Writing learning outcome statements
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Here are some key points to consider in your response: - Reflective practice is needed to clearly articulate the intended student learning and skills to be developed. Consider program goals, curriculum, and assessment methods. - Colleagues may perceive writing outcomes as an added task, so emphasize how it improves learning and assessment. Lead by example in writing clear, measurable outcomes. - Meet with colleagues to understand their goals and challenges. Offer to review draft outcomes and provide feedback using Bloom's taxonomy and SMART criteria. - Familiarize yourself with resources on the assessment website, Bloom's taxonomy, and examples of well-written outcomes from other programs. Consider developing a guide or template to share. - Outreach
Writing learning outcome statements
- 1. Writing Learning Outcome Statements Assessment Fellows Training November 3, 2011
- 2. Learning Opportunity Planning and Assessment Process 1 Write Learning Outcomes 6 2 Evaluate Design Effectiveness Learning Based on Opportunity Assessment Mission Goals Department Learning Areas 5 3 Implement Identify Assessment Assessment Plan Plan 4 Implement Learning Opportunity
- 3. Learning Domain, Area, Outcome Division Learning Domain Department Learning Areas Program Learning Outcome
- 4. Plan with the end in mind. ⢠What do you want the student to learn? (outcome) ⢠What activity will facilitate the learning? (program or service) ⢠How will student demonstrate learning? (assessment) ⢠Implement learning activity and assess. ⢠How will you improve the learning for next time? (evaluation)
- 5. Learning Outcome Statements⌠âŚare 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).
- 6. What is Student Learning âLearning is a complex, holistic, multi-centric activity that occurs throughout and across the college experience. Student development, and the adaptation of learning to studentsâ lives and needs, are fundamental parts of engaged learning and liberal education. True liberal education requires the engagement of the whole student â and the deployment of every resource in higher educationâ (Learning Reconsidered, 2004, p. 6).
- 7. Learning Outcomes Statements ⢠What do you want the student to be able to do? ⢠What knowledge, skill or abilities should the ideal student participant demonstrate?
- 8. Learning Outcome Statement Formula As a result of Student will be able to Observable Program or Action Verb knowledge, skill Service (Bloomâs) or attitude As a result of Student will be able to Participation in the 3 Câs from Presidentâs the Social Identify Leadership Change Model Symposium of Leadership
- 9. Bloomâs Taxonomy of Cognitive Skills ⢠Developed by educational psychologist to improve design of curriculum and examinations. ⢠Provides a classification of levels of intellectual behavior important in learning. ⢠Learning at the highest levels is dependent on having attainted prerequisite levels. ⢠Assists in creating developmentally appropriate learning opportunities for students.
- 10. Teaching in Bloomâs ⢠Document created to assist in writing outcome statements and designing learning opportunities to meet the desired outcome. ⢠Can be accessed on the SA Assessment Website
- 11. Learning Outcome Statement Formula As a result of Student will be able to Observable Program or Action Verb knowledge, skill Service (Bloomâs) or attitude As a result of Student will be able to Participation in the 3 Câs from Presidentâs the Social Identify Leadership Change Model Symposium of Leadership
- 12. Be SMART ⢠Individual learning opportunities should not have more than 3-5 learning outcome statements. ⢠Specific- select specific Bloomâs category(s) to work in ⢠Measureable- Data can be collected to measure student learning ⢠Attainable- outcome is developmentally in reach for participants ⢠Results- the outcome should advance student learning towards department learning area ⢠Tailored- the outcome is written for the specific learning opportunity
- 13. As a result of this program, student will⌠⢠Poor Outcome Statement ⍠Be able to have confidence in their abilities. ⢠Better Outcome Statement ⍠Demonstrate critical thinking skills as it relates to social issues ⢠Best Outcome Statement ⍠Identify a social issue and construct a persuasive argument
- 14. Practice Complete worksheet on writing learning outcome statements.
- 15. Coaching Task ⢠What type of reflective practice is needed to construct learning outcome statements? ⢠What barriers do you perceive to coaching on writing learning outcome statements? ⢠What processes or outreach do you need to do with colleagues so you can provide coaching on writing learning outcome statements? ⢠What resources can you identify to assist you?