Transcript learning outcomes

Student Learning Outcomes
September 2004
Gavilan Community College
Terrence Willett
Director of Research
Learning Outcomes for Today
Write an appropriate student learning
outcome for your program
 Explain at least two methods to assess at least
one student learning outcome outcome
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Themes in New Standards
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ACCJC seems to be recommending a theme based
approach
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Institutional Commitments
Evaluation, Planning, and Improvement
Institutional Integrity
Organization
Dialogue
Student Learning Outcomes
Note that new standards integrate Instruction and
Student Services, all are focused on enabling
learning
What are Learning Outcomes?
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“Learning outcomes” not a new concept
– Used in California in K-12, special ed, voc programs
– Used in other college systems (i.e. Maryland, England)
– Barr and Tagg called for learning outcomes in 1995
Focuses more on students’ learning rather than just
how we instruct or support them; outcome based
 Emphasis on more complex level of learning
 Clearly states educational intentions for students
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Sounds like behavioral objectives!
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Learning outcomes differ from behavioral objectives
by
– Being broadly stated
– Having instructors assess gains in skills rather than
creating detailed list of specific topics and abilities to be
mastered (Harden 2002)
Some authors do not perceive that the difference
between learning outcomes and behavioral
objectives is important (Prideaux 2000)
 Important to distinguish the two to gain acceptance
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Gavilan Institutional
Learