Writing Program Level Student Learning Outcomes

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Writing Program Level Student Learning
Outcomes
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1. What are the general program goals?
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Program Goals

• Organizing Principle
• Categories
• Subjects to Topics

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Program Goals

• Research Methodologies
• Theories
• Theorists
• Eras
• Genres
• Skills

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2. Identify your program level student learning
outcomes
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Student Learning Outcomes

• Students will recognize, analyze, and interpret
  human experience in terms of personal,
  intellectual, and social contexts.

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Student Learning Outcomes

• Students should be able to critically comprehend,
  interpret, and evaluate written, visual, and
  aural material.

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Student Learning Outcomes

• Recommended Format
• Students should be able to
• ltltaction verbgtgt ltltsomethinggtgt

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COMPREHENSION
EVALUATION
APPLICATION
ANALYSIS
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
Lower division course outcomes
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COMPREHENSION
EVALUATION
APPLICATION
ANALYSIS
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
Upper division Course / Program outcomes
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Possible Outcomes

• Students will appreciate
• 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.

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3. Define the Components of the Outcomes
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Components

• Define student learning outcomes
• Provide a common language for describing student
  learning
• Must be outcome specific
• Comparable to grading criteria
• Must be shared across faculty
• Number of components will vary by outcome

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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
Communication
Speak
Relate
Listen
Participate
Write
delivery
Sales presentation
content
organization
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Components
Communication
Speak
Relate
Listen
Participate
Write
mechanics
Lab report
style
organization
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The Reality of Assessing Student Learning Outcomes

• Why you need common components

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faculty4
faculty2
faculty1
faculty3
faculty5
Speaking
volume
eye contact
gestures
sources
transitions
poise
style
rate
examples
verbal variety
conclusion
appearance
evidence
organization
attention getter
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Can our students deliver an effective Public
Speech?
volume
eye contact
gestures
sources
transitions
poise
style
rate
examples
verbal variety
conclusion
appearance
evidence
organization
attention getter
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a little quiz
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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 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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4. Identify Performance Characteristics
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Performance Characteristics

• Scale or description for assessing each of the
  components
• Two to Five-point scales for each component
• Anchored with descriptions and supported by
  examples

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Performance Characteristics

• Level or degree
• Accurate, Correct
• Depth, Detail
• Coherence, Flow
• Complete, Thorough
• Integration
• Creative, Inventive
• Evidence based, supported
• Engaging, enhancing

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Performance Rubric
OUTCOME
Performance Anchors
YES!!!!
Almost
Not Yet
Components
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(No Transcript)
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Rubric Resource

• www.winona.edu/air/rubrics.htm

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Student Learning Outcome
Components
Test Questions
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1
2
3
4
2
5
6
7
8
9
3
10
11
12
4
17
13
14
15
16
18
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5. Assessing Your Program Outcomes
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Communicate Effectively Demonstrate Oral
Communication Skills
PROGRAM WIDE COMPETENCY REPORT
Does not meet
Meets
Exceeds
Verbal Delivery
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65
15
57
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Nonverbal Delivery
13
58
Organization
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18
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Student Learning Outcome
Components
Test Questions
correct
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1
2
3
4
78
2
5
6
7
8
9
56
3
10
11
12
82
4
42
17
13
14
15
16
18
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Questions, Issues Concerns
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Questions, Issues Concerns

• How many program level student learning outcomes
  should we have?

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Questions, Issues Concerns

• How many program level student learning outcomes
  should we have?
• A. One or Two
• B. Three or Four
• C. Five to Seven
• D. Eight to Twelve
• E. Twelve to Twenty
• F. More than Twenty

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Questions, Issues Concerns

• How far do we need to be by the time of the HLC
  visit?
• A. Just getting started
• B. Well on your way
• C. Done

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Questions, Issues Concerns

• What are some common mistakes made in writing
  learning outcomes?

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Questions, Issues Concerns

• What are some common mistakes made in writing
  learning outcomes?
• Too many learning outcomes
• Poorly writing learning outcomes
• Too many action words, too many outcomes,
  inappropriate cognitive level
• Not defining the outcomes in terms of components
• Rushing to close the Loop

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Questions, Issues Concerns

• Can we use assignments that we give in class to
  assess program level student learning outcomes?

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Questions, Issues Concerns

• Can we use assignments that we give in class to
  assess program level student learning outcomes?
• YES!!!!!!!!

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Evaluation
Assessment
Quizzes
Count toward final grade
Used to see if students understand
Tests
Scored and returned
Scored, tabulated. returned discussed
adjustments to syllabus
Rubrics
Returned to studentswith grade
Returned after being aggregated analyzed
adjustments to syllabus
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Questions, Issues Concerns

• How does this fit with academic freedom?

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Questions, Issues Concerns

• How does this fit with academic freedom?
• Assessment doesnt tell faculty what they have to
  teach or how they have to teach it
• Assessment still allows the flexibility for
  faculty to design assignments and grading
  processes in their classes

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Components
Communication
Speak
Relate
Listen
Participate
Write
delivery
Sales
content
organization
appeals
ppt
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Components
Communication
Speak
Relate
Listen
Participate
Write
mechanics
Research Paper
style
organization
format
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Components
Communication
Speak
Relate
Listen
Participate
Write
mechanics
Instructions
style
organization
transitions
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Writing Program Level Student Learning Outcomes