Writing Measurable

Student Learning
Outcomes

Special recognition: University of Florida

Today’s Goals

 Participants will be able to:

◦ Articulate specifications for learning outcomes
◦ Classify learning outcomes using Bloom’s
taxonomy
◦ Write (or evaluate) student learning outcomes for
your course
◦ Explain how you might assess student learning
outcomes
Why is it Important?

 SACS-COC = the Southern Association of Colleges

and Schools’ Commission on Colleges
 State of Texas- legislative mandates
 Federal Student Aid
 Public Accountability

 Enhance Student Learning!

SACS Standard 3.3.1.1
 3.3.1 - The institution identifies
expected outcomes, assesses the
extent to which it achieves these
outcomes, and provides evidence of
improvement based on analysis of the
results in each of the following areas:
(Institutional effectiveness)

 3.3.1.1 educational programs, to

include student learning outcomes
Definitions
 Student Learning  Program Goals do
Outcomes not describe
(SLOs)describe student learning –
student learning – instead, they
what students will describe
know and be able programmatic
to do as a result of elements, such as
completing a admission criteria,
program acceptance and
graduation rates,
etc
definitions
 Outputs describe  An outcome is a
and count what we level of
do and whom we performance or
reach, and achievement. It
represent products may be associated
or services we with a process or
produce. Processes its output.
deliver outputs; Outcomes imply
what is produced at measurement -
the end of a process quantification - of
is an output. performance.
Outcomes and outputs: What is
the difference?
This distinction is important, especially in the development and
review of Student Learning Outcomes.

We seek to measure outcomes as well as their associated outputs;

however, SLOs focus on outcomes.

For example, while we produce a number of new graduates (the

output), it is critical that we have a measure of the quality of the
graduates as defined by the college or discipline (the outcome).

Effective Student Learning Outcomes describe, in measurable

terms, these quality characteristics by defining our expectations
for students at the end of the course or program.
characteristics of effective
student learning outcomes
 Focus on what students will know and be able to do.
◦ All disciplines have a body of core knowledge that students must
learn to be successful as well as a core set of applications of that
knowledge in professional settings.

 Describe observable and measureable actions or

behaviors.
◦ Effective SLOs present a core set of observable, measureable
behaviors. Measurement tools vary from quizzes and tests to
complex rubrics.

 The key to measurability: an active verb that describes a

observable behavior, process, or product

 A framework for developing SLOs: Bloom’s Taxonomy

Verbs and phrases that
complicate measurability
 Understand
◦ An internal process that is indicated by demonstrated behaviors –not
recommended for program or course SLOs
 Appreciate; value
◦ Internal processes that are indicated by demonstrated behaviors
closely tied to personal choice
 Become familiar with
◦ Focuses assessment on “becoming familiar,” not familiarity
 Learn about, think about
◦ Not observable; demonstrable through communication or other
demonstration of learning
 Become aware of, gain an awareness of
◦ Focuses assessment on becoming and/or gaining – not actual
awareness
 Demonstrate the ability to
◦ Focuses assessment on ability, not achievement or demonstration of a
skill
 Also introduce, cover, present………..
Learning Objectives?
 To introduce the basic principles of learning
and the biological processes…..
 Attend a live theater event and discuss its

impact on them as an audience member

who has a knowledge of theater history.
 To familiarize students with 9 to 10

literature or literature related books.

 Understanding of American history.
Better or worse? Why?
 The students will be able to understand
regression models and time series models
in economics.

 The students will be able to interpret and

develop regression models and time series
models in economics.
Better or worse? Why?
 Students will know the differences in major
contemporary theories in the field of
sociology

 Students will be able to contrast major

contemporary theories in the field of
sociology
Developing Measurable SLOs:
A Three-level Model (carriveau, 2010)
 1. Master the depth of knowledge required for a degree
 Articulate disciplinary and interdisciplinary theories, concepts, principles, skills, and practices
 Synthesize knowledge across courses and other experiences
 Apply knowledge from core curriculum courses, discipline-based courses, and other experiences in a range of contexts to solve problems and make
decisions

 2. Demonstrate critical thinking

 Evaluate, analyze, and integrate information from a variety of sources
 Use appropriate strategies and tools to represent, analyze, and integrate information
 Develop critical, reasoned positions

