Writing Outcomes

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Writing Outcomes Measures
Adapted from Susan Hatfields presentation to
NNMCs faculty on Assessment Day 2008 NNMC
Assessment Office
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Designing academic programs
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences instruction.
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Doing assessment
1. Establish learning goals.
4. Use the results.
2. Provide learning opportunities.
3. Assess student learning.
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Lousy student learning outcomes

• Students should be able to comprehend, interpret,
  analyze and critically evaluate material in a
  variety of written and visual formats.
• Students will demonstrate creative and evaluative
  thinking in the analysis of theoretical and
  practical issues in the areas of politics, the
  economy, and the environment.

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Models of understanding
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SLO formatting

• FORMAT
• Students should be able to
• ltaction verbgt ltsomethinggt
• RULE OF THUMB
• If you have more than one action verb, keep the
  one that represents the highest order of thinking.

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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
Su rize 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-level 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-level outcomes
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Assessment measures what the HLC expects
1990
2010
2000
INDIRECT MEASURES
DIRECT MEASURES
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Good SLOs

• Locate online resources on a particular issue or
  topic.
• Apply scientific principles to everyday life.
• Analyze errors.
• Compare and contrast perspectives and values.
• Identify and justify potential careers.
• Choose and successfully use the appropriate
  mathematic procedures for a given problem.
• Design and conduct a research study.
• Design a community service project.
• Be intellectually curious.
• Appreciate the perspective of people from
  backgrounds other than ones own.
• Choose ethnical courses of action.

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Direct measures of learning
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More performance measures
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Kinds of rubrics

• Checklist rubrics
• Rating scale rubrics
• Descriptive rubrics
• Holistic scoring guides
• Structured observation guides

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Designing rubrics
Create the rating scale List what you are
looking for (refer back to your student learning
outcomes). Create at least 3 levels. Label
each level with names, not just numbers, e.g.,
complete evidence, partial evidence, minimal
evidence, no evidence or exceeds standard,
meets standard, approaching standard, or below
standard. If developing a descriptive rubric,
describe in the boxes the different levels of
performance. Try out the rubric! Adjust as
needed.
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Indirect performance measures

• Student, employer, and alumni satisfac-tion
  survey
• Exit interviews and focus group inter-views of
  graduates
• Retention and transfer studies
• Length of time to degree
• Graduation and transfer rates
• Job placement rates