1. Student Learning Outcomes
Office of the System Vice President of Academic & Student Affairs
Michael Ralph, Ph.D. Interim Vice President, SUS

2. Student Learning Outcomes
To order our thinking about student learning outcomes and
SLO planning, a good starting point is to develop a student
learning outcomes assessment logic as illustrated in the
logic step model

3. Student Learning Outcomes
Key Questions:
Where do we start our thinking about student
learning outcomes (SLO)? (Answer: at the beginning, we
start by defining them)
Okay, how do we define SLOs? (emphasize integrated learning)
At what different levels can we organize SLOs?
(at the inst/prog. mission, curriculum level, syllabus level,
instructional level, quizzes, exams)
How do we assess and evaluate SLOs? (use key principles)
Now what? (feedback loop)
Use the results of our evaluation and assessment to
refine SLOs at various levels

4. Student Learning Outcomes
To order our thinking about student learning outcomes and
SLO planning, a good starting point is to develop a student
learning outcomes assessment logic as illustrated in the
logic step model

5. How do we order Our Thinking about Student Learning Outcomes (SLOs)?
Refine & Improve
Learning experience
Feedback Results
Assess & evaluate SLOs
Identify or write SLOs
for various levels
Identify or write
SLOs
Define SLOs

6. Student Learning Outcomes
Defining SLOs:
Student “learning outcomes are essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of a course or a program.”1.
This definition differs from more traditional academic approaches by focus on the integration and the development of more general abilities
____________________________
1. Definition by Mark Battersby and the Learning Outcomes Network, Center for Curriculum, Transfer and Technology, February 1999

7. Student Learning Outcomes
What recommends and makes this definition desirable is its focus on:
A curriculum - what students need to know and be able to do as determined by student and societal needs not disciplinary tradition
What students should be able to do (application) rather than merely what knowledge they possess as a result of the experience of a course or program
Placing importance on the development and assessment of generic abilities

8. Student Learning Outcomes
Writing useful Outcomes
Consistent with the logic step model illustrated earlier,
after understanding and defining SLOs we may begin the
process of identifying or writing SLOs for various levels
The curriculum
Program
Course
Course module
Exam

9. Student Learning Outcomes
Checklist for writing useful outcomes: 1.
Is your focus on outcomes and not processes?
Yes No 2.
Have you started each outcome with an action verb? 3.
Have you used only one action verb per outcome? 4.
Avoided vague verbs such as know and understand? 5.
Used verbs used reflect the level of learning required? 6.
Ensured that outcomes are observable and measurable? 7.
Written the outcomes in terms of what the learner does, not what the instructor does? 8.
Checked that the outcomes reflect knowledge, skills, or attitudes required in the workplace? 9.
Included outcomes that are woven into the entire course (such as work effectively in teams)

10. Student Learning Outcomes
Checklist for writing useful outcomes (cont’d):
10.
Checked that there are the appropriate number of outcomes (no more than three per major topic)?
Yes No
11.
Listed the sub-outcomes for each outcome?
12.
Ensured that the outcomes fit within program and course goals

11. Student Learning Outcomes
Assessing and evaluating SLOs
Key principles:
Clarity – Prior to performance evaluation students should be clear about what they are expected to know and how they are expected to know it
SLO assessment should comprise:
Frequency – multiple measures of student performance
Variety - Writing, oral presentations, visual presentations, paper and pencil tests, take home tests, independent work, group work

12. Student Learning Outcomes
Assessing and evaluating SLOs (cont’d)
Key principles:
Novelty – creative demonstrations and applications by students of knowledge they have gained in new situations
Mastery – Using pre, intermediate and post assessment activities an instructor can have a realistic measure of the value added at each stage and determine to what extent students have mastered the content area

13. Student Learning Outcomes
Useful student learning outcomes assessment produces important results that can be critical in improving the teaching learning experience. Feedback can thus help to:
Enhance institutional effectiveness
Enhance accountability reporting
Enhance curriculum effectiveness
Enhance syllabi content
Enhance instructional delivery
Enhance SLO assessment

