Student Learning Outcomes

Student learning outcomes (SLO) describe the

knowledge, skills, and dispositions (i.e., values and
attitudes) students are expected to develop by the end
of a program or other learning experience.
Office of Assessment, University of Northern Colorado

These are specific and clear statements of what

students are expected to learn and be able to
demonstrate at the completion of their course of
study (Ramsden, 2003).
 A learning outcome is a clear and specific
statement that articulates what students should be
able to do at the successful completion of their
study at course and program levels.

It must be measurable and assessed within a course

of study.

It is often interchanged with the term ‘learning objective’.

Learning objectives can be used to

structure the content of an educational
activity. Objectives may include tasks such
as "list", "discuss" or "state.
Why use learning outcomes?
Learning outcomes that are well written can serve to:

• guide for the design of your course (activities and assessment).

• be used as a reference point to remind students how a topic or

a concept relates to the bigger picture

• provide a link to ensuring alignment with graduate outcomes that

focus on higher order thinking such as critical thinking and
problem solving.
Why student learning outcomes are important?

1. It communicates what faculty intend for students to get out of a

course, major/program of study, and university degree.

2. It is a planning tool for course design/redesign.

3. It is a guide for selecting course instructional activities.

4. It is a planning and assessment tool for program/departments.

5. It allows for improved academic advising.

6. It is a planning tool for institutional assessment and accreditation.

Sources of Student Expected Learning Outcomes
1. Institution mission statement

Public Schools refers to the public school system mission or

state school charter as a source of learning outcomes.

Private Schools are either sectarian or non sectarian.

their mission may be sourced

from their respective
religious goals
their mission may be sourced
from their founder’s
philosophy
Sources of Student Expected Learning Outcomes
2. Policies on Competencies and Standards

3. Competencies expected by different professions, business and industry.

4. Development plan and goals as well as the current

thrusts of both the national and local government.
Sources of Student Expected Learning Outcomes

5. Current global trends and developments so that graduates can compete

globally.

6. General 21st century skills focusing on the following:

• Oral and written communication
• Quantitative reasoning ability together with scientific methodology
• Analyzing, synthesizing and developing creative solutions.
• Use of technology
• Information literacy
Characteristics of Good Learning Outcomes
1. Very specific and use verbs ( that makes expectation clear).
2. Focused on the Learner
3. Realistic
4. Focus on the application and integration of acquired knowledge
and skills.
5. Prepare students for assessment and help them feel engaged
in and empowered by the assessment and evaluation process.
6. Offer a timeline for completion of desired learning.
Examples:
SLO (EDUC216B): Design alternative assessment tools for measuring process
performance and product-oriented outcomes and making
qualitative observations of student performance and behavior.
Instructional techniques and activities:
• Task design
• Reflection paper
• Simulation
• Portfolio
• Case study analysis
• Lecture and discussions

SLO (EDUC216B): explain and illustrate the patterns the patterns and geometrical
figures found in Tinalak.
Instructional techniques and activities:
• Video presentation of the process of making Tinalak
• Exhibit/gallery walk of the different patterns and geometrical figures of T’boli.
• Field trip to a community in T’boli.
• Submission of a short literature on the history of Tinalak
 “process of gathering data to better understand the
strengths and weaknesses of student learning”
Harris and Hodges, 1995

It plays an important role in the process of learning and

motivation. The types of assessment tasks that we ask our
students to do determine how students will approach the
learning task and what study behaviours they will use. In the
words of higher education scholar John Biggs, “What and how
students learn depends to a major extent on how they think
they will be assessed.” (1999, p. 141).
Characteristics of the 21st Century Assessment

1. Responsive 5. Multiple Methods

2. Flexible 6. Communicated

3. Integrated 7. Technically Sound

4. Informative 8. Systemic
Traditional Assessment
- indirect and inauthentic measures of student learning outcomes
- is standardized and for that reason, they are one-shot, speed-based, and
norm-referenced (Bailey, 1998).
- focused on learner’s ability of memorization and recall, which are lower
level of cognition skill (Smaldino, 2000).
-refer to conventional methods of testing, usually standardized and use
pen and paper with multiple-choice, true or false or matching type test
items.
Authentic Assessment
- refer to assessments wherein students are asked to perform
real-world tasks that demonstrate meaningful application of
what they have learned.

