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Writing Student Learning Outcomes

Overview. Goals of this guideBackground of SLOsWhat are SLOs?Course goals, objectives, and outcomesWriting SLOsWhere do we go from here?. Using This Guide. The information in this guide has been designed to help you develop and write course level Student Learning Outcomes. The guide refers to

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Writing Student Learning Outcomes

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    1. A Faculty Guide Writing Student Learning Outcomes Version 1: Spring 2009Version 1: Spring 2009

    2. Overview Goals of this guide Background of SLOs What are SLOs? Course goals, objectives, and outcomes Writing SLOs Where do we go from here?

    3. Using This Guide The information in this guide has been designed to help you develop and write course level Student Learning Outcomes. The guide refers to other documents, which you can find both on the LOC website www.palomar.edu/learningoutcomes and in the Blackboard LOC course. Some slides have explanatory notes. To easily view the accompanying notes, leave the slideshow and click on View>Notes Page.

    4. Introduction to SLOs Where do SLOs come from? Accreditation standards Accountability to our constituents Student Learning Outcomes are a result of an increased emphasis on the assessment of student learning as a means to evaluate and improve educational effectiveness. Current ACCJC (Accrediting Commission for Community and Junior Colleges) standards require institutions to identify SLOs for all courses, programs, certificates and degrees, and for all student services. We are expected to assess these outcomes and use the results as a basis for making changes and improvements, if necessary. By 2012, we need to demonstrate that we have SLOs and assessment plans for these areas, and that we use the assessment results planning and budgeting.Student Learning Outcomes are a result of an increased emphasis on the assessment of student learning as a means to evaluate and improve educational effectiveness. Current ACCJC (Accrediting Commission for Community and Junior Colleges) standards require institutions to identify SLOs for all courses, programs, certificates and degrees, and for all student services. We are expected to assess these outcomes and use the results as a basis for making changes and improvements, if necessary. By 2012, we need to demonstrate that we have SLOs and assessment plans for these areas, and that we use the assessment results planning and budgeting.

    5. The ACCJC Rubric: Proficiency Level Student learning outcomes and authentic assessment are in place for courses, programs and degrees. Results of assessment are being used for improvement and further alignment of institution-wide practices. There is widespread institutional dialogue about the results. Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning. Appropriate resources continue to be allocated and fine-tuned. Comprehensive assessment reports exist and are completed on a regular basis. Course student learning outcomes are aligned with degree student learning outcomes. Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled. The current rubric used by ACCJC describes this as the proficiency level which is where we need to be by 2012. The current rubric used by ACCJC describes this as the proficiency level which is where we need to be by 2012.

    6. What is SLOAC? SLOAC is: Student Learning Outcome Assessment Cycle. It consists of these 5 steps: writing SLOs and assessments for those SLOs; conducting the assessments and evaluating the results; and making adjustments for us and our students based on those assessment results. The cycle repeats as faculty review the course and/or want to make changes to the SLOs and assessments.SLOAC is: Student Learning Outcome Assessment Cycle. It consists of these 5 steps: writing SLOs and assessments for those SLOs; conducting the assessments and evaluating the results; and making adjustments for us and our students based on those assessment results. The cycle repeats as faculty review the course and/or want to make changes to the SLOs and assessments.

    7. Assessment What is the assessment part? Assessing students Assessing outcomes As faculty, we assess students regularly. We use test, quiz, and assignment results to evaluate individual student progress. The results are given to students as feedback on their progress and/or achievement. Note that the grade we give a student can reflect the students knowledge, but that it can also reflect a result of student behavior, e.g. missing or incomplete assignments resulting from absenteeism or other reasons for not completing course requirements. Student Learning Outcomes are designed to be assessed in order to provide input to faculty and to the college specifically about the students knowledge, abilities, and behavior. The results are used to evaluate student learning in general and to give evidence for making changes, if necessary. As faculty, we assess students regularly. We use test, quiz, and assignment results to evaluate individual student progress. The results are given to students as feedback on their progress and/or achievement. Note that the grade we give a student can reflect the students knowledge, but that it can also reflect a result of student behavior, e.g. missing or incomplete assignments resulting from absenteeism or other reasons for not completing course requirements. Student Learning Outcomes are designed to be assessed in order to provide input to faculty and to the college specifically about the students knowledge, abilities, and behavior. The results are used to evaluate student learning in general and to give evidence for making changes, if necessary.

    8. Typical Assessment Model This assessment model demonstrates how the cycle works: we identify learning outcomes and assessments, we conduct the assessments and gather results, we review the results and make recommendations for change, if necessary, and then we implement those changes. As courses are regularly reviewed, the assessment cycle is also reviewed and adjusted as needed.This assessment model demonstrates how the cycle works: we identify learning outcomes and assessments, we conduct the assessments and gather results, we review the results and make recommendations for change, if necessary, and then we implement those changes. As courses are regularly reviewed, the assessment cycle is also reviewed and adjusted as needed.

