2011 Annual TRACS Conference Dr. Gino Pasquariello

 Being able to describe and assess student learning outcomes is one of the most critical and foundational tasks of your institution.  This workshop will help you: Understand how learning outcomes function Explain the multiple levels of outcomes Identify properly written learning outcomes Align outcomes with measures of evaluation

 Properly Written Learning Outcomes Provide Direction for programs and instruction Guidelines for student learning Targets for formative and summative assessment A Basis for the evaluation of instruction  Primary Types or Assessment Student Learning Outcomes (SLO’s) Formative (assessing SLO’s during the course of the degree program) Summative (assessing SLO’s at degree completion; capstone course or project) Direct (assessing SLO’s utilizing actual student work) Indirect (assessing SLO’s based on student response data)

Institutional Objectives 1. __________________ 2. __________________ 3. __________________ Program Objectives 1. __________________ 2. __________________ 3. __________________ Course Objectives 1. __________________ 2. __________________ 3. __________________ Program Objectives 1. __________________ 2. __________________ 3. __________________ Course Objectives 1. __________________ 2. __________________ 3. __________________ Program Objectives 1. __________________ 2. __________________ 3. __________________ Course Objectives 1. __________________ 2. __________________ 3. __________________

Institutional Mission What do we want All students who graduate to be like? Institutional Objectives

All Students MABS Degree Program Objectives MDIV Degree Program Objectives WHAT?

Course Objectives HOW and WHERE? Program Objectives WHAT? Degree Program MDIV Interpret Scripture Biblical Doctrines Ministry Leadership 1. ______________ 2. ______________ 3. ______________

Assessing Student Learning Outcomes HOW WELL? ASSIGNMENTS Course Objectives HOW and WHERE? Program Objectives WHAT? Ministry Leadership

Course Assignments Course Objectives Program Objectives Institutional Objectives All STUDENTSMABS Program Course Learning Outcomes 1. ______________ 2. ______________ 3. ______________ MDIV Program Course Learning Outcomes 1. ______________ 2. ______________ 3. ______________ MFT Program Course Learning Outcomes 1. _____________ 2. _____________ 3. _____________

 State Instructional Objectives as Intended Learning Outcomes Not Teaching Process Not Course Activities Begin each objective with a learning action verb (analyze, compare, contrast, evaluate, define, etc.) Defined in terms of observable performance and instructional intent “As a result of taking this course, the student will be able to …” “Evaluate the four major views of Sanctification”

 State Instructional Objectives in Clear and Measurable Terms Eliminate Ambiguity (clearly stated) Singularity and Specificity (a specific learning that can be measured with an assignment) Connected to an Assignment Expected Learning Outcome Teaching Method Assessment Procedure (Assignment) 1. _________________Lecture & discussionExam 2. _________________Reading & discussionFinal Paper

Student Learning Outcomes Table Included with syllabus submission for review and approval * The program objectives and institutional objectives are published in the current School Catalog. The student who successfully completes this course will be able to … Program Objective* Institutional Objective Course Requirement 1. ___________________________ MDIV #1INST #1Assignment #1 2. ___________________________ MDIV #1 & 2INST #1Assignment #1 & 2 3. ___________________________ MDIV #3INST #2Assignment #3 4. ___________________________ MDIV #3INST #2Assignment #4

 State Instructional Objectives according to Levels of Learning Three Primary Domains:  Cognitive (Thinking)  Affective (Feeling)  Behavioral (Doing) Blooms Taxonomy (within a course and within a program)  Knowledge (Lower)  Comprehension  Application  Analysis  Synthesis  Evaluation (Higher)

 Analyze, discuss, and write about selected documents and ideas in church history.  Learn how to connect the church's past to our present in a careful, responsible, and practically helpful way.  Develop habits of worshipful exegesis that are both rigorous and fruitful  Hermeneutical sensitivity in the appropriation of Biblical texts to contemporary Christians.

 Students will be exposed to the content of selected passages of Scripture as test cases for studying the interpretive process.  Students will explore the implications of their presuppositions on the nature of Scripture, its inspiration, inerrancy, sufficiency, and authority, for the interpretive process.  Students will study the history of interpretation partly as a means of connecting this history with other aspects of church history and partly to see the diversity of interpretations across different times, cultures, and places throughout church history.

 Gain knowledge of the basic conceptual frameworks and themes of the purpose and method of systematic theology, the doctrine of the Triune God, God the Creator, and the authority of Scripture.  Develop and demonstrate the ability to lead through thinking; i.e., to think critically and engage in theological reasoning that is aimed at human transformation by presenting critical analyses and constructive responses to particular doctrinal points of view.  Move into a deeper relationship with God by the power of the Spirit of Christ in worshipful response to the love of God the Creator and Redeemer.

 An understanding of the character of Scripture, a confidence in its trustworthiness and intrinsic power, and a conception of how it can and should function as the Word of God to the Church  A commitment to a life-long pursuit of an overall grasp of biblical truth and its application to life  A foundational and biblically-informed vision of the glory, character and gracious activities of the one true and triune God  Sensitivity towards sound appropriations of the selected Biblical texts for today’s Christian  communities and the world.

 Your goal in Instructional Planning should be to: Determine what you expect students to achieve (objectives) Plan how you will help them achieve them (teaching methods and formative assessment) Determine what types of evidence will demonstrate the level of achievement (summative assessment)

Blessings and Thanks!  Contact Information Dr. Gino Pasquariello Director of Institutional Research Southern California Seminary El Cajon, CA Office: Cell: