Writing learning outcome statements
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Transcript of Writing learning outcome statements
Writing Learning Outcome StatementsAssessment Fellows Training November 3, 2011
Learning Opportunity Planning and Assessment Process
MissionGoals
Department Learning
Areas
1Write
Learning Outcomes
2Design
Learning Opportunity
3Identify
Assessment Plan
4Implement Learning
Opportunity
5Implement Assessment
Plan
6Evaluate
Effectiveness Based on Assessment
Learning Domain, Area, Outcome
Division Learning Domain
Department Learning
Areas
Program Learning Outcome
Plan with the end in mind.•What do you want the student to learn?
(outcome)•What activity will facilitate the
learning? (program or service)•How will student demonstrate
learning? (assessment)•Implement learning activity and assess.•How will you improve the learning for
next time? (evaluation)
Learning Outcome Statements……are goals that describe how a student will
be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Suskie, 2009).
What is Student Learning“Learning is a complex, holistic, multi-centric
activity that occurs throughout and across the college experience. Student development, and the adaptation of learning to students’ lives and needs, are fundamental parts of engaged learning and liberal education. True liberal education requires the engagement of the whole student – and the deployment of every resource in higher education” (Learning Reconsidered, 2004, p. 6).
Learning Outcomes Statements•What do you want the student to be able
to do?
•What knowledge, skill or abilities should the ideal student participant demonstrate?
Learning Outcome Statement Formula
Program or Service
Action Verb (Bloom’s)
Observable knowledge,
skill or attitude
As a result of Student will be able to
Participation in President’s
Leadership Symposium
Identify
the 3 C’s from the
Social Change Model of
Leadership
As a result of Student will be able to
Bloom’s Taxonomy of Cognitive Skills
•Developed by educational psychologist to improve design of curriculum and examinations.
•Provides a classification of levels of intellectual behavior important in learning.
•Learning at the highest levels is dependent on having attainted prerequisite levels.
•Assists in creating developmentally appropriate learning opportunities for students.
Teaching in Bloom’s •Document created to assist in writing
outcome statements and designing learning opportunities to meet the desired outcome.
•Can be accessed on the SA Assessment Website
Learning Outcome Statement Formula
Program or Service
Action Verb (Bloom’s)
Observable knowledge,
skill or attitude
As a result of Student will be able to
Participation in President’s
Leadership Symposium
Identify
the 3 C’s from the
Social Change Model of
Leadership
As a result of Student will be able to
Be SMART• Individual learning opportunities should not have
more than 3-5 learning outcome statements.•Specific- select specific Bloom’s category(s) to
work in•Measureable- Data can be collected to measure
student learning•Attainable- outcome is developmentally in reach
for participants•Results- the outcome should advance student
learning towards department learning area•Tailored- the outcome is written for the specific
learning opportunity
As a result of this program, student will…
•Poor Outcome Statement▫Be able to have confidence in their
abilities.•Better Outcome Statement
▫Demonstrate critical thinking skills as it relates to social issues
•Best Outcome Statement▫Identify a social issue and construct a
persuasive argument
PracticeComplete worksheet on writing learning outcome statements.
Coaching Task•What type of reflective practice is needed
to construct learning outcome statements?
•What barriers do you perceive to coaching on writing learning outcome statements?
•What processes or outreach do you need to do with colleagues so you can provide coaching on writing learning outcome statements?
•What resources can you identify to assist you?