Student Learning Outcomes

1
Student Learning Outcomes
2
What are intended learning outcomes?

• Statements describing what students know,
  understand, and can do with their knowledge as a
  result of their experience in the program
• Can be written for a course, a program, or an
  entire institution
• Huba, M Iowa State AAHE/HLC Nov. 2002

3
Types Alignment of Intended Outcomes

• Adapted from Huba, M
• Iowa State AAHE/HLC Nov. 2002

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Why are intended learning outcomes important?

• Provide direction for all instructional activity
• Inform students about the intentions of the
  faculty
• Form the basis of assessment
• Huba, M Iowa State AAHE/HLC Nov. 2002

5
Format of Student Learning Outcomes

• Students should be able to
• ltltaction verbgtgt ltltsomethinggtgt

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Student Learning Outcomes

• Learner Centered
• Specific
• Action oriented
• Cognitively appropriate

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ANALYSIS
COMPREHENSION
EVALUATION
APPLICATION
SYNTHESIS
KNOWLEDGE
Associate Classify Compare Compute Contrast Differ
entiate Discuss Distinguish Estimate Explain Expre
ss Extrapolate Interpolate Locate Predict Report R
estate Review Tell Translate
Analyze Appraise Calculate Categorize Classify Com
pare Debate Diagram Differentiate Distinguish Exam
ine Experiment Inspect Inventory Question Separate
Summarize Test
Arrange Assemble Collect Compose Construct Create
Design Formulate Integrate Manage Organize Plan Pr
epare Prescribe ProducePropose Specify Synthesize
Write
Appraise Assess Choose Compare Criticize Determine
Estimate Evaluate Grade Judge Measure Rank Rate R
ecommend Revise Score Select Standardize Test Vali
date
Cite Count Define Draw Identify List Name Point Qu
ote Read Recite Record Repeat Select State Tabulat
e Tell Trace Underline
Apply Calculate Classify Demonstrate Determine Dra
matize Employ Examine Illustrate Interpret Locate
Operate Order Practice Report Restructure Schedule
Sketch Solve Translate Use Write
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Possible Outcomes

• Students will be exposed to.
• Students will demonstrate knowledge of the
  history, theories and applications of
• Students will attend.
• Faculty will provide students with opportunities
  to.
• The curriculum will provide opportunities..

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Possible Outcomes

• Students will be exposed to.
• Students will demonstrate knowledge of the
  history, theories and applications of
• Students will attend.
• Faculty will provide students with opportunities
  to.
• The curriculum will provide opportunities..

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Student Learning Outcomes

• Students will be able to lead within the
  structure of a team.
• Students will reason using simplified economic
  models
• Students will differentiate between their own
  personal values and the value system of others.
• Huba, M Iowa State AAHE/HLC Nov. 2002

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Developing Student Learning Outcomes
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1. Identify existing outcome statements for the
course

• Original Course Proposal
• Outcomes defined by College
• Program Level Student Learning Outcomes

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2. Identify categories of learning outcomes

• Communication
• Use of Computers
• Decision Making/Problem Solving
• Human Relations
• Huba, M Iowa State AAHE/HLC Nov. 2002

• Technology and Environment
• Knowledge of the discipline

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3. Identify Student Learning Outcomes

• Students should be able to
• ltltaction verbgtgt ltltsomethinggtgt

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Student Learning Outcomes
Communication
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Student Learning Outcomes
Communication
Outcome
Outcome
Outcome
Outcome
Outcome
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Student Learning Outcomes
Communication
Relating
Speaking
Listening
Participate
Writing
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4. Operationally Define the Learning Outcomes

• What would successful accomplishment of the
  outcome look like?
• How would you know that students have achieved
  the outcome?
• Components or Central Traits

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Components

• Key elements of the accomplishment of the outcome
• Grading criteria

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Communication
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Communication
Outcome
Outcome
Outcome
Outcome
Outcome
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Communication
Relate
Speak
Listen
Participate
Write
23
Communication
Relate
Speak
Listen
Participate
Write
Component
Component
Component
Component
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Communication
Relate
Speak
Listen
Participate
Write
Component
Component
Component
Component
Component
Component
Component
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Communication
Relate
Speak
Listen
Participate
Write
Component
Component
Component
Component
Component
Component
Component
Component
Component
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Communication
Relate
Speak
Listen
Participate
Write
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
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Communication
Relate
Speak
Listen
Participate
Write
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
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Components

• Key elements of the accomplishment of the outcome
• Grading criteria
• Outcome specific, not assignment specific

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Assignments

• Standardized Exam, abstract, advertisement,
  annotated bibliography, biography, briefing,
  brochure, budget, care plan, case analysis,
  chart, cognitive map, court brief, debate,
  definition, description, diagram, dialogue,
  diary, essay, executive summary, exam, flow
  chart, group discussion, instruction manual,
  inventory, lab notes, letter to the editor,
  matching test, mathematical problem, memo, micro
  theme, multiple choice test, narrative, news
  story, notes, oral report, outline, performance
  review, plan, precis, presentation, process
  analysis, proposal, regulation, research
  proposal, review of literature, taxonomy,
  technical report, term paper, thesis, word
  problem, work of art. (Walvoord Anderson 1998).

