Presentation on theme: "How to Write S.M.A.R.T Student Learning Outcomes"— Presentation transcript:
1How to Write S.M.A.R.T Student Learning Outcomes Presenter: Ms. Aundrea D. WheelerBishop State Community CollegeMobile, AL
2SLO’s Simply StatedStudent Learning Outcomes Should Focus on the Following:What you want your students to know at the end of a course, program, or majorWhat you want your students tounderstand at the end of a course, program, or major3) What you want your students to have the ability to do at the end of a course, program, or major
3Why are Student Learning Outcomes Important? Communicate expectations to learnersAct as a template for course designGuide selection/design of appropriate assessmentsAllow educators to match teaching strategies to stated outcomesAllow faculty, staff, and Institutional researchers to assess the impact of instructionClearly communicate graduates’ skills to prospective employersProvide benchmarks for formative, summative and prior learning assessment
4How Many Student Learning Outcomes Should There Be? A course, program, or major should have as many outcomes as necessary to clearly reflect what students will learn.Ideally, each course, program, or major should have 1-5 learning outcomes.
5Components of a Student Learning Outcome Student Learning Behavior-Knowledge, skill, or attitude to be gainedThe method of assessment- conditions of performanceCriteria for achievement- the levels of acceptable performance
6Are Your SLO’s S.M.A.R.T.? Specific -Clear and definite terms describing the abilities, knowledge, values, attitudes, and performanceMeasurable-It is feasible to get data: data are accurate and reliable; it can be assessed in more than one wayAggressive and Attainable-The outcome has the potential to move the program or unit forwardResults – oriented-Describe what standards are expected from students or the functional area being assessedTime-bound-Describe a specified time period for accomplishing the outcomeFrom Peter Drucker, 1954
77 Steps for Creating Student Learning Outcomes Faculty/Staff Meeting or form a committee and beginbrainstorming about what an ideal student/graduate shouldknow, understand, or have the ability to do.Step 2Draft a list of outcomes contingent upon several possiblerevisions depending upon the changes in the course,program, or major.Step 3List student learning outcomes on every course syllabus
87 Steps for Creating Student Learning Outcomes (cont’d) Gather and report feedback from faculty, staff, andstudents on how well the outcomes have been addressed.Step 5Assess student learning (assignments, projects, quizzes,etc.)Step 6Meet with faculty and staff at the end of the semester ofacademic year to discuss data and revise the list ofoutcomes, teaching strategies, and curriculum.Step 7Repeat steps as often as needed.
9The Assessment Process (Huba & Freed, 2000) Formulate statements of intended learning outcomesDevelop or select assessment measuresCreate experiences leading to outcomesDiscuss and use assessment results to improve learning
12Cognitive Domain Examples Knowledge Comprehension Application Analysis Recite a policy. Quote prices frommemory to a customer. Knows the safetyrules.ComprehensionRewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.ApplicationUse a manual to calculate an employees vacation time. Apply laws of statistics to evaluate the reliability of a written test.AnalysisTroubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.SynthesisWrite a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.EvaluationSelect the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
13Affective Domain Examples Receiving Phenomena Responding to Phenomena Listen to others with respect. Listen for and remember the nameof newly introduced people.Responding to PhenomenaParticipates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.ValuingDemonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment.OrganizationRecognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one’s behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Internalizing valuesShows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practices on a daily basis.
14Psychomotor Domain Perception Set Examples Guided Response Mechanism Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food.SetKnows and acts upon a sequence of steps in a manufacturing process. Recognize one’s abilities and limitations. Shows desire to learn a new process (motivation).Guided ResponsePerforms a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift.MechanismUse a personal computer. Repair a leaking faucet. Drive a car.Complex Overt ResponseManeuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.AdaptationResponds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do.
15Psychomotor Domain Origination Examples Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.
16Examples of Student Learning Outcome for Program or Major Student Outcomes for Hotel & Restaurant Administration:Graduates apply their knowledge regarding the hospitality industry to whatever career track within the industry they pursue.Graduates demonstrate a synthesis of knowledge and a capacity to think critically, which is reflective of a strong liberal education and a solid grounding in the content of their desired area of specialization.Graduates are effective users of recent research and theory in hospitality operations management and can assess new advances in their specialties.
17Example of Student Learning Outcome for a Course (Nutrition)Upon completion of the course students 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.
18Student Learning Exercise: Use the S.M.A.R. T Method to determine whether or notthe Student Learning Outcomes are properly written.Students will develop the knowledge, skills, and abilities necessary to become Licensed Practical Nurses.Upon completion of ENG 101, students will demonstrate an increase in their ability to develop and use strategies for writing essays from development of subject through revision of the essay.Upon completion of the A.S. program in Nursing, students will