1. Developing Meaningful, Measurable Student Learning Outcomes Tulsa Community College January 2013 Susan Hatfield Professor, Winona State University SHatfield@winona.edu Visiting Scholar, Higher Learning Commission

2. Student Learning Outcomes What do you want students to know, do, or achieve … At the end of the course ….At the end of the program

3. Student Learning Outcomes Define your course, program, and institution’s values.

4. PRACTICAL ADVICE: If you don’t care about the outcome, you’re not going to care whether students are achieving it either.

5. Student Learning Outcomes Students should be able to critically comprehend, interpret, and evaluate written, visual, and aural material.

6. Student Learning Outcomes Students will recognize, analyze, and interpret human experience in terms of personal, intellectual, and social contexts.

7. PRACTICAL ADVICE: The more complex the outcome, the harder it will be to assess

8. PRACTICAL ADVICE: Format for learning outcomes: Students will be able to > >

9. PRACTICAL ADVICE: Use whatever language on which you can agree.

10. Student Learning Outcomes Learner Centered Specific Action oriented Public Distinctive Frame Perceptions Cognitively appropriate

11. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate

12. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate

13. Student Learning Outcomes Students will be able to describe, analyze and interpret…..

14. Student Learning Outcomes RULE OF THUMB: If you have more than one action verb, keep the one that represents the highest order of thinking.

15. Outcomes must be defined

16. Components Define student learning outcomes Provide a common language for describing student learning Must be outcome specific Must be shared across faculty Number of components will vary by outcome

17. Component Communication RelateSpeakListenParticipateWrite

18. Components Goal component Outcome Evaluative elements Object

19. Components Communication SpeakRelateListenParticipateWrite Process Summary delivery content organization

20. Components Communication SpeakRelateListenParticipateWrite Letter mechanics style organization

21. PRACTICAL ADVICE: If you can’t identify components for your outcomes, you need to rethink your outcomes.

22. The Reality of Assessing Student Learning Outcomes Why you need common definitions

23. volume poise conclusion Speaking teacher5 eye contact style appearance gestures rate evidence sources examples organization transitions verbal variety attention getter teacher4teacher2teacher1teacher3

24. volume poise conclusion eye contact style appearance gestures rate evidence sources examples organization transitions verbal variety attention getter Can our students deliver an effective Public Speech?

25. Quiz

26. Example #1 Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected BETTER: Students will be able to apply factual information to a problem COMPONENTS: Relevance Clarity Comprehensiveness Aware of Bias

27. Example #2 Formulate and test hypotheses by performing laboratory, simulation, or field experiments in at least two of the natural science disciplines (one of these experimental components should develop, in greater depth, students’ laboratory experience in the collection of data, its statistical and graphical analysis, and an appreciation of its sources of error and uncertainty) BETTER: Students will be able to test hypotheses. COMPONENTS Data collection Statistical Analysis Graphical Analysis Identification of sources of error

28. Example #2 Formulate and test hypotheses by performing laboratory, simulation, or field experiments in at least two of the natural science disciplines (one of these experimental components should develop, in greater depth, students’ laboratory experience in the collection of data, its statistical and graphical analysis, and an appreciation of its sources of error and uncertainty) BETTER: Students will be able to test hypotheses. COMPONENTS Data collection Statistical Analysis Graphical Analysis Identification of sources of error

29. Looking Ahead

30. How Assessment Works learning event component BASELINE Compare Against Benchmarks, Standards, Targets, Past Performance New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event New / Revised learning event component OUTCOMEOUTCOME Year 1 Year 2Year 3

31. Next Steps

32. By February 1 st : Define, or Re-Define Outcomes: What did you learn from this last cycle?

33. After that…. √ Map outcomes to the assignments and curriculum

34. X X 1 2 3 4 5 6 X X X X X X X X X X X X X X X X X X X X X X X X 1xx 2xx Student Learning Outcomes

35. X X 1 2 3 4 5 6 X X X X X X X X X X X X X X X X X X X X X X X X 1xx 2xx Student Learning Outcomes Build a Course or Curriculum

36. X X 1 2 3 4 5 6 X X X X X X X X X X X X X X X X X X X X X X X X 1xx 2xx Student Learning Outcomes Analyze a Course or Curriculum

37. X X 1 2 3 4 5 6 X X X X X X X X X X X X X X X X X X X X X X X X 1xx 2xx Student Learning Outcomes Understand Learning

38. After that…. √ Map outcomes to the assignments and curriculum √ Identify ways to assess the outcomes √ Discover trends in results √ Reaffirm what is working √ Adjust processes to improve learning

39. Developing Meaningful, Measurable Student Learning Outcomes Tulsa Community College January 2013 Susan Hatfield Professor, Winona State University SHatfield@winona.edu Visiting Scholar, Higher Learning Commission