- focuses on the analytical and creative thinking skills, students

to work cooperatively and that reflect student learning, student
achievement, and student attitudes of relevant activities.
Characteristics of Authentic Assessment
1. It starts with clear definite criteria of performance made known to the
students.
2. It is a criterion- referenced rather than norm- referenced and so it identifies
strengths and weaknesses, but does not compare students nor rank their
levels of performance.
3. It requires students to make their own answer to questions rather than
select from given options as in multiple choice items, and requires them
to use a range of higher order thinking skills (HOTS).
4. It often emphasizes performance and therefore students are required to
demonstrate their knowledge, skills or competencies in appropriate
situations.
Characteristics of Authentic Assessment
5. It encourages both teacher and students to determine their rate of
progress in cooperatively attaining the desired student learning
outcomes.
6. It encourages values not only the finished products which are the
learning outcomes, but also the process of learning.

7. It changes the role of students as passive test takers into become active
and involve participants in assessment activities that emphasize what
they are capable of doing instead test to measure students’ skills or
retained facts has come under scrutiny because of the limitation
encountered in determining the students’ capability to utilized their
knowledge and skills in work and professional practice.
 Identify learner
outcome

Evaluate results
to determine Determine
attainment of criteria and
outcome and acceptable
ensure evidences of
continuous performance
improvement.

Implement
supporting
Implement
learning
assessment
experiences and
strategies
instructional
activities.

Phases of Authentic Assessment

Basic Difference Between Traditional Assessment
and Authentic Assessment

Attributes Traditional Assessment Authentic Assessment

1. Action/options Selecting a response Performing a task

2. Setting Contrived/imagined Simulation/ Real-life

3. Method Recall/recognition Construction/applications

4. Focus Teacher-structured Student-structured

5. Outcome Indirect evidence Direct evidence

Authentic Assessment Tools
Authentic assessment makes use of three models of
assessment:
• Observations which include date and information that the
teacher collects for daily work with students
• Performance samples which are tangible results that
demonstrates student achievements.

• Test and measures of student’s actual performance at a

specific place and time
I. Observations-Based Assessment Tools
Diane Hart (1994) suggested the following guidelines to make
observation- based assessment systematics and objective:

1. Observe not only one but all the students.

2. Observation must be frequent and regular as possible.
3. Observations must be recorded in writing.
4. Observations should cover both routine and exceptional
occurrences.
5. Reliability of observation record is enhanced if multiple
observations are gathered and synthesized.
Developmental Checklist
is an observation tool which requires the teacher recorder to describe
the traits or learning behaviours being assessed.

Interview Sheet

is another observation tool which is also called the conference

recording form. Interview sheets consist of a list of questions the teacher
intends to ask and space for recording the student’s answers.
II. Performance Samples Assessment Tools
A portfolio is a compilation of pieces of evidence
of an individual’s skills, ideas, interests, and
accomplishments.

The portfolio serves the following purposes:

a. The teacher can asses the growth and development
of the students at various levels.
b. Parents are informed of the progress of their
children in school.
c. Instructional supervisors are able to evaluate the
strengths and weaknesses of the academic program.

What can be included in a portfolio?

III. Performance Samples Assessment Tools
Performance checklist consists of a list of behaviors that make up a
certain type of performance.
Oral questioning is an appropriate assessment method for
actual performance when objectives are : (a) to assess the
student’s stock knowledge and /or (b) to determine the student’s
ability to communicate ideas in coherent verbal sentences.

Observations and self-reports need a tally sheet as a device

when used by the teacher to record the frequency of student
behaviors, activities or remarks.