Student Learning Outcomes
101
Foundations of the Student
Learning Outcomes Assessment
Cycle
Presented by Jenny Simon and Lars Kjeseth
Reflect...

What are some of your concerns about
student learning in your program or
classroom?
What are Student Learning
Outcomes (SLOs)?
“Robust” student learning outcomes incorporate




behavioral objective- what a student should
know, value and be able to demonstrate/ perform
conditions under which performance will be
assessed (simulation, lab, portfolio, writing task)
Criteria/ performance standards/ primary traits
for assessing student performance
Rubric for scoring student performance
Course Objectives vs SLOs
Course objectives versus student learning
outcomes:
Generally, a course objective states what
student will demonstrate, represent or produce
at end of course.
SLO also incorporates the conditions under which
assessment will occur (test, portfolio,
demonstration, etc) as well as evidence/criteria.
That is an SLO suggests an appropriate
assessment (evidence) that the student has
learned.
Example


Course Objective: By the end of the semester,
students will be able to write a well-organized,
thesis-driven essay. (English)
SLO: Given an in-class writing task based on an
assigned reading (context), demonstrate
appropriate and competent writing which
(objective) states a thesis, supports assertions,
maintains unity of thought and purpose, is
organized, and is technically correct in
paragraph composition, sentence structure,
grammar, spelling and word use (traits).
Example


Course Objective: By the end of the semester, students
will be able to analyze behavior following the major
accepted theories. (Psychology)
SLO: Given a particular behavior and its context (e.g.,
playing incessantly with one’s hair when under pressure
in the presence of the opposite sex) (context), describe
how the perspectives of behaviorism, humanistic,
psychoanalytic, and biological psychology would
interpret that behavior and what methods might each
use to alter that behavior (objective). The answer
includes theoretical basis, description of causality, and
treatment program (traits).
Example


Course Objective: By the end of the semester, students
will be able to understand and apply the scientific
method (Biology).
SLO: Given a hypothesis (context), design experiments
and interpret data according to the scientific method in
order to evaluate the hypothesis (objective). Include the
ability to approach the scientific method in a variety of
ways, formulate questions, design experiments that
answer the questions; and manipulate and evaluate the
experimental data to reach conclusions (traits).
Example


Course Objective: Compare and contrast the text
and film versions of a literary work. (Film)
SLO: After viewing an assigned film based on a
literary text (context), write a review of the film
(objective). Include an appraisal of the
director’s selection and effective translation of
content from the literary text and the dominant
tone othe director seems to be trying to achieve,
supporting each statement with detail from the
text and film and the student’s personal reaction
to the cited scenes.
Pop Quiz



Course objective or SLO?
Students will understand that individuals
(and their families) must be regarded as
being unique due to multicultural issues
and other variables. (Sociology course)
If you answered “objective,” you’re right!
Pop Quiz



Course objective or SLO?
In a written research report, students will
critically review the scientific literature,
synthesize the findings across studies, and
make appropriate ecological
recommendations based on current
knowledge. (Ecology Course)
If you answered “SLO,” you’re right!
Pop Quiz



Course objective or SLO?
Functioning as a member of a team, the
student will design and present a concrete
structure which complies with engineering
standards. (Engineering Course).
If you answered “SLO,” you’re right!
At What Levels Do We Assess
SLOs?



Lesson/ unit of study
Course
Program





Occupational certificate
Major
Department/ Division
Associate degree (A.A./A.S./A.A.S)
Institutional
Practice Writing SLOs

Turn to Appendix 1





Read the example SLO
Work on the example SLO
Write your own SLO with a group of colleagues from
the same or similar discipline
Material in Appendices 2 & 3 will also help you
write your SLO
Your SLO should contain:



Performance Context
Measurable Objective
Primary traits
Once we’ve written an SLO, what’s
next?


Writing an SLO is only the first step in the
process
The next steps include assessing the SLO,
analyzing the data, and reflecting on the
findings to suggest improvements
Identify
Assess
Reflect
Reflect...


How could you and your program solve
your concerns about student learning
through SLOs and assessing SLOs?
What other questions do you have?