Student Learning Outcomes

Office of the System Vice President of Academic & Student Affairs

Michael Ralph, Ph.D. Interim Vice President, SUS

To order our thinking about student learning outcomes and

SLO planning, a good starting point is to develop a student

learning outcomes assessment logic as illustrated in the

logic step model

Student Learning Outcomes

Key Questions:

Where do we start our thinking about student learning outcomes (SLO)? (Answer: at the beginning, we start by defining them) Okay, how do we define SLOs? (emphasize integrated learning) At what different levels can we organize SLOs? (at the inst/prog. mission, curriculum level, syllabus level, instructional level, quizzes, exams) How do we assess and evaluate SLOs? (use key principles) Now what? (feedback loop) Use the results of our evaluation and assessment to refine SLOs at various levels

Student Learning Outcomes

To order our thinking about student learning outcomes and

SLO planning, a good starting point is to develop a student

learning outcomes assessment logic as illustrated in the

logic step model

Student Learning Outcomes

How do we order Our Thinking about Student Learning Outcomes (SLOs)?

Define SLO

s

Identify or write

SLOs

Identify or write SLOs

for various levelsAssess & evaluate SLOs

Feedback Results Refine & Im

prove

Learning experience

Student Learning Outcomes

Defining SLOs:

Student “learning outcomes are essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of a course or a program.”1.

This definition differs from more traditional academic approaches by focus on the integration and the development of more general abilities

____________________________1. Definition by Mark Battersby and the Learning Outcomes Network, Center for Curriculum, Transfer and Technology, February 1999

Student Learning Outcomes

What recommends and makes this definition desirable is its focus on:

A curriculum - what students need to know and be able to do as determined by student and societal needs not disciplinary tradition

What students should be able to do (application) rather than merely what knowledge they possess as a result of the experience of a course or program

Placing importance on the development and assessment of generic abilities

Student Learning Outcomes

Writing useful Outcomes

Consistent with the logic step model illustrated earlier, after understanding and defining SLOs we may begin

the process of identifying or writing SLOs for various

levels

The curriculum Program Course Course module Exam

Student Learning OutcomesChecklist for writing useful outcomes:

1. Is your focus on outcomes and not processes? Yes No

2. Have you started each outcome with an action verb?

3. Have you used only one action verb per outcome?

4. Avoided vague verbs such as know and understand? 5. Used verbs used reflect the level of learning

required?

6. Ensured that outcomes are observable and

measurable? 7. Written the outcomes in terms of what the learner

does, not what the instructor does?

8. Checked that the outcomes reflect knowledge, skills, or attitudes required in the workplace?

9. Included outcomes that are woven into the entire course (such as work effectively in teams)

Student Learning Outcomes

10.

Checked that there are the appropriate number of outcomes (no more than three per major topic)?

Yes

No

11.

Listed the sub-outcomes for each outcome?

12.

Ensured that the outcomes fit within program and course goals

Checklist for writing useful outcomes (cont’d):

Student Learning Outcomes

Key principles:

Clarity – Prior to performance evaluation students should be clear about what they are expected to know and how they are expected to know it SLO assessment should comprise:

Frequency – multiple measures of student performance

Variety - Writing, oral presentations, visual presentations, paper and pencil tests, take home tests, independent work, group work

Assessing and evaluating SLOs

Student Learning Outcomes

Key principles:

Novelty – creative demonstrations and applications by students of knowledge they have gained in new situations

Mastery – Using pre, intermediate and post assessment activities an instructor can have a realistic measure of the value added at each stage and determine to what extent students have mastered the content area

Assessing and evaluating SLOs (cont’d)

Student Learning Outcomes

Useful student learning outcomes assessment produces important results that can be critical in improving the teaching learning experience. Feedback can thus help to:

Enhance institutional effectiveness

Enhance accountability reporting

Enhance curriculum effectiveness

Enhance syllabi content

Enhance instructional delivery

Enhance SLO assessment

A comprehensive way of developing, managing, and assessing

and using the results of Student Learning Outcomesevaluation to refine and improve learning experiences

isthrough a SLO Assessment Plan. 2.

This plan organizes and provides useful guidance for application in a higher education institutional setting

Student Learning Outcomes

2.The plan that follows was modified and refined by Michael Ralph, P.h.D. using a basic framework recommended by Peggy L. Maki, Senior Scholar at the American Association for Higher Education

Student Learning OutcomesDeveloping an Effective SLO Plan

A. State expected outcomes

B. Where are expected outcomes addressed

C. Methods & Criteria to Assess outcomes

D. Level of expected performance

E. Collect baseline information

Examples:Stds will able to integrate

Stds will demonstrate the ability to identify, evaluate and access

Stds will apply models of ----- to--------

Example in: Courses Programs Services Internships Community service projectsWork experiences Independent studies

Examples:Tests & Quizzes Writing samples Collaborative problem-solving project Portfolio Performance Simulation Focus Group

Examples:Numerical score on a national exam Numerical score on a licensure examination Holistic score on ability to solve problems Mastery level score on a final project

Using:Standardized tests Locally designed tests In-class writing In-class case study Portfolio Performance

Student Learning OutcomesIdentifying Targeted Students, Schedules and Responsibility

A. Determine whom you will assess

B. Establish a schedule for Assessment

E. Collect baseline information

Examples: All students Student cohorts, such as: At risk students Students in academic

developmental programs Students with low SAT/

ACT scores First-Time Full-Time

freshmen Students entering their

senior year Students completing

developmental programs

Examples: Prior to enrollment At the end of a specific

Semester At the completion of a required set of courses Upon the completion of

a certain number of

credits At program completion At the completion of an

internship At the completion of a

course of studies

Examples:Internal Evaluators: Faculty on a program

team Faculty on an inter-

disciplinary team Assessment committee Writing Center faculty Testing Center StaffExternal Evaluators: Faculty from partnering

institutions Agency representatives Sponsors of various

academic awards

Student Learning Outcomes Using SLO Results and Feedback to Continuously Improve and Upgrade Teaching and Learning

A. Determine how Teaching & Learning approaches and content will be revised

B. Disseminating and discussing SLO assessment and evaluation

C. Continuation of SLO Assessment and Evaluation

Examples: All students Student cohorts, such as: At risk students Students in academic

developmental programs Students with low SAT/

ACT scores First-Time Full-Time

freshmen Students entering their

senior year Students completing

developmental programs

Examples: Curriculum design committee Academic disciplinary areas Academic accountability and stewardship officials Institutional Effectiveness committees Program and institutional accreditation teams

Example:

After all revisions in curricula, programs, syllabi courses, delivery of instruction and assessment have been implemented … , Begin a new SLO Assessment Cycle

Student Learning Outcomes

Accountability and Reporting Indicators

Graduation Rates (current, over ten years) Retention Rates Minority participation Programs accredited Percentage passing the PRAXIS Exams Percentage passing Nursing Board Exams Percentage passing other professional & certification

exams Percentage enrolling into graduate schools

Words to Ponder

“Assessment is an ongoing process aimed at understanding

and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches

those expectations and standards; and using the resulting information to document, explain, and improve performance.” 3.

_____________________________________________3.Dr. Tom Angelo, Reassessing (and Defining) Assessment. The AAHEBulletin, 48(2), November 1995, pp.7-9.

 

Words to Ponder

“Assessment is like learning in that it will never be completed. We will just work to get better and

smarter at it so that our students will demonstrate higher levels

of competencies.” 4. 

_____________________4.Dr. Richard Drum, Vice President for Learning Services at AWCin his Focus on Assessment Report, April, 2001.