Writing Student Learning Outcomes

1. Writing Student Learning Outcomes March 24, 2010

2. Student Learning Outcome Definitions • Linda Suskie (2004) – learning outcomes “are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience.” • Kitty Green – “learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate…”

3. Goals and Student Learning Outcomes • How are learning goals different than student learning outcomes?

4. Evaluation and Assessment • What is the difference between evaluation and assessment?

5. Crafting Student Learning Outcomes • Student oriented • Measurable • Very simply, can you determine what students are learning and how well they are learning it. This does not have to be quantitative! • Aimed for continual improvement

6. How to Make Outcomes Action Orientated • Action-oriented • To measure knowledge – define, describe, identify, label, list, match, name, outline, reproduce • To measure comprehension – convert, defend, distinguish, estimate, explain, extend, generalize, infer, predict, summarize • To measure application – demonstrate, modify, operate, prepare, produce, relate, show, solve

7. How to Make Outcomes Action Orientated (continued) • Action-oriented • To measure analysis - diagram, differentiate, distinguish, illustrate, relate, select, subdivide • To measure synthesis – Categorize, combine, compile, design, explain, organize, reconstruct, revise • To measure evaluation – appraise, compare, contrast, criticize, explain, justify, support

8. Writing Learning Outcomes • Learning outcomes should be clearly articulated • Linda Suskie (2004) • Aim for goals that are neither too broad nor too specific • Use concrete action words • Define fuzzy terms • Focus on your most important outcomes • Work with colleagues

9. Examples of Well Written Learning Outcomes • A Saint Mary’s student articulates the ways in which historical development is affected by cultural factors such as gender, religion, values, and privilege. • A Saint Mary’s student evaluates changes in her own learning over time, recognizing complex contextual factors. • A Saint Mary’s student creates and interprets arguments supported by quantitative evidence.

10. Connecting Courses to Departmental Outcomes • Course Map

11. Connecting Course Map to Four-Year Liberal Learning Outcomes

12. Activity

13. Questions