1. “WRITING EDUCATIONAL (a.k.a.: STUDENT LEARNING) OBJECTIVES”
THE INSTITUTE ON INSTITUTIONAL EFFECTIVENESS
&
ASSESSMENT
“WRITING EDUCATIONAL (a.k.a.: STUDENT LEARNING) OBJECTIVES”
University Library
Multi-Purpose Room, Second Floor
Wednesday, October 31, 2007
1:00 p.m. – 3:00 p.m.
Eva J. Harris
Coordinator, Institutional Effectiveness & Assessment
(318)

2. Overview of Session Unit objectives/outcomes Background information
Unit Goals
Unit objectives/outcomes
Background information
Characteristics of effective outcomes
Incomplete outcomes
Practice writing objectives/outcomes

3. Session Outcomes: Session Outcomes:
At the end of this session, participants will be able to…
Write effective goals & student centered learning outcomes using guidelines & information provided.
Differentiate between outcomes which focus on student learning & activities.
Understand the difference between goals versus outcomes when describing a learning community.
Write measurable objectives using the IE sample model

4. A Learning Framework Learning Curriculum Pedagogy Assessment Learning
Environment

5. A Learning Design
(Wiggins & McTighe, 1998)

6. Background:
Requests for coordinators to update University/Divisional/Department surveys
Necessity to know current outcomes
Revisit assessment projects which examined outcomes in 2000.

7. Benefits of Formulating Objectives & Learning Outcomes
Form the basis of assessment at the course, program, and institutional levels.
Provide the direction for all institutional activity.
Inform students about your intentions and expectations.

8. Goals versus Outcomes Goals … Outcomes…
Clearly define what the students are expected to learn.
Identify what students can expect to know when the course is complete.
Outcomes…
Specific goals or expectations as established for students in a particular
educational setting.
Must be defined in specific manner manner before the learning process.
Must be measurable to evaluate whether or not it was achieved .
Must identify specific markers or goal posts that allow students to see
whether they are achieving the intended outcome the intended outcome.
Success…
The degree to which one meets or exceeds a meets or exceeds a specific goal or outcome specific goal or outcomes.

9. Don’t confuse outcomes
Outcomes…describe what students will learn.
Activities…describe what students will do
Examples:
To provide hands-on experiences within the discipline
Develop program of study/graduation plan
Provide opportunities for students interact with faculty

10. Effective Outcomes… Are student-focused
Focus on learning resulting from an activity
rather than the activity itself the activity itself
Reflect the institution’s mission & the values
it represents
Focus on important, non-trivial aspects of
learning that are credible to the public

11. Effective Outcomes… (continued)
Align at the course, academic program & institutional levels
Focus on skills & abilities central to the discipline & based on professional standards of excellence
Are general enough to capture important learning, but clear & specific enough to be measurable clear & specific enough to be measurable
Focus on aspects of learning that will develop & endure but that can be assessed in some form

12. Components of Outcomes
Audience
Who the outcome pertains to
Behavior
What the audience will know/be able to do
Condition
Under what conditions or circumstances
Degree
How measured

13. Outcomes Improve professional skills
Educate students about campus resources
Increase interaction with the department
Develop problem solving and group interaction skills interactions skills
Demonstrate positive citizenship

14. Creating Your Plan Outcomes Learning Outcomes List one outcome
SUSLA Activities or Interventions
Classes or experiences which promote this comes
How/where is this outcome promoted.
Assessment Plan
Evidence or artifacts to be examined
What you will examine to determine whether outcome has been achieved

15. Example of Action Verbs & Types of Learning
Cognitive Learning
Knowledge—to recall or remember facts without
necessarily understanding them
Comprehension—to understand and interpret learned
information
Application—to put ideas and concepts to work in
solving problems
Analysis—to break information into its component to see
interrelationships
Synthesis—to use creativity to compose and design
something original
Evaluation—to judge the value of information based on established criteria
Example of Action Words
Affective Learning-
accept, , appreciate, attempt, challenge, defend, dispute, join, judge, praise, question, share, support
Examples of Action Words
articulate, define, indicate, name, order, recognize, recall, reproduce, list, tell, describe, identify, show, label, tabulate, quote
classify, describe, discuss, explain, express, interpret, contrast, associate, differentiate, extend, translate, review, suggest, restate
apply, compute, give examples, investigate, experiment, solve, choose, predict, translate, employ, operate, practice, schedule
analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, distinguish, examine, investigate, interpret
arrange, assemble, collect, compose, construct, create, design, formulate, manage, organize, plan, prepare, propose, set up
appraise, assess, defend, judge, predict, rate, support, evaluate, recommend, convince, conclude, compare, summarize
PAR-IEP -Harris, EJ (07-07)

16. Group Exercise OUTCOME STATEMENT: A. Students will…..
B. Learn what …..
C. Under these circumstances/conditions
D. This level of efficiency/effectiveness
Outcome Statement: Outcome Statement:

