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Writing Program Level Student Learning Outcomes

Writing Program Level Student Learning Outcomes 1. What are the general program goals? Program Goals Organizing Principle Categories Subjects to Topics Program Goals Research Methodologies Theories Theorists Eras Genres Skills 2. Identify your program level student learning outcomes

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Writing Program Level Student Learning Outcomes

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  1. Writing Program Level Student Learning Outcomes

  2. 1. What are the general program goals?

  3. Program Goals • Organizing Principle • Categories • Subjects to Topics

  4. Program Goals • Research Methodologies • Theories • Theorists • Eras • Genres • Skills

  5. 2. Identify your program level student learning outcomes

  6. Student Learning Outcomes • Students will recognize, analyze, and interpret human experience in terms of personal, intellectual, and social contexts.

  7. Student Learning Outcomes • Students should be able to critically comprehend, interpret, and evaluate written, visual, and aural material.

  8. Student Learning Outcomes Recommended Format: Students should be able to <<action verb>> <<something>>

  9. COMPREHENSION EVALUATION APPLICATION ANALYSIS SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Lower division course outcomes

  10. COMPREHENSION EVALUATION APPLICATION ANALYSIS SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Upper division Course / Program outcomes

  11. Possible Outcomes • Students will appreciate… • Students will be exposed to…. • Students will demonstrate knowledge of the history, theories and applications of… • Students will attend…. • Faculty will provide students with opportunities to….

  12. 3. Define the Components of the Outcomes

  13. Components • Define student learning outcomes • Provide a common language for describing student learning • Must be outcome specific • Comparable to grading criteria • Must be shared across faculty • Number of components will vary by outcome

  14. Communication Write Relate Speak Listen Participate Component Component Component Component Component Component Component Component Component Component Component Component Component Component Component

  15. Components Communication Write Relate Speak Listen Participate delivery Sales presentation content organization

  16. Components Communication Write Relate Speak Listen Participate mechanics Lab report style organization

  17. The Reality of Assessing Student Learning Outcomes Why you need common components

  18. faculty4 faculty2 faculty1 faculty3 faculty5 Speaking eye contact gestures volume sources transitions style rate poise examples verbal variety appearance evidence conclusion organization attention getter

  19. Can our students deliver an effective Public Speech? eye contact gestures volume sources transitions style rate poise examples verbal variety appearance evidence conclusion organization attention getter

  20. a little quiz

  21. Example #1 Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected BETTER: Students will be able to apply factual information to a problem COMPONENTS: Relevance Clarity Comprehensiveness Aware of Bias

  22. Example #2 Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to given situations or problems BETTER: Students will be able to provide alternative solutions to situations or problems COMPONENTS: Variety of assumptions, perspectives, interpretations Analysis of comparative advantage

  23. Example #3 Formulate and test hypotheses by performing laboratory, simulation, or field experiments in at least two of the natural science disciplines (one of these experimental components should develop, in greater depth, students’ laboratory experience in the collection of data, its statistical and graphical analysis, and an appreciation of its sources of error and uncertainty) BETTER: Students will be able to test hypotheses. COMPONENTS Data collection Statistical Analysis Graphical Analysis Identification of sources of error

  24. 4. Identify Performance Characteristics

  25. Performance Characteristics • Scale or description for assessing each of the components • Two to Five-point scales for each component • Anchored with descriptions and supported by examples

  26. Performance Characteristics Level or degree: • Accurate, Correct • Depth, Detail • Coherence, Flow • Complete, Thorough • Integration • Creative, Inventive • Evidence based, supported • Engaging, enhancing

  27. Performance Rubric OUTCOME: Performance Anchors: Not Yet Almost YES!!!! Components

  28. Rubric Resource www.winona.edu/air/rubrics.htm

  29. Student Learning Outcome Components Test Questions 1 1 2 3 4 2 5 6 7 8 9 3 10 11 12 4 13 14 15 16 17 18

  30. 5. Assessing Your Program Outcomes

  31. Communicate Effectively Demonstrate Oral Communication Skills PROGRAM WIDE COMPETENCY REPORT Does not meet Meets Exceeds Verbal Delivery 20% 65% 15% 57% 30% Nonverbal Delivery 13% 58% Organization 24% 18%

  32. Student Learning Outcome Components Test Questions % correct 1 1 2 3 4 78% 2 5 6 7 8 9 56% 3 10 11 12 82% 4 42% 13 14 15 16 17 18

  33. Questions, Issues & Concerns

  34. Questions, Issues & Concerns • How many program level student learning outcomes should we have?

  35. Questions, Issues & Concerns • How many program level student learning outcomes should we have? • A. One or Two • B. Three or Four • C. Five to Seven • D. Eight to Twelve • E. Twelve to Twenty • F. More than Twenty

  36. Questions, Issues & Concerns • How far do we need to be by the time of the HLC visit? • A. Just getting started • B. Well on your way • C. Done

  37. Questions, Issues & Concerns • What are some common mistakes made in writing learning outcomes?

  38. Questions, Issues & Concerns • What are some common mistakes made in writing learning outcomes? • Too many learning outcomes • Poorly writing learning outcomes • Too many action words, too many outcomes, inappropriate cognitive level • Not defining the outcomes in terms of components • Rushing to close the Loop

  39. Questions, Issues & Concerns • Can we use assignments that we give in class to assess program level student learning outcomes?

  40. Questions, Issues & Concerns • Can we use assignments that we give in class to assess program level student learning outcomes? YES!!!!!!!!

  41. Assessment Evaluation Quizzes Count toward final grade Used to see if students understand Tests Scored and returned Scored, tabulated. returned & discussed; adjustments to syllabus Rubrics Returned to studentswith grade Returned after being aggregated & analyzed; adjustments to syllabus

  42. Questions, Issues & Concerns • How does this fit with academic freedom?

  43. Questions, Issues & Concerns • How does this fit with academic freedom? • Assessment doesn’t tell faculty what they have to teach or how they have to teach it • Assessment still allows the flexibility for faculty to design assignments and grading processes in their classes

  44. Components Communication Write Relate Speak Listen Participate delivery Sales content organization appeals ppt

  45. Components Communication Write Relate Speak Listen Participate mechanics Research Paper style organization format

  46. Components Communication Write Relate Speak Listen Participate mechanics Instructions style organization transitions

  47. Writing Program Level Student Learning Outcomes

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