 3. Communicate effectively
 Demonstrate effective oral communication skills (which could include the use of languages such as American Sign language for those who do not
communicate orally)
 Demonstrate effective writing skills
 Demonstrate effective nonverbal communication skills (which could include appropriate use of performance, design, or representations such as maps,
tables, and graphs)
 Listen actively and critically
 Present work effectively to a range of audiences
 Effectively communicate original and creative ideas

 4. Practice personal and social responsibility

 Practice ethical leadership
 Recognize an ethical dilemma and apply rational decision-making in order to address it
 Choose ethical courses of action in research and practice
 Acknowledge and address the consequences of one’s own actions
 Engage in local and global civic activities

 5. Demonstrate social, cultural, and global competence

 Live and work effectively in a diverse and global society
 Articulate the value of a diverse and global perspective
 Recognize diverse economic, political, cultural, and religious opinions and practices

 6. Prepare to engage in lifelong learning

 Exhibit the skills necessary to acquire, organize, reorganize, and interpret new knowledge
 Show proficiency in current technologies and the ability to adapt to emerging technologies
 Recognize and participate in activities that enhance wellness of body, mind, and spirit
 Formulate a plan of personal goals for continued professional growth
 Demonstrate intellectual curiosity

 7. Work collaboratively
 Participate effectively in teams
 Consider different points of view
 Level 1: Learning Goals based
on the MSE ALC
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Level 2 – Program Student
Learning Outcomes for MSE
Content Knowledge

• Apply knowledge of mathematics, science and engineering principles to materials science and engineering.
• Design and conduct materials science and engineering experiments and analyze and interpret the data.

Critical Thinking

• Design a materials science and engineering system, component or process to meet desired needs within realistic economic,
environmental, social, political, ethical, health and safety, manufacturability and sustainability constraints.

Communication

• Communicate technical data and design information effectively in speech and in writing to
other materials engineers.
 Connecting Program SLOs to Courses
MSE Curriculum Map

Additional
SLOs Assess-
ments

Content
Knowledg EMA3050 EMA3066 EMA4714 EMA3080C EMA3513C EMA4714
e
Senior exit
#1 I R A
survey
Senior exit
#2 I R A
survey
Critical
EMA3066 EMA4223 EMA4714
Thinking
Senior exit
#3 I R A
survey
Communi-
EMA3080C EMA3013C EMA3513C
cation
Senior exit
#4 I R A
survey
Assessments in the boxes marked A are conducted using specific
homework, exam, or assignment questions aligned with that SLO.
Source: 2011-12 MSE Academic Assessment Plan
Level 3 – Course level SLOs

 These are determined by the faculty to

teach the course
 However, these should directly relate to

the program SLOs

Easy Syntax…..
Upon completion of this
course, the student will be
able to:
Exercise One
Quick thought
Exercise Two
Syllabi Review
Review
 Are there learning outcomes?
 Observable?
 Measurable?
 Direct?

 Constructive advice……..
Exercise Three
Revise Current Syllabi
Direct or Indirect
assessment?
Definitions
 Direct assessments  Indirect
of student learning assessments are
are those that those that
provide for direct
ascertain the
examination or
observation of
opinion or self-
student knowledge or report of the extent
skills against or value of learning
measurable experiences
performance
indicators.
Homework
 Review your exams or assessments
 Better yet… have one of your colleagues
review your exams or assessments
 Are your assessments in line with your student
learning outcomes (taxonomy)? Many will say
yes. On review, most assessments are at fairly
low taxonomic levels.
 Choose a cognitive level on Bloom’s taxonomy
for each question that best reflects the
expectations of the question…see what you
find……..
Additional Resources
 Carriveau, R. (2010). Connecting the dots –
Developing student learning outcomes and
outcomes-based assessments. Denton, TX:
Fancy Fox Publications
 Suskie, L. (2009). Assessing student learning:
A common sense guide (2nd ed.) San
Francisco, CA: Jossey-Bass.
 Walvoord, B. (2010). Assessment clear and
simple: A practical guide for institutions,
departments, and general education (2nd
ed.). San Francisco, CA: Jossey-Bass.