Program Level Outcomes
Jessica Carpenter
Elgin Community College
Program Level Outcomes
Reading, Writing, Math, Science, (Speaking),
Gen Ed Outcomes
Information Lit, Tech Lit, Critical Thinking,
Global Awareness
Program Outcomes
Will vary depending on the program
Course Outcomes
Programs/Instructors will need to settle on a
common core of outcomes for each course,
although instructors can add outcomes as needed.
Indiv. Instructor
Course Outcomes
All instructors should have individual
course outcomes identified
(these should minimally include the common course
outcomes)
Example: Psychology
Gen Ed Outcomes
Program Outcomes
Which Gen Ed outcomes are these program
outcomes associated with?
Are these outcomes something we stress in
all PSY courses? OR
Is this specific information something that a
PSY student must have learned?
Course Outcomes
Indiv. Instructor
Course Outcomes
Should all Psy 100 courses have this in
common?
1. Describe and compare various current and
historical perspectives in psychology
(biological, behavioral, cognitive, etc)
2. Demonstrate understanding of research
methods in psychology.
Sample Psychology Program Outcomes
(apa)
Theory and Content of Psychology
Demonstrate familiarity with major concepts, theoretical
perspectives, empirical findings, and historical trends.
Research Methods in Psychology
Understand and apply basic research methods, including
research design, data analysis, and interpretation.
Critical Thinking Skills in Psychology
Respect and use critical and creative thinking, skeptical inquiry,
and the scientific approach.
Application of Psychology
Understand and apply psychological principles to personal,
social, and organizational issues.
Values in Psychology
Weigh evidence, tolerate ambiguity, act ethically, and reflect
other values underpinning psychology.
Sample Objectives
The earth and environmental sciences program at
Rocky Mountain College will enable its graduates to
1. demonstrate knowledge of the Earth's systems
and the processes that affect environmental
change;
2. investigate the causes of and possible solutions
to important environmental problems;
3. demonstrate the appropriate skills necessary to
work in the environmental and geological fields;
and
4. write and speak critically, objectively, logically,
and effectively.
Sample Objectives
Learning Outcomes for BSC's Dance Program
a) Students will be able to demonstrate
proficiency in a variety of dance styles, including ballet,
modern dance, jazz, and tap dance.
b) Students will demonstrate a working knowledge of
choreography and will be able to create a dance work.
c) Students will demonstrate a working knowledge of
production techniques, including technical theatre,
management, and costuming.
d) Students will demonstrate an understanding and
appreciation for the principal historical, theoretical, and
critical approaches to dance as a performing art.
e) Students will demonstrate an understanding and
appreciation for dance as a multicultural expression.
f) Students will demonstrate an understanding and
appreciation for dance education in the private and public
sectors.
Principles of Writing Program Level Outcomes
Uche Ohia, Ph.D
Outcome statements should:
• Be stated in terms of expected student
behaviors/achievements
• Be measurable
• Be aggregate, focusing on the program as a whole
rather than on individual courses
• Specify the skills, competencies, understandings
that students should have acquired as a result of
having completed the program of study.
Principles of Assessing Outcomes
(apa, adapted)
A set of outcomes should improve teaching and
learning. If possible, students should receive
feedback on assessment activities.
Assessment planning should encourage
improvement, not concentrate on deficiency.
Departments may choose to focus only a few goals
on an annual basis and rotate assessment over
semesters or years.
Curriculum revision should be linked to program
outcomes and assessment.
Embedding assessment within existing
coursework reduces the burden for faculty and
increases the motivation for students to take
assessment activities seriously.
Assessment planning and overview is energy, time
and sometimes financially intensive. This important
work should be supported in some fashion in order to
sustain an assessment program over time.
Methods of Assessment
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Peggy Maki, AAHE
Student work samples or portfolios
Capstone projects or courses
Lab experiments
Course-embedded assessments (tests, test items,
assignments, papers, etc.)
Presentations or Performances
Discussions or Debates
Observations of student behavior
Internships
Standardized tests or licensure exams
Pre/Post tests
Survey or Interview Data
Student journals or self-critiques
Principles of Benchmarks
(reporting on outcomes)
(http://www.neoam.edu/~assessment/TemplateProgram.htm)
How many students are expected to achieve the
benchmark and what level is acceptable evidence of
success
• be specific
• be linked to each learning outcome
• be realistic
• indicate the number expected to meet the criteria
• Benchmarks for success can be based on flat
performance or on improvement if you are pre and
post testing
Suggestions
• Don’t put the horse before the cart: decide
on outcomes first, then how to measure
them
• Don’t forget: you need to assess every
program outcome you create
• Consider assessing a sample of students
rather than every student
• The process you create must be sustainable
• The feedback from the process should be
used to improve student learning
Program Level Outcomes: Timeline
Fall 2005: decide on program outcomes
Fall 2005/Spring 2006: design and administer assessments of
program outcomes
Fall 2006/Spring 2007: design and administer assessment for at
least one course (generally your highest enrolled course)
Fall 2007: Program level assessment is DUE by in-service
ONE course level assessment is DUE
-Not all outcomes need to be assessed the first time, but we will
need annual assessment of some outcomes in order to get
baseline data
-a good source for information on assessment:
http://www.apa.org/ed/guide_outline.html
Other outcomes addressed in psych courses
Information and Technological Literacy
Demonstrate information competence and the ability to use
computers and other technology for many purposes.
Communication Skills
Communicate effectively in both oral and written formats.
Sociocultural and International Awareness
Recognize, understand, and respect the complexity of
sociocultural and international diversity.
Personal Development
Show insight into one’s own and others’ behavior and mental
processes and apply effective strategies for self-management
and self-improvement.
Career Planning and Development
Emerge from the major with realistic ideas about how to use
psychological knowledge, skills, and values in various
occupations and in graduate or professional school.