level. If you don’t see a good fit at that level, indicate
“other” under the next highest level (e.g. IA, Applied Learning, Other). Only use KF, Other where no
other alignment can be made. Feel free to use the wording of an ELO for SLOs were appropriate.
For a complete list of the ELOs see http://www.uvu.edu/academicassessment/elo.html
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“Criteria for Success” and “Means of Assessment” descriptions are limited to 500 characters each.