    9. Important Questions to Ask What do you want the student to be able to do? (Outcome) What does the student need to know in order to do this well? (Curriculum) What activity will facilitate the learning? (Pedagogy) How will the student demonstrate the learning? (Assessment) How will I know the student has done this well? (Criteria)

    10. How Can SLOs Help Us? Better communication within a department or discipline Assessment feedback Alignment of courses Accreditation and besides: SLOs represent what we do our service, our teaching, and the expectations of what students should achieve. While institutions are required to implement learning outcomes, the process has several benefits to us and to our students. Notable is the increased dialog among faculty about how our students are learning. In todays dynamic world and in todays learning environment such as the one in which we teach, it is critical that we keep current with our students needs while maintaining the integrity and standards of our courses, programs, and our institutions goals. Additionally, as faculty we can better identify what the institution can do to assist us if we have evidence of what is needed. Ultimately, as faculty we care about student learning and what we, as professionals, can do to help our students to succeed.While institutions are required to implement learning outcomes, the process has several benefits to us and to our students. Notable is the increased dialog among faculty about how our students are learning. In todays dynamic world and in todays learning environment such as the one in which we teach, it is critical that we keep current with our students needs while maintaining the integrity and standards of our courses, programs, and our institutions goals. Additionally, as faculty we can better identify what the institution can do to assist us if we have evidence of what is needed. Ultimately, as faculty we care about student learning and what we, as professionals, can do to help our students to succeed.

    11. How Can SLOs Help Our Students? Upfront understanding of what students are expected to demonstrate by the end of the course Increased communication between the faculty and the student Increased communication between the institution and the students Course learning outcomes should not be a mystery to students. All SLOs should be clearly articulated to them. ACCJC expects that theses SLOs be communicated to students; our syllabi should state all SLOs for the course. Note that SLOs belong to each course, and each syllabus for that course should reflect the faculty-determined SLOs for that course.Course learning outcomes should not be a mystery to students. All SLOs should be clearly articulated to them. ACCJC expects that theses SLOs be communicated to students; our syllabi should state all SLOs for the course. Note that SLOs belong to each course, and each syllabus for that course should reflect the faculty-determined SLOs for that course.

    12. Goals, Objectives, and Outcomes Objectives are the steps used to reach an end. They specify discrete steps to achieve an outcome. Learning outcomes represent the desired broad knowledge, skills, or ability that the course aims for. Objectives are the steps used to reach an end. They specify discrete steps to achieve an outcome. Learning outcomes represent the desired broad knowledge, skills, or ability that the course aims for.

    13. Goals & Objectives The goal of this nutrition course is to prioritize key nutrition behaviors, identify health and nutrition needs, and integrate these behaviors into health interventions, educational training, and policy. Review nutritional recommendations and components. Discuss differences in nutritional requirements associated with sex, age, and activity. Describe causes and consequences of nutritional problems. These are examples from a nutrition course. The course goal is listed first followed by some course objectives.These are examples from a nutrition course. The course goal is listed first followed by some course objectives.

    14. Course Learning Outcome A student will be able to analyze a documented nutritional problem, determine a strategy to correct the problem, and write a draft nutritional policy addressing the broader scope of the problem. Notice how this statement collapses course objectives. It is also stated to include a way to assess the outcome.Notice how this statement collapses course objectives. It is also stated to include a way to assess the outcome.

    15. Goals, Objectives, and Outcomes This represents the steps in designing a course.This represents the steps in designing a course.

    16. How are you doing with this information? You can check your understanding of this information by opening the SLO Quiz document. The quiz will give you an idea of the language that distinguishes goals from objectives and SLOs. While every SLO will be written individually, these examples give a good idea of how these differ.The quiz will give you an idea of the language that distinguishes goals from objectives and SLOs. While every SLO will be written individually, these examples give a good idea of how these differ.

    17. Getting Ready for SLOs Select the course List any prerequisites for the course Does the course serve as a prerequisites for any other courses? List those. What is the purpose or goal of the course? What do students gain from taking the course? Attitudes or values Skills or performance Knowledge and concepts Open the Writing Course SLOs Worksheet document to assist with developing the SLOs. Open the Writing Course SLOs Worksheet document to assist with developing the SLOs.

    18. Tips for Writing SLOs As you talk to others about SLOs keep these things in mind: Each course and classroom has unique factors. Disciplines have unique language and culture. Cross-disciplinary conversations are invaluable. Ultimately, discipline-specific conversations best define competencies for students. Everyone is a learner when it comes to assessment. As professionals, we are guided by the principles of academic freedom.

    19. SLO Points of Interest Use this checklist to help guide you in writing SLOs for your courses. This document is also available as SLO Checklist.Use this checklist to help guide you in writing SLOs for your courses. This document is also available as SLO Checklist.

    20. The Language of SLOs Use language to reflect cognitive outcomes: Simple to Complex Knowledge Comprehension Application Analysis Synthesis Evaluation Refer to Blooms taxonomy of verbs: Verb List.Refer to Blooms taxonomy of verbs: Verb List.

    21. Now Where? Write assessment plans for all SLOs. Develop program SLOs and assessment plans. Develop GE SLOs and institutional goals. Work toward the ACCJC Proficiency Level by 2012. When identifying an SLO for a course, it is important to also think about how you will assess that outcome. See the assessment template for a guideline. See also the presentations on assessment for assistance with this. We must as an institution provide evidence to ACCJC that we are identifying and assessing course and program SLOs, GE SLOs and institutional SLOs. We must also demonstrate that assessment results guide improvements.When identifying an SLO for a course, it is important to also think about how you will assess that outcome. See the assessment template for a guideline. See also the presentations on assessment for assistance with this. We must as an institution provide evidence to ACCJC that we are identifying and assessing course and program SLOs, GE SLOs and institutional SLOs. We must also demonstrate that assessment results guide improvements.

    22. Resources Several presentations have been developed for your reference. Check out information specifically on assessment and on specific disciplines that have useful examples.

    23. Credits Janet Fulks at Bakersfield Community College has been instrumental in developing many of the materials used here. Thank you to Fresno City College Curriculum Committee for their work, some of which is shared here.

    24. Outcomes Please give the Learning Outcomes Council your feedback. Contact the Learning Outcomes Council for assistance and more information: ww.palomar.edu/learningoutcomes.

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