17. Preparation of I. E. Form 1 SOUTHERN UNIVERSITY AT SHREVEPORT
INSTITUTIONAL EFFECTIVENESS
UNIT PLAN OF ACTION
Preparation of I. E. Form 1
1. Provide your unit name
2. Identify your reporting period
3. Unit Goals addresses the
Institutional Goals
IEPU: _____________________________________________
REPORT PERIOD: _________________________________
UNIT HEAD: _______________________________________
UNIT GOALS:
Objectives
(Measurable)
Performance Indicators
(Assessment Criteria)
Anticipated Performance Outcomes
(Assessment Results)
Methodologies Used
Impact to University
6. What do you expect to achieve with this objective? What results do you expect to see at the end of the year? What will measure and verify the achievement of this objective?
4. What do you expect to achieve with this
objective? What results do you expect to see
at the end of the year? What will measure and verify the achievement of this objective?
5. Quantifiable measurement. A particular value or characteristic used to measure output or outcome; also measure of service quality, performance efficiency and customer satisfaction
PAR-IEP -Harris, EJ (07-07)

18. SOUTHERN UNIVERSITY AT SHREVEPORT INSTITUTIONAL EFFECTIVENESS REPORT
Preparation of I. E. Form 1
4. Adjustments that result from reviewing the outcomes.
IEPU: _____________________________________________
REPORT PERIOD: _________________________________
UNIT HEAD: _______________________________________
UNIT GOALS:
Objectives
(Measurable)
Performance Outcomes
(Assessment Results)
Tangible Evidence of
Results
Recommendations
(Barrier/Problems)
Impact to University
Critical Needs
(If Applicable)
1. What do you expect to achieve with this objective? What results do you expect to see at the end of the year? What will measure and verify the achievement of this objective?
3. The results of assessment the department will discuss & determine a course of action to improve upon those results.
2. Identify the measurable outcomes that shows the objective or goal has been met. Summarizes results from the assessments conducted in that term
PAR-IEP -Harris, EJ (07-07)

19. SAMPLE Preparation of I. E. Form 1 INSTITUTIONAL EFFECTIVENESS REPORT
UNIT PLAN OF ACTION
Preparation of I. E. Form 1
IEPU: _Office of Assessment Coordinator_________________
REPORT PERIOD: _ ________________________
UNIT HEAD: _Mr. Martin Fortner_______________________
UNIT GOALS:
1. To cultivate an awareness of assessment across the campus.
Objectives
(Measurable)
Performance Indicators
(Assessment Criteria)
Anticipated Performance Outcomes
(Assessment Results)
Methodologies Used
Impact to University
1a. Participants of the
Spring Assessment
Workshop will indicate in the evaluation form that they understand the components of the Institutional Effectiveness process and educational outcomes assessment and that they find the Institutional Effectiveness Model useful.
2a. Administrative units, academic departments, as well as educational support programs will use the Guidelines for Institutional Effectiveness Planning to develop an institutional effectiveness plan in stating clear goals, measurable objectives, and evaluation methods by July 1st
1a. Linking administrative and academic unit performance to university strategic goals, intergovernmental mandates and accreditation standards.
1b. Enhanced data collection reflected through greater consistency in reporting. During the fund year schedule 70% of the respondents to a locally developed satisfaction with services survey responses will indicate that they “agree” or “strongly agree” with the Office of Institutional Effectiveness/Assessment’s use of the institutional effectiveness process and the Institutional Effectiveness Model.
80% of all participants will indicate in the evaluation form that they understood the components of the Institutional Effectiveness process and education outcomes assessment process.
2a. Participants will indicate the most meaningful thing they learned during the workshop.
1a. An evaluation form will be used to gather feedback from participants of the Spring Assessment workshop.
1b. The minute paper method will be used to gather what participants have learned and what questions they still have in mind.
Will provide continual review process to assess compliance with institution role, scope , mission, and
Inter- governmental mandates affecting Institutional Effectiveness and the University.
PAR-IEP -Harris, EJ (07-07)

20. INSTITUTIONAL EFFECTIVENESS REPORT
SAMPLE
Preparation of I. E. Form 1
IEPU: Office of Assessment Coordinator___________________
REPORT PERIOD: _ ________________________
UNIT HEAD: Mr. Martin Fortner_________________________
UNIT GOALS:
1. To cultivate an awareness of assessment across the campus.
Objectives
(Measurable)
Performance Outcomes
(Assessment Results)
Tangible Evidence of
Results
Recommendations
(Barrier/Problems)
Impact to University
1a. Participants of the Spring Assessment
Workshop will indicate in the evaluation form that they understand the components of the Institutional Effectiveness process and educational outcomes assessment and that they find the Institutional Effectiveness Model useful.
1a. 85% of all participants indicated in the evaluation form that they understood the components of the Institutional Effectiveness process. However, participants still had questions regarding measurable objectives. Some felt that many of their objectives could not be easily measured.
1a. Responded through s to questions raised in the minute papers.
1b. Met with department/program heads to address questions on Institutional Effectiveness planning.
1c. Will provide more examples of measurable objectives and educational outcomes in future workshops.
1d. Will continue to provide hands-on experience for future workshops.
1a. The Department of Planning, Assessment and Research team continue to provide leadership and support of all university units activities regarding Institutional Effectiveness organizational coordination and communication.
1b. To budget adequate funding to department administration to implement effective data reporting and collection.
1a. Keeping in compliance with Federal, State mandates,
University Self-Study Guide 2000, and Self-Study Follow-up Action Plan 2000, improved data management through consistent format reporting, database storage and integrative data sharing via Banner.
Critical Needs
(If Applicable)
1a. Performance Based Budgeting System and Student Learning Outcome Assessment System software
(Mind Gate).
PAR-IEP -Harris, EJ (07-07)

21. To Summarize or Report For each learning outcome:
Describe what you did
Report what you found
Plan what you are going to do

22. It's An Ongoing Journey.
PAR-IEP -Harris, EJ (07-07)