Student Learning Outcomes 101:
Basics for Curriculum Chairs
and SLO Beginners
Marcy Alancraig, Cabrillo College
Janet Fulks, Bakersfield College
Lynne Miller, MiraCosta College
Janice Tomson, Long Beach City College
Bob Turner, MiraCosta College
1
Today’s Questions
What’s an SLO? How is it different
from an objective? How do you
evaluate how well one is written?
How many should a course have?
Do SLO’s belong in the COR? How do
you get started assessing SLO’s? How
do SLO’s relate to student services?
2
Today’s Goals
• Demystify the process
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Today’s Goals
• Demystify the process
• Develop a common vocabulary
4
Today’s Goals
• Demystify the process
• Develop a common vocabulary
• Help you to assess the quality of SLO’s
5
Today’s Outcomes
After completing this workshop,
curriculum committee chairs and faculty
will be able to recognize good SLO’s,
and explain how dialogue about SLO’s
and assessment can help to improve
curriculum.
6
Things to Remember
7
Things to Remember
• There is a lot of room for variation.
8
Things to Remember
• There is a lot of room for variation.
• It is an iterative process.
9
Things to Remember
• There is a lot of room for variation.
• It is an iterative process.
• The process thrives on dialogue!
10
Things to Remember
•
•
•
•
There is a lot of room for variation.
It is an iterative process.
The process thrives on dialogue!
It is all about student learning.
11
ACCJC Expectations for
Instructional Assessment in 2010
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ACCJC Expectations for
Instructional Assessment in 2010
• SLO’s widely spread across courses,
programs, and the institution.
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ACCJC Expectations for
Instructional Assessment in 2010
• SLO’s widely spread across courses,
programs, and the institution.
• Complete feedback loops
(assessment used to inform
curricular revision, as needed).
14
ACCJC Expectations for
Instructional Assessment in 2010
• SLO’s widely spread across courses,
programs, and the institution.
• Complete feedback loops
(assessment used to inform
curricular revision, as needed).
• Faculty designed processes
(with evidence of broad faculty input).
15
The Assessment Process  Plan-Do-Review
1. Establish goals and missions
For courses and programs
6. Use results to refine
instruction (close the
feedback loop)
Student
Learning
2. Write intended
Student Learning
Outcomes (SLO’s)
5. Evaluate
assessment results
4. Incorporate
SLO’s And
assessment tasks
into instruction
3. Develop means of
assessment and
criteria for success
for evaluating
SLO’s
16
“Refining Instruction”
Refining instruction (i.e., closing the
feedback loop) can be accomplished
in a number of ways, including
17
“Refining Instruction”
Refining instruction (i.e., closing the
feedback loop) can be accomplished
in a number of ways, including
• revising SLO’s
18
“Refining Instruction”
Refining instruction (i.e., closing the
feedback loop) can be accomplished
in a number of ways, including
• revising SLO’s
• revising assessment methods
19
“Refining Instruction”
Refining instruction (i.e., closing the
feedback loop) can be accomplished
in a number of ways, including
• revising SLO’s
• revising assessment methods
• revising instruction (e.g., more
chances for students to practice
the desired outcome)
20
Remember:
The assessment process doesn’t
require anything that good
teachers don’t already do!
21
Good teachers . . .
• develop expectations for what their
students will learn,
• design curriculum to meet those goals,
• design assignments appropriate to the
curriculum,
• assess student success,
• revise instruction as needed.
22
How is this process different?
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How is this process different?
This process . . .
formalizes assessment (all instructors
in a given course participate; students
across sections are assessed on
agreed upon learning and standards),
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How is this process different?
This process . . .
makes assessment more transparent
(all faculty and students know what
students are expected to learn),
25
How is this process different?
This process . . .
makes collaborative decisions about the
desired outcomes of learning
(SLO’s and assessments are the product
of discourse among discipline experts).
26
How is this process different?
This process . . .
facilitates alignment of instruction
(SLO’s are aligned with prerequisites
and program requirements).
27
Student Learning Outcomes
(see workbook)
28
Questions that Drive
Outcomes Assessment
and the Writing of
Student Learning Outcomes
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Questions that Drive
Outcomes Assessment
What must my students be able to do
“out there” with what they’ve learned
“in here”?
“in here” is the classroom.
“out there” is wherever our students go
after they take our classes – the next
course in a sequence, a transfer
institution, a career.
30
Questions that Drive
Outcomes Assessment
How do we know students can do
what we expect them to with what
they’ve learned?
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Questions that Drive
Outcomes Assessment
How do we know students can do
what we expect them to with what
they’ve learned?