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Components
Communication
Outcome
Outcome
Outcome
Outcome
Outcome
component
component
component
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Components
Communication
Outcome
Outcome
Outcome
Outcome
Outcome
component
Assignment
component
component
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Components
Communication
Speak
Relate
Listen
Participate
Write
delivery
Sales presentation
content
organization
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Components
Communication
Speak
Relate
Listen
Participate
Write
delivery
Oral Report
content
organization
34
Components
Communication
Speak
Relate
Listen
Participate
Write
delivery
Process Summary
content
organization
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Components
Communication
Speak
Relate
Listen
Participate
Write
delivery
Eulogy
content
organization
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Components
Communication
Speak
Relate
Listen
Participate
Write
mechanics
Lab report
style
organization
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Components
Communication
Speak
Relate
Listen
Participate
Write
mechanics
Memo
style
organization
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Components
Communication
Speak
Relate
Listen
Participate
Write
mechanics
Letter
style
organization
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The Reality of Assessing Student Learning Outcomes

• Why you need common definitions for your outcomes

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Student
Speaks
volume
poise
conclusion
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Student
Student
Speaks
volume
gestures
poise
rate
conclusion
evidence
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Student
Student
Student
Speaks
gestures
volume
sources
rate
poise
examples
evidence
conclusion
organization
43
Student
Student
Student
Student
Speaks
volume
eye contact
gestures
sources
poise
style
rate
examples
conclusion
appearance
evidence
organization
44
Student
Student
Student
Student
Student
Speaks
volume
eye contact
gestures
sources
transitions
poise
style
rate
examples
verbal variety
conclusion
appearance
evidence
organization
attention getter
45
Can my students deliver an effective Public
Speech?
volume
eye contact
gestures
sources
transitions
poise
style
rate
examples
verbal variety
conclusion
appearance
evidence
organization
attention getter
46
Can my students deliver an effective Public
Speech?
volume
eye contact
gestures
sources
transitions
poise
style
rate
examples
verbal variety
conclusion
appearance
evidence
organization
attention getter
47
Can my students deliver an effective Public
Speech?
volume
eye contact
gestures
sources
transitions
poise
style
rate
examples
verbal variety
conclusion
appearance
evidence
organization
attention getter
48
Possible Components

• Organization, Structure
• Level of understanding
• Complexity of ideas
• Support for ideas
• Coherence of presentation
• Knowledge of material
• Awareness of audience
• Mechanics Writing, Language, Style
• Appropriateness
• Analysis

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Possible Components

• Comprehension
• Problem Identification
• Organization
• Acceptance of Responsibility
• Initiative / Motivation
• Creativity
• Task Completion
• Collaboration
• Participation
• Attitude
• Responsiveness

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Possible Components

• Layout
• Design
• Color
• Visuals
• Content
• Writing Style
• Function

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MIDTERM EXAM
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Example 1

• Gather factual information and apply it to a
  given problem in a manner that is relevant,
  clear, comprehensive, and conscious of possible
  bias in the information selected
• BETTER Students will be able to apply factual
  information to a problem
• COMPONENTS
• Relevance
• Clarity
• Comprehensiveness
• Aware of Bias

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Example 1

• Gather factual information and apply it to a
  given problem in a manner that is relevant,
  clear, comprehensive, and conscious of possible
  bias in the information selected
• BETTER Students will be able to apply factual
  information to a problem
• COMPONENTS
• Relevance
• Clarity
• Comprehensiveness
• Aware of Bias

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Example 1

• Gather factual information and apply it to a
  given problem in a manner that is relevant,
  clear, comprehensive, and conscious of possible
  bias in the information selected
• BETTER Students will be able to apply factual
  information to a problem
• COMPONENTS
• Relevance
• Clarity
• Comprehensiveness
• Aware of Bias

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Example 2

• Imagine and seek out a variety of possible goals,
  assumptions, interpretations, or perspectives
  which can give alternative meanings or solutions
  to given situations or problems
• BETTER Students will be able to provide
  alternative solutions to situations or problems
• COMPONENTS
• Variety of assumptions, perspectives,
  interpretations
• Analysis of comparative advantage

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Example 2

• Imagine and seek out a variety of possible goals,
  assumptions, interpretations, or perspectives
  which can give alternative meanings or solutions
  to given situations or problems
• BETTER Students will be able to provide
  alternative solutions to situations or problems
• COMPONENTS
• Variety of assumptions, perspectives,
  interpretations
• Analysis of comparative advantage

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Example 2

• Imagine and seek out a variety of possible goals,
  assumptions, interpretations, or perspectives
  which can give alternative meanings or solutions
  to given situations or problems
• BETTER Students will be able to provide
  alternative solutions to situations or problems
• COMPONENTS
• Variety of assumptions, perspectives,
  interpretations
• Analysis of comparative advantage

58
Example 3

• Formulate and test hypotheses by performing
  laboratory, simulation, or field experiments in
  at least two of the natural science disciplines
  (one of these experimental components should
  develop, in greater depth, students laboratory
  experience in the collection of data, its
  statistical and graphical analysis, and an
  appreciation of its sources of error and
  uncertainty)
• BETTER Students will be able to test
  hypotheses.
• COMPONENTS
• Data collection
• Statistical Analysis
• Graphical Analysis
• Identification of sources of error

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Example 3

• Formulate and test hypotheses by performing
  laboratory, simulation, or field experiments in
  at least two of the natural science disciplines
  (one of these experimental components should
  develop, in greater depth, students laboratory
  experience in the collection of data, its
  statistical and graphical analysis, and an
  appreciation of its sources of error and
  uncertainty)
• BETTER Students will be able to test
  hypotheses.
• COMPONENTS
• Data collection
• Statistical Analysis
• Graphical Analysis
• Identification of sources of error

60
Example 3

• Formulate and test hypotheses by performing
  laboratory, simulation, or field experiments in
  at least two of the natural science disciplines
  (one of these experimental components should
  develop, in greater depth, students laboratory
  experience in the collection of data, its
  statistical and graphical analysis, and an
  appreciation of its sources of error and
  uncertainty)
• BETTER Students will be able to test
  hypotheses.
• COMPONENTS
• Data collection
• Statistical Analysis
• Graphical Analysis
• Identification of sources of error