Transcript Introduction to Student Learning Outcomes in the Major

Introduction to Student Learning
Outcomes in the Major
Dr. Judy Shoemaker
Director, Assessment & Research Studies
Division of Undergraduate Education
UC Irvine
November 8, 2007
What are student learning
outcomes?
Statements that describe the knowledge,
skills and attitudes that students are
expected to achieve by the end of an
educational program.
Program could be a single event
(workshop or lab exercise), a course, a
major, general education, or the entire
undergraduate experience
Today’s focus = the major
Student Learning Outcomes
in the Major
What do you want your
students to know by the time
they complete your major?
(knowledge)
 What do you want your
students to be able to do
with what they know? (skills)
What do you want your
students to care about?
(values, attitudes)
A Definition
Student learning outcomes are statements that
describe the knowledge, skills, and attitudes
or values that faculty expect students to achieve
by the time they graduate.
– Knowledge: terms, concepts, theories, research
methods, lab safety procedures, processes
– Skills: demonstration of competence or proficiency,
being competent in a foreign language, writing
effectively, doing research, carrying out a lab
experiment, performing on stage, solving problems
– Attitudes/values: appreciation, respect, value, ethics
Why are learning outcomes
important?
Sound pedagogical reasons
– starting point of the teaching, learning, and
assessment cycle
– students’ learning improves when they know what is
expected
– part of a shift in teaching, from topics to be covered,
to what students will learn
– can guide teaching and learning activities
Other Reasons
WASC expects
– Student learning outcomes are clearly stated at the
course, program, and institutional level
– Student learning outcomes are shared with faculty,
staff, students (made public)
– Faculty take collective responsibility for establishing,
reviewing, assessing student learning outcomes, and
using the results to improve teaching and learning
– Results from assessment are used for improvement
of teaching and learning
Focusing on the Major
Defines the undergraduate student
experience
Provides depth of study in an academic
discipline (depth vs. breadth)
Focuses on the cumulative effect of the
curriculum as a whole
Represents faculty interests, expertise,
and teaching responsibilities
Faculty-defined
Getting Started - Knowledge
What should our students know by the
time they graduate?
– What are the most important terms, concepts,
theories, and principles they should know?
– What methods and procedures should they
know?
Getting Started - Skills
What should they be able to do with that
knowledge?
– What types of skills should they demonstrate?
– What constitutes “effective writing” in the major?
– What performance skills or competencies should they
demonstrate?
– What skills do they need to solve problems in the
discipline?
– What types of research experiences should students
have?
Getting Started – Attitudes & Values
What should they value?
– What values or attitudes should they develop?
– What should they appreciate or respect?
– What ethical issues should they be able to
address?
Examples
Students who successfully complete this
major will be able to ...
Describe basic biological concepts and
principles.
Understand the major theoretical approaches for
explaining economic phenomena.
Use statistical packages to analyze sociological
data and interpret results accurately.
Adopt the professional code of ethics for
pharmacy practice.
Explain the importance of the scientific approach
to understanding natural phenomena.
Student learning outcomes use action verbs that describe
how students will demonstrate their learning
analyze
demonstrate illustrate
participate
specify
apply
describe
interpret
perform
summarize
classify
design
judge
predict
support
communicate distinguish
justify
produce
translate
construct
evaluate
modify
recognize
volunteer
create
explain
order
review
write
define
identify
organize
solve
Student learning outcomes should reflect various levels of
cognitive processing
Bloom’s Taxonomy
Cognitive Level
Description
1. Knowledge
To know specific facts, terms, concepts, theories,
procedures
2. Comprehension
To understand, interpret, compare, contrast, explain
3. Application
To apply knowledge and understanding to new
situations, to solve new problems
4. Analysis
To identify the organizational structure of
something; to identify parts, relationships,
organizing principles
5. Synthesis
To create something new; to integrate ideas into a
solution; to propose a plan of action; to formulate a
new classification scheme.
6. Evaluation
To judge the quality of something based on its
adequacy, value, logic or use.
Examples Using Bloom’s
Taxonomy
Students can describe the major theoretical
approaches of the discipline.
Students can apply theoretical principles to solve
real-world problems.
Students can analyze the strengths and
weaknesses of the major theoretical approaches
for understanding specific phenomena.
Students can select the theoretical approach
that is most applicable to a phenomenon and
explain why they have selected that perspective.
Examples from Psychology
Content knowledge
– Critical knowledge of basic and applied aspects of the core
social science areas within psychology
– Knowledge of the design and analysis of psychological research
and knowledge of the interpretation of psychology research
findings
Critical thinking
– Ability to review, interpret and analyze the literature in
psychological science
Communication
– Ability to clearly and effectively present ideas in speech and in
writing that contribute to the dissemination of advances in
research in psychological science
From the University of Florida
More Examples
Research
– Students will demonstrate skills in designing and
conducting research, analyzing data and interpreting
results in the context of current theories in psychology
Technology
– Students will demonstrate familiarity with computer
technologies used in conducting psychological
research and learning psychological principles
Global citizenship/Ethical behavior
– Students will interact effectively, sensitively, and
ethically with people from diverse backgrounds and
demonstrate understanding of the sociocultural
contexts that influence individual differences
From Eastern Illinois University
Possible Categories of Outcomes
Knowledge and understanding of
important theories and concepts in the
discipline
Application of that knowledge and
understanding
Communication skills, especially writing
Research and information literacy skills
Values, attitudes and ethics
Effective Learning Outcomes
Focus on the learner, not the teacher – what the
student learns not what topics will be covered
Explain how students can demonstrate mastery
of the learning outcomes
Clear and understandable to students
Use active verbs that describe specific student
behaviors
Cover various levels of cognitive processing
Let’s get started!
Mission statements
Program descriptions
Courses
Professional
organizations
Other campuses
Graduate school or
career requirements
Student work and surveys
Alumni surveys
Break-Out Groups by Major
Share information about your major
Review the status of learning outcomes on each
campus
Review other resource materials provided
Discuss commonalities and differences across
campuses
Work on writing student learning outcomes
Consider next steps: group, home department,
UCOP (sponsor more workshops?)
Room Assignments
Biology – Moss Cove A
Chemistry – Woods Cove B
English – Woods Cove C
Psychology – Moss Cove B
Theatre/Drama – Woods Cove A
WASC ALOs – Crescent Bay A
Student Learning Outcomes (general) –
Pacific Ballroom A
Questions?
Dr. Judy Shoemaker [email protected]
http://www.due.uci.edu/
Click on “Assessment Resources”