Writing l os 101
- 1. Learning OutcomesWriting 101Prepared by Amber Garrison DuncanUniversity of Oregon
- 2. Workshop Learning OutcomesUnderstand the role of learning outcomes in shaping student learning experiencesUnderstand the learning outcomes formulaUnderstand levels of Blooms taxonomy Construct learning outcomes
- 3. Planning and Assessment ProcessAssessment is not an extra task, it is a way of being
- 4. Start with the end in mind.What do you want the student to learn? (outcome)What knowledge, skills or abilities do they need to learn? (curriculum or what you intend to teach)What activity will facilitate the learning? (program or service)How will student demonstrate learning? (assessment)How will you improve the learning for next time? (improvement)
- 5. Designed to walk you, step by step, through the program planning and assessment processAssessment and Planning Guide
- 6. Learning Outcomes……are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Suskie, 2009).
- 7. BrainstormWhat do you want the student to be able to know or do as a result of participation?What knowledge, skill or ability should the ideal participant demonstrate?
- 8. Bloom’s TaxonomyKnowledge- aware, define, describe, label, listComprehension- explain, generalize, give examplesApplication- apply, adopt, construct, demonstrateAnalysis- analyze, compare, contrastSynthesis- change, compose, plan, predict, produceEvaluation- assess, judge, defend, criticize, conclude
- 9. Learning Outcome FormulaAs a result of Student will be able toAs a result of Student will be able to
- 10. As a result of this program, student will…Bad Outcome StatementBe able to have confidence in their abilities, realize the HLC can benefit their learning process and enroll in three programs.Better Outcome StatementDemonstrate critical thinking skills as it relates to social issuesBest Outcome StatementDemonstrate the ability to analyze and respond to arguments about racial discrimination
- 11. TipsLimit yourself to 3-6 outcome statementsBe SMARTSpecific- focused on a specific learning areaMeasurable- you can collect data to measureAttainable- the outcome is attainable given the student learning level and program Results- program is aligned with department and division learning domainsTailored- outcome is specific to the program
- 12. We are taking a friend camping. What do they need to know? Let’s Try
- 13. Start with the end in mind.What do you want your friend to learn about camping? (outcomes)What specific knowledge, skills or abilities do they need to learn? (outcomes- remember 3-6 only!)What activity will facilitate the learning? (program, service or experiences)How will your friend demonstrate learning? (assessment)How will you improve the learning for next time? (improvement)
- 14. ResourcesAssessment Team Member- AnnieStudent VoiceStudent Affairs Assessment Websitehttp://sa-assessment.uoregon.edu
Editor's Notes
- #9: Lower levels are rote memorization or surface level learning. Procedural knowledge and answers can be found in materials provided.Higher levels are meaningful or deep learning. Students creative, original and critical thinking are required.