“Outcomification”: Development and Use of

Student Learning Outcomes

Noelle C. Griffin, PhD

Director, Assessment and Data Analysis

Loyola Marymount University

What are learning outcomes?

A learning outcome is a brief, clear statement about what you expect students to demonstrate (in terms of knowledge, behavior, or values) due to their participation in a given learning activity.

Why are learning outcomes important?

Communication Students Other faculty Outside of academe

Planning Assessment (both micro and macro)

Fun with Terminology: Goals, Objectives, Outcomes

Somewhat dependant on the source, but generally:

Goals = Represent overall mission of the program, school, department etc.

Objectives = Broader perspective on what generally students should know, value or do

Outcomes = What students should demonstrate/represent relative to objective

Example

Goal: The program will prepare students to consider the ethical implications of choices they make in their lives

Objective: Students will be able to understand other's approaches to ethical decision-making

Outcome: Students will be able to describe and analyze the ethical frameworks used by themselves and others in decision-making situations

Example

Goal: The program will educate students in the basic methods and philosophy to conduct scientific research

Objective: Students will be proficient in basic science research skills

Outcome: Students will collect and organize data using both field techniques and archrival retrieval

Anatomy of an “Assessable” Learning OutcomeAction Word Learning Statement Criterion/Condition

Applies Appropriate quantitative research methodology

In designing an experiment

Analyzes A real-world ethical problem

Using multiple philosophical theories’ approaches

Integrates Multiple sociological theories

In describing the functioning or organizations or institutions

Well-defined learning outcomes

Can be understood by students, faculty, and individuals outside of the discipline

Are related to program and university goals Are specific enough to be evaluated (i.e., each

examines something discrete) Are enough in number/scope to cover the entire

program Reflect the unique strengths/character of the

program

Bottom Line:

No matter what terminology you use, ultimately you want to use your outcomes to describe how your students will show that program goals have been met.

Levels of Learning Outcomes

General Ed/CORE Outcomes/Objectives

Program Outcomes/Objectives

Course Outcomes/Objectives

Mapping: Course Outcomes to Program Outcomes

Course 101

Course 203

Course 205

Course 220

Course 323

Course 350

Course 402

LO1 X X X X X

LO2 X X X X X

LO3 X X

LO4 X X X X

Mapping Process

Multiple uses (outcome development, but also later assessment design)

Bottom-up vs. Top down Too many links: Not specific enough? Too few links: Need for common

understanding?

Mapping: CORE Objectives to Program Outcomes

CORE

1

CORE

2

CORE

3

CORE

4

CORE

5

CORE

6

CORE

7

CORE

8

CORE

9

LO1 X X X X X

LO2 X X X X X

LO3 X X

LO4 X X X X

Constructing Outcomes: Qualities Answer: What do our students’ gain from completing our

program? Focus on results/ends of learning, not the means Represent the minimum performance needed to successfully

complete a program Rely on action verbs Map to curriculum (macro & micro) Result from collaboration Lend themselves to quantitative or qualitative assessment Reflect equity/fairness (diverse learners) Reflect, not dictate, curriculum

Constructing Outcomes: Strategies

Mission statements Professional organizations/licensing

boards/scholarly organizations Analysis of courses/syllabi Examinations of culminating student work Ethnography: students and faculty

Organizing Concepts: Bloom’s Taxonomy of Learning

Knowledge of terminology (define, identify, describe)

Comprehension (discuss, explain, summarize)

Application (apply, utilize, interpret) Analysis (analyze, compare, contrast) Synthesis (integrate, organize, construct) Evaluation (appraise, defend, judge)

“Values” as Learning Outcomes

More difficult to directly tap into, but should not be left out for that reason

“Value” will likely need to be “translated” into more concrete evidence for purposes of assessment

You can’t directly observe a value, but can define evidence suggestive of that value

Example:

Graduates will value the importance of their belief systems in their life choices. Translates….

Graduates are able to articulate and acknowledge their own deeply held beliefs in responding to ethical dilemmas or problems

Example

Graduates will value the role that literature plays in shaping social change. Translates……

Graduates will be able to identify and explain historical instances of the impact and importance of literature in social change.

“Operationalization” or Defining Your Outcomes

LOA’s “little secret”: Outcome is not the ending point!

Next step after developing learning outcomes Before planning assessment tasks, you need

to determine what specifically the outcome will “look like” in the context of student work

Example:

LO: Students will be able to apply appropriate quantitative methodology in designing an experiment.

What does this entail? Uses systematic sampling strategies Uses random assignment or matched control

group Uses “blinding” strategies Etc.

Example:

LO: Graduates are able to articulate and acknowledge their own deeply held beliefs in responding to ethnical dilemmas or problems

What does this entail? Describes belief system Analyzes the factors involved in an ethical

dilemma Identifies ways belief system influenced how they

would respond to an ethical dilemma Etc.

Ways to get there

Targeted analysis of student work (characteristics of “exemplary” projects)

Grading criteria External professional criteria Faculty discussions Standardized tests/exams

References

“Assessing for Learning” (2004). Peggy L. Maki, Stylus Press

“Assessment Clear & Simple: A Practical Guide for Institutions, Departments, and General Education” (2004). Barbara E. Walvoord, Jossey-Bass.