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Student Learning Outcomes Curriculum Change Request Academic Council Presentation Gary Howard Rosemary Hays-Thomas October 22, 2004.

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Presentation on theme: "Student Learning Outcomes Curriculum Change Request Academic Council Presentation Gary Howard Rosemary Hays-Thomas October 22, 2004."— Presentation transcript:

1 Student Learning Outcomes Curriculum Change Request Academic Council Presentation Gary Howard Rosemary Hays-Thomas October 22, 2004

2 Goals for an SLO Assessment Plan To articulate what our expected goals and outcomes are for our graduates To articulate what our expected goals and outcomes are for our graduates To evaluate whether we are accomplishing these goals through the curriculum as a whole and within courses that address specific outcomes To evaluate whether we are accomplishing these goals through the curriculum as a whole and within courses that address specific outcomes

3 Goals for an Assessment Plan To utilize assessment data to improve the curriculum and instruction To utilize assessment data to improve the curriculum and instruction To report to our stakeholders [students, employers, the Board of Trustees, accreditation agencies (e.g., SACS)] To report to our stakeholders [students, employers, the Board of Trustees, accreditation agencies (e.g., SACS)]

4 “Assessment should be first and foremost about improving student learning and secondarily about determining accountability for the quality of learning produced.” Angelo Student Learning to be First Priority

5 Assessment to be Student-Centered “Student’s academic, attitudinal, and behavioral outcomes are the primary source of assessment data … (and) provide information about the effectiveness of the curriculum, advising, faculty development, ethnic diversity goals, and external linkages with other segments of education.” Halpern et al.

6 Attention to be Given to Outcomes and Experiences “Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.” “Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.” AAHE, 9 Principles of Good Practice for Assessing Student Learning

7 Plan to be in Context of Institutional Mission “Create a shared mission and goals statement that reflects an emphasis on student learning. The values of the institution should be reflected in your department’s plan.” “Create a shared mission and goals statement that reflects an emphasis on student learning. The values of the institution should be reflected in your department’s plan.” APA, Best Practices in Assessment

8 ObjectiveSLO What the instructor does What the instructor does What performance is expected of the student What performance is expected of the student

9 Objective The objective of this course is The objective of this course is - To expose [by instructor] students to the complex nature of business communications, consolidations of financial statements, international accounting issues, and accounting for partnerships

10 Student Learning Outcomes At the end of this course, students will be able to At the end of this course, students will be able to - Identify and describe the most common forms of business communication - Consolidate financial statements as of the date of acquisition - Consolidate financial statements subsequent to the date of acquisition - Describe the formation and operations of partnerships

11 Reasons for Using SLOs Clearer communication of expectations to students Clearer communication of expectations to students Greater precision in design and selection of learning activities Greater precision in design and selection of learning activities Greater precision in assessment Greater precision in assessment

12 Required Uses of SLOs Institutional effectiveness standards Institutional effectiveness standards Documentation for new degree plans Documentation for new degree plans Documentation for new or modification of courses Documentation for new or modification of courses Documentation for program reviews Documentation for program reviews Documentation for strategic planning Documentation for strategic planning Course syllabi Course syllabi

13 Changes in the SACS Reaccreditation Guidelines Switch from “Criteria of Accreditation” to “Principles of Accreditation” Switch from “Criteria of Accreditation” to “Principles of Accreditation” Comprehensive Standard #1 states that “an educational program for which academic credit is awarded should establish and evaluate learning outcomes” Comprehensive Standard #1 states that “an educational program for which academic credit is awarded should establish and evaluate learning outcomes” Core Requirement #15 requires “the identification of expected competencies in the undergraduate general education program and evidence that graduates have attained those competencies” Core Requirement #15 requires “the identification of expected competencies in the undergraduate general education program and evidence that graduates have attained those competencies”

14 Board of Governors Academic Learning Compacts Board of Governors policy requires the identification of an ALC for every program offered by the University Board of Governors policy requires the identification of an ALC for every program offered by the University The required areas are content/discipline knowledge and skills, communication, and critical thinking The required areas are content/discipline knowledge and skills, communication, and critical thinking Corresponding assessments are to be identified to determine student learning Corresponding assessments are to be identified to determine student learning

