Student Learning Outcomes

1. Student Learning Outcomes September 2004 Gavilan Community College Terrence Willett Director of Research

2. Learning Outcomes for Today • Write an appropriate student learning outcome for your program • Explain at least two methods to assess at least one student learning outcome outcome

3. Themes in New Standards • ACCJC seems to be recommending a theme based approach • Institutional Commitments • Evaluation, Planning, and Improvement • Institutional Integrity • Organization • Dialogue • Student Learning Outcomes • Note that new standards integrate Instruction and Student Services, all are focused on enabling learning

4. What are Learning Outcomes? • “Learning outcomes” not a new concept • Used in California in K-12, special ed, voc programs • Used in other college systems (i.e. Maryland, England) • Barr and Tagg called for learning outcomes in 1995 • Focuses more on students’ learningrather than just how we instruct or support them; outcome based • Emphasis on more complex level of learning • Clearly states educational intentions for students

5. Sounds like behavioral objectives! • Learning outcomes differ from behavioral objectives by • Being broadly stated • Having instructors assess gains in skills rather than creating detailed list of specific topics and abilities to be mastered (Harden 2002) • Some authors do not perceive that the difference between learning outcomes and behavioral objectives is important (Prideaux 2000) • Important to distinguish the two to gain acceptance

6. Gavilan Institutional Learning Outcomes (from Palomar College) • Communication • Cognition • Information Competency • Social Interactions • Aesthetic Responsiveness • Personal Development and Responsibility

7. Levels of Analysis • Institutional • Department or Program • Class or Service • Assignment or Student Interaction

8. Example Learning Outcomes at program/service level • Disabled Student Services • The student will be able to explain his/her individual academic strengths and weaknesses • Maryland Health Education • Students will demonstrate an understanding of health promotion and disease prevention concepts to establish a foundation for leading healthy, productive lives. • Admissions and Records • Students can “work the system” • Demonstrate patience while waiting in line

9. Writing Learning Outcomes • Should be based on our mission and values • In an environment that nurtures creativity and intellectual curiosity, Gavilan College serves the community by providing a high quality learning experience which prepares students for transfer, technical and public service careers, life-long learning, and participation in a diverse global society

10. Writing Learning Outcomes • Outcomes must be observable so you can measure or record them • Course level learning outcomes sound like behavioral objectives (or really are the same) but LO tie into institutional learning outcomes • Keep in mind that outcomes are tools to guide evidence collection for assessment

11. Assessment Cycle Create or Modify Goals and Outcomes Implement Programs or Strategies Evaluate

12. Common Assessment Methods • Tests • Locally developed or Standardized • Performances • Recital, Presentation, or Demonstration • Cumulative • Portfolios, Capstone Projects • Surveys • Attitudes and perceptions of students, staff, employers • Database Tracked Academic Behavior • Grades, Graduation, Lab Usage, Persistence • Embedded Assessment • Using grading process to measure ILO • Narrative • Staff and student journals, interviews, focus groups

13. Assessment Tips • Collect data from a representative sample rather than everyone in population • Collect only a few well chosen pieces of data • Have assessment stem from activities you already do if possible • Team up with others to share assessment work • Design activities and outcomes with assessment in mind • Ask for advice from your colleagues

14. Writing Learning Outcomes • Good verbs (Blooms’ Taxonomy): • Compile Arrange Classify • Analyze Identify Operate • Design Solve Write • Apply Differentiate Calculate • Demonstrate Formulate Compose • Explain Predict Assess • Compare Estimate Critique • Bad verbs • Know Understand Appreciate Learn • Good verbs are clear and observable, bad verbs are vague states of mind

15. More example PLO’s • Sinclair College • Math = Apply mathematical models to real world problems • Amer. Gov. = Communicate the significance of facts, concepts, and ideas in spoken and written English, which is clear, precise, and logical • ECE = Demonstrate professionalism in the child care setting

16. Even more example PLO’s • Parkland Community College • English = Students will create college-level written text for multiple purposes and diverse audiences that demonstrate depth of critical thought and that observe the conventions of standard written English. • Psychology = Our students will apply major theoretical perspectives and methodological approaches used in the discipline of psychology to particular social phenomena or autobiographical circumstances.

17. Hey! What about SS PLO’s? • From Ventura College SLO Workshop • DSPS = Students will demonstrate self-advocacy skills with instructors and staff • EOPS = Student will identify and describe resources available on the campus. • Counseling = Student will be able to state informed academic goal(s). • Financial Aid = Faculty and staff will be able to describe basic aspects of financial aid available to students and how students can apply for financial aid.

18. Questions to Contemplate • Why should I use student learning outcomes for evaluating my program? • What are some strategies for writing effective learning outcomes? • What are some differences between qualitative and a quantitative measurements? • How can anecdotal reports or case studies be used in program assessment? • What are the pros and cons of using sampling methods for assessment?

19. Thank You