14. Student Learning Outcomes
A comprehensive way of developing, managing, and assessing
and using the results of Student Learning Outcomes
evaluation to refine and improve learning experiences is
through a SLO Assessment Plan. 2.
This plan organizes and provides useful guidance for application in a higher education institutional setting
2.The plan that follows was modified and refined by Michael Ralph, P.h.D. using a basic framework recommended by Peggy L. Maki, Senior Scholar at the American Association for Higher Education

15. Student Learning Outcomes Developing an Effective SLO Plan
A. State expected outcomes
B. Where are expected outcomes addressed
C. Methods & Criteria to Assess outcomes
D. Level of expected performance
E. Collect baseline information
Examples:
Stds will able to integrate
Stds will demonstrate the ability to identify, evaluate and access
Stds will apply models of to
Example in:
Courses
Programs
Services
Internships
Community service projects
Work experiences
Independent studies
Examples:
Tests & Quizzes
Writing samples
Collaborative problem-solving project
Portfolio
Performance
Simulation
Focus Group
Examples:
Numerical score on a national exam
Numerical score on a licensure examination
Holistic score on ability to solve problems
Mastery level score on a final project
Using:
Standardized tests
Locally designed tests
In-class writing
In-class case study
Portfolio
Performance

16. Student Learning Outcomes Identifying Targeted Students, Schedules and Responsibility
A. Determine whom you will assess
E. Collect baseline information
B. Establish a schedule for Assessment
Examples:
All students
Student cohorts, such as:
At risk students
Students in academic
developmental programs
Students with low SAT/
ACT scores
First-Time Full-Time
freshmen
Students entering their
senior year
Students completing
Examples:
Prior to enrollment
At the end of a specific
Semester
At the completion of a required set of courses
Upon the completion of
a certain number of
credits
At program completion
At the completion of an
internship
At the completion of a
course of studies
Examples:
Internal Evaluators:
Faculty on a program
team
Faculty on an inter-
disciplinary team
Assessment committee
Writing Center faculty
Testing Center Staff
External Evaluators:
Faculty from partnering
institutions
Agency representatives
Sponsors of various
academic awards

17. Student Learning Outcomes Using SLO Results and Feedback to Continuously Improve and Upgrade Teaching and Learning
C. Continuation of SLO Assessment and Evaluation
A. Determine how Teaching & Learning approaches and content will be revised
B. Disseminating and discussing SLO assessment and evaluation
Examples:
All students
Student cohorts, such as:
At risk students
Students in academic
developmental programs
Students with low SAT/
ACT scores
First-Time Full-Time
freshmen
Students entering their
senior year
Students completing
Examples:
Curriculum design committee
Academic disciplinary areas
Academic accountability and stewardship officials
Institutional Effectiveness committees
Program and institutional accreditation teams
Example:
After all revisions in curricula, programs, syllabi courses, delivery of instruction and assessment have been implemented … , Begin a new SLO Assessment Cycle

18. Student Learning Outcomes
Accountability and Reporting Indicators
Graduation Rates (current, over ten years)
Retention Rates
Minority participation
Programs accredited
Percentage passing the PRAXIS Exams
Percentage passing Nursing Board Exams
Percentage passing other professional & certification exams
Percentage enrolling into graduate schools

19. Words to Ponder
“Assessment is an ongoing process aimed at understanding
and improving student learning. It involves making our
expectations explicit and public; setting appropriate
criteria and high standards for learning quality;
systematically gathering, analyzing, and interpreting
evidence to determine how well performance matches those
expectations and standards; and using the resulting
information to document, explain, and improve
performance.” 3.
_____________________________________________
3.Dr. Tom Angelo, Reassessing (and Defining) Assessment. The AAHE
Bulletin, 48(2), November 1995, pp.7-9.  

20. Words to Ponder “Assessment is like learning in that it will never be
completed. We will just work to get better and smarter at
it so that our students will demonstrate higher levels of
competencies.” 4. 
_____________________
4.Dr. Richard Drum, Vice President for Learning Services at AWC
in his Focus on Assessment Report, April, 2001.