15 Elements of an Effective Assessment Plan 1. Articulating Student Learning Outcomes 2. Connecting the Outcomes to the Program Requirements 3. Connecting Outcomes with Assessment Methods 4. Articulating your Expected Results with Respect to the Outcomes 5. Articulating the Research/Assessment Plan for Gathering and Collecting the Data 6. Collecting & Analyzing the Data 7. Comparing Actual Results with Expected Results 8. Using Results for Improvement

16 Presentation Foci Focus on Articulating Student Learning Outcomes Focus on Articulating Student Learning Outcomes Focus on Connecting Outcomes to the Program Requirements Focus on Connecting Outcomes to the Program Requirements

17 Articulating Student Learning Outcomes There are three types of learning outcomes There are three types of learning outcomes –Knowledge –Skills/Proficiencies/Abilities –Dispositions

18 Articulating Student Learning Outcomes There are two levels of outcomes at the program/course level There are two levels of outcomes at the program/course level –Broad learning outcomes –Specific learning outcomes

19 Articulating Student Learning Outcomes Use discipline-based or national models when developing learning outcomes; Use discipline-based or national models when developing learning outcomes; Adapt a national model of learning outcomes to fit our unique mission Adapt a national model of learning outcomes to fit our unique mission

20 Articulating Student Learning Outcomes State outcomes in measurable terms so that it can be determined if achievement of the learning outcomes has been achieved. State outcomes in measurable terms so that it can be determined if achievement of the learning outcomes has been achieved. –Although broad outcomes can be stated in measurable terms they are more difficult to assess because of their breath. –Specific outcomes become the primary focus of assessment and must be measurable.

21 Articulating Student Learning Outcomes Bloom’s taxonomy (1956) Bloom’s taxonomy (1956) –Original taxonomy divides thinking skills into hierarchical level of knowledge, skills, and attitudes (SLOs). –Anderson and Krathwohl (2001) adapted Bloom’s model to outcomes, contemporary language. –Clark (2002) developed Bloom’s taxonomy to specific learning outcomes.

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23 Learning Outcomes Examples

24 Psychology Broad Outcomes Outcome Category 1: Knowledge, Skills, and Values Consistent with the Science and Application of Psychology –Goal 1:Knowledge Base of Psychology –Goal 2: Research Methods in Psychology –Goal 3: Critical Thinking Skills in Psychology –Goal 4: Application of Psychology –Goal 5: Values in Psychology

25 Psychology Broad Outcomes Outcome Category 2: Knowledge, Skills, and Values Consistent with Liberal Arts Education that are Further Developed in Psychology –Goal 6: Information and Technological Literacy –Goal 7: Communication Skills –Goal 8: Sociocultural and International Awareness –Goal 9: Personal Development –Goal 10: Career Planning and Development

26 Psychology Broad Outcomes Example Broad Learning Outcome: Goal 2. Research Methods in Psychology Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation

27 Psychology Specific Outcomes 2.2 Explain different research methods used by psychologists a. Describe how various research designs address different types of questions and hypotheses b. Articulate strengths and limitations of various research designs c. Distinguish the nature of designs that permit causal inferences from those that do not

28 Psychology Specific Outcomes 2.3 Evaluate the appropriateness of conclusions derived from psychological research a. Interpret basic statistical results b. Distinguish between statistical significance and practical significance c. Describe effect size and confidence intervals d. Evaluate the validity of conclusions presented in research reports

29 Psychology Specific Outcomes 2.5 Follow the APA Code of Ethics in the treatment of human and nonhuman participants in the design, data collection, interpretation, and reporting of psychological research

30 Connecting Outcomes to the Program Requirements The course and program requirements are designed for students to attain the knowledge, skills, and attitudes of the program (SLOs).

31 Connecting Outcomes to the Program Requirements Creating an inventory of key course and program requirements helps to ensure a strong linkage between the program’s requirements and the SLOs.

32 Connecting Outcomes to the Program Requirements Using the inventory of course and program requirements, SLOs (broad and specific) should be linked to course and program requirements that facilitate their attainment. Course or program requirements also should include a statement on how it contributes to attainment of the specific SLO.

33 Questions or Comments


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