How can we use that information to
improve learning in future
semesters?
32
Important to Remember
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Important to Remember
Different courses emphasize different
learning domains (i.e., cognitive,
affective, psychomotor).
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Important to Remember
Different courses emphasize different
GE-level outcomes (e.g., critical
thinking, aesthetic appreciation).
35
Important to Remember
Outcomes should be consistent
across sections of a given course
(both on-ground and on-line).
36
But . . .
• Individual faculty determine the scope of
instruction (i.e., SLO’s do not limit what
can be covered in a class).
37
But . . .
• Individual faculty determine the scope of
instruction (i.e., SLO’s do not limit what
can be covered in a class).
• Individual faculty determine how
students are taught.
38
But . . .
• Individual faculty determine the scope of
instruction (i.e., SLO’s do not limit what
can be covered in a class).
• Individual faculty determine how
students are taught.
• Individual faculty determine how
assessment scores will impact students’
grades for their classes.
39
SLO – a Working Definition
A student learning outcome is
what students can do at the end
of instruction with the knowledge
they have gained.
40
Strong SLO’s . . .
(see workbook)
41
Strong SLO’s . . .
•use language with active verbs
(e.g., analyze, interpret, distinguish),
with an emphasis on Bloom’s higher
order thinking skills,
42
Strong SLO’s . . .
•use language with active verbs
(e.g., analyze, interpret, distinguish),
with an emphasis on Bloom’s higher
order thinking skills,
•are measurable or observable,
43
Strong SLO’s . . .
•use language with active verbs
(e.g., analyze, interpret, distinguish),
with an emphasis on Bloom’s higher
order thinking skills,
•are measurable or observable,
•combine discrete skills into an
overarching task,
44
The best SLO’s also . . .
explicitly or implicitly address
the conditions under which the
performance will be assessed
(e.g., simulation, case study),
45
The best SLO’s also . . .
explicitly or implicitly address
the criteria, or primary traits,
to be used in assessing student
performance (e.g., design a sales
plan that includes . . .),
46
The best SLO’s also . . .
are generally amenable to
assessment using a scoring rubric.
A
B
C
Criterion #1
Criterion #2
Criterion #3
• Adapted from Kari Tucker & Jerry Rudmann
47
Objectives vs. Outcomes
Objectives
Outcomes
Discrete, teachable
skills, tools, or content
(the nuts and bolts)
Combine discrete
objectives into
overarching results
Can be numerous
Limited in number
48
Objectives vs. Outcomes
• Some objectives may already use
“outcomes language.”
49
Objectives vs. Outcomes
• Some objectives may already use
“outcomes language.”
• Some objectives may feed multiple SLO’s.
50
Objectives vs. Outcomes
• Some objectives may already use
“outcomes language.”
• Some objectives may feed multiple SLO’s.
• Some objectives may not feed any SLO.
51
Examples of Strong SLO’s
(Active verbs are in pink.)
(See workbook for more examples.)
52
Library Resources and Research
Given specific websites to evaluate,
students will be able to assess each
website's authority, currency, bias,
and accuracy.
53
Basic Computer Skills
Given a sample dataset, the student
will use Excel to create a spreadsheet
that incorporates simple mathematical
formulas.
54
Beginning Spanish
By end of the course, the student will
demonstrate the ability to ask and
answer questions related to self,
work, and courtesy.
55
Art History
The student will be able to compare
and contrast various periods in
European art, distinguishing historic
influences of the major art epochs.
56
SLO’s That
Don’t Work So Well
57
• Too prescriptive: Given data on
three Pre-Columbian cultures, the
student will write a 1000-1200 word
essay analyzing the geographical
influences on the development of
those societies.
58
• Too prescriptive: Given data on
three Pre-Columbian cultures, the
student will write a 1000-1200 word
essay analyzing the geographical
influences on the development of
those societies.
• Better: Given data on three PreColumbian cultures, the student will
analyze the geographical influences
on the development of those
societies.
59
• Too broad: Students will analyze
global political systems.
60
• Too broad: Students will analyze
global political systems.
• Better: Students will analyze 20th
century western democracies and
responsibilities of citizens in those
democracies.
61
• Too narrow: Students will use a
microscope.
62
• Too narrow: Students will use a
microscope.
• Better: Students will use laboratory
equipment to analyze tissue samples.
63
• Not measurable: Students will
understand the causes of World War II.
64
• Not measurable: Students will
understand the causes of World War II.
• Better: Students will evaluate the
causes of World War II.
65
A strong SLO is . . .
what students can do
at the end of instruction with
the knowledge they have gained.
