Presentation is loading. Please wait.

Presentation is loading. Please wait.

Student Learning Outcomes

Similar presentations

Presentation on theme: "Student Learning Outcomes"— Presentation transcript:

1 Student Learning Outcomes
A Decision-Making Tool Student Learning Outcomes Unless you were an education student or unless you took Educational Psychology, you probably didn’t hear about curriculum design, learning theory, educational objectives, or student learning outcomes. You learned about the content of your discipline, and we teach the way we were taught. Often we emulate the teaching styles of the professors we respect the most. Chad’s experience… Focus of accrediting bodies is assessment, and they expect us to use measurable goals, objectives, and outcomes to show our students are learning what we say we want them to learn. Their term – student learning outcomes, which really are a decision-making tool, because if used as intended, they allow us to be proactive in designing our curriculum. They drive curriculum decision making, what learning activities to use, assignments, rubrics, resources… When SACS come they show us as doing due diligence in assessment and improving our programs. They give us a defensible position. Phyllis’ research > training > summer to revise syllabi

2 Glossary of Terms – page 2
Goal Educational Objectives Student Learning Outcomes Performance Indicators or Criteria Learning Activities or Strategies Objective and Outcome Relationship Page 2 of handouts

3 Learning Outcomes of the Academic Program
Design Backward Intended Student Learning Outcomes of the Academic Program (Program Objectives) Intended Student Learning Outcomes of the Institution (Educational Goals) Intended Student Learning Outcomes of the Course Intended Student Learning Outcomes of the Unit Intended Student Learning Outcomes of the Lesson Page 3 of handouts Deliver Forward

4 Backward Design What is it I hope the students will have learned, that will be there and have value, several years after the course is over? (Educational Goals/Program Objectives) What would students have to do to convince me they had achieved those learning goals? (Course Student Learning Outcomes) What would students need to do during the course to be able to do well on these assessment activities? (Performance Criteria) Notice the progression from big picture (educational goals and program objectives) to more specific outcomes in the course. Performance criteria are the overall performance of the students on the assignments you have designed to flow from your outcomes.

5 Trevecca Nazarene University- page 4
Mission Statement Institutional Educational Goals Program Educational Objectives Course Objectives Student Learning Outcomes of the Course Unit Objectives Student Learning Outcomes of the Unit Lesson Objectives Student Learning Outcomes of the Lesson Verbal explanation of slide #3. Page 3 of handouts

6 Course Student Learning Outcomes pages 5-10
What will the student be able to do as a result of taking this course? Must be measurable How will students show they “understand?” Bloom’s Taxonomy – use a verb – Figures 1 & 2 UG Courses – knowledge, comprehension, application, analysis GR Courses – synthesis and evaluation Primary vs. Enabling Outcomes –”Outcome Staircase” – Figure 3 Pages 4-9 of handouts

7 Bloom’s Taxonomy – page 8
Type of Learning Level of Learning Description Knowledge Level One Lowest Remembering previously learned material, including facts, vocabulary, concepts, and principles Comprehension Level Two Low Grasping the meaning of material Application Level Three Low-Medium Using abstractions, rules, principles, ideas, and other information in concrete situations Analysis Level Four Medium-High Breaking down material into its constituent elements or parts Synthesis Level Five High Combining elements, pieces or parts to form a whole or constitute a new pattern or structure Evaluation Level Six Highest Making judgments about the extent to which methods or materials satisfy extant criteria Figure 1. Page 8 of handouts

8 Bloom’s Taxonomy – page 9
Figure 3 – Bloom’s Taxonomy – Measurable Verbs Bloom’s Taxonomy – page 9 Type of Learning Measurable Verbs Level One Lowest Knowledge Define, Describe, Draw, Identify, List, Label, Match, Name, Outline, Point, Read, Recall, Recite, Recognize, Record, Repeat, Select, State, Reproduce, Write, Locate, Memorize, Review, Count Level Two Low Comprehension All of the above Level One Verbs plus: Associate, Compute, Convert, Defend, Discuss, Distinguish, Explain, Generalize, Infer, Paraphrase, Predict, Rewrite, Summarize, Review, Estimate, Extend, Translate,, Give examples, Compare, Differentiate, Illustrate, Reorder, Rephrase Level Three Low-Medium Application Add, Apply, Shop, Calculate, Change, Modify, Classify, Complete, Sketch, Compute, Demonstrate, Manipulate, Discover, Divide, Construct, Examine, Graph, Record, Interpret, Multiply, Illustrate, Operate, Prepare, Choose, Produce, Show, Predict, Solve, Subtract, Translate, Use, Dramatize, Schedule Level Four Medium-High Analysis Distinguish, Analyze, Differentiate, Appraise, Calculate, Experiment, Test, Compare, Contrast, Criticize, Diagram, Inspect, Debate, Inventory, Question, Relate, Utilize, Infer, Outline, Discriminate, Dissect, Inquire, Separate, Categorize, Order, Classify, Summarize, Arrange, Conclude, Deduce, Determine, Solve, Use, Utilize Level Five High Synthesize Categorize, Combine, Propose, Drive, Formulate, Design, Imagine, Compose, Invent, Create, Infer, Estimate, Predict, Originate, Construct, Draw, Group, Integrate, Order, Organize, Plan, Prepare, Prescribe, Produce, Transform, Relate, Specify, Synthesize Level Six Highest Evaluation Appraise, Compare, Contrast, Revise, Score, Estimate, Justify, Rate, Test, Judge, Conclude, Value, Critique, Select, Measure, Rank, Support, Choose, Hypothesize, Decide, Evaluate, Dispute, Verify, Grade, Assess, Argue, Determine Figure 2. Page 9 of handouts

9 Primary vs. Enabling Outcomes
Primary Course Objectives or Student Learning Outcomes Explain the basis differences between andragogy and pedagogy and the relationship to teaching approaches and curriculum development. Enabling Class Session Outcome Identify alternative teaching methods that may be used with the adult learner Enabling Class Session Outcome Describe at least five basic traits that differentiate the adult learner from the traditional college-aged learner Enabling Class Session Outcome Figure 3. Page 10 of handouts Discus the pros and cons of pedagogical versus andragogical approaches to teaching and learning Enabling Class Session Outcome Compare and contrast teaching and learning styles used in elementary school versus college. Figure 3 – Outcomes Staircase

10 Student Learning Outcomes: Stems & Samples - www. educationoasis
Student Learning Outcomes: Stems & Samples - Create a stem Add a verb Determine the actual product, process, or outcome

11 Worksheet for Designing a Course: Design Backwards – pages 11-14
Institutional Educational Goals Academic program objectives Course Student Learning Outcomes Unit or Lesson Student Learning Outcomes Individual Assignments Group Assignments Activities Resources

12 Deliver Forward

13 Planning Your Course: A Decision Guide
Download a course planning guide from

Download ppt "Student Learning Outcomes"

Similar presentations

Ads by Google