66
Time to Work!
67
Time to Work!
• Look at the worksheet.
68
Time to Work!
• Look at the worksheet.
• Using the criteria, critique these SLO’s.
69
Time to Work!
• Look at the worksheet.
• Using the criteria, critique these SLO’s.
• SLO Creation Tools and Criteria are
found in Appendix D of the workbook.
70
Determining the Quality
of SLO’s
Who makes this judgment
on your campus?
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Determining the Quality
of SLO’s
General Criteria (see workbook)
•
Do use active verbs. Don’t use the
word “understand” or inactive verbs.
72
Determining the Quality
of SLO’s
General Criteria (see workbook)
•
Do use active verbs. Don’t use the
word “understand” or inactive verbs.
•
Go for higher level thinking skills.
73
Determining the Quality
of SLO’s
General Criteria (see workbook)
•
Do use active verbs. Don’t use the
word “understand” or inactive verbs.
•
Go for higher level thinking skills.
•
Make sure the outcome is assessable.
74
Determining the Quality
of SLO’s
General Criteria (see workbook)
•
Describe the outcome in a way that
suggests an assessment, but don’t
allow the SLO statement to become
too prescriptive.
75
Determining the Quality
of SLO’s
General Criteria (see workbook)
•
Include the criteria for assessment.
76
Determining the Quality
of SLO’s
General Criteria (see workbook)
•
Include the criteria for assessment.
•
Think about the course as a whole.
77
Determining the Quality
of SLO’s
General Criteria (see workbook)
•
Include the criteria for assessment.
•
Think about the course as a whole.
•
Use the outcomes to describe the
major skills or knowledge.
78
Sticky Issues
79
Sticky Issues: SLO’s in COR?
80
Sticky Issues: SLO’s in COR?
Yes
• Place to document SLO’s
• Available to everyone
• Quality control for adjuncts –
bound to the same SLO’s
• Allows look at linked classes
• Helps filling out the annual
report
81
Sticky Issues: SLO’s in COR?
No
• What if outcomes change?
Upkeep may be demanding
• The process of changing all
COR’s may be overwhelming
• Could be too prescriptive if
done wrong
• May conflict with SLO’s in
transfer courses
82
Sticky Issues: SLO’s in COR?
Yes
No
• Place to document SLO’s
• Available to everyone
• Quality control for adjuncts –
bound to the same SLO’s
• Allows look at linked classes
• Helps filling out the annual
report
• What if outcomes change?
Upkeep may be demanding
• The process of changing all
COR’s may be overwhelming
• Could be too prescriptive if
done wrong
• May conflict with SLO’s in
transfer courses
83
Other Sticky Issues
84
Other Sticky Issues
•
How many SLO’s per course or program?
85
Other Sticky Issues
•
•
How many SLO’s per course or program?
Who determines quality?
86
Other Sticky Issues
•
•
•
How many SLO’s per course or program?
Who determines quality?
Who approves the SLO’s?
87
Other Sticky Issues
•
•
•
•
How many SLO’s per course or program?
Who determines quality?
Who approves the SLO’s?
How do we keep it real, not mechanistic?
88
Other Sticky Issues
•
•
•
•
•
How many SLO’s per course or program?
Who determines quality?
Who approves the SLO’s?
How do we keep it real, not mechanistic?
How do we build in dialogue?
89
Take-Home Messages
90
Take-Home Messages
• There are many approaches to the process.
91
Take-Home Messages
• There are many approaches to the process.
• You are already doing much of this!
(See the workbook for an SLO/assessment audit.)
92
Take-Home Messages
• There are many approaches to the process.
• You are already doing much of this!
(See the workbook for an SLO/assessment audit.)
• The process encourages collegial dialogue
and emphasis on what matters.
93
Take-Home Messages
• There are many approaches to the process.
• You are already doing much of this!
(See the workbook for an SLO/assessment audit.)
• The process encourages collegial dialogue
and emphasis on what matters.
• Drafting SLOs is just one step of the cycle.
94
The Assessment Process  Plan-Do-Review
1. Establish goals and missions
For courses and programs
6. Use results to refine
instruction (close the
feedback loop)
Student
Learning
2. Write intended
Student Learning
Outcomes (SLO’s)
5. Evaluate
assessment results
4. Incorporate
SLO’s And
assessment tasks
into instruction
3. Develop means of
assessment and
criteria for success
for evaluating
SLO’s
95
Final Take-Home Message:
It’s all about student learning!
96
A
B
C
Criterion #1
Criterion #2
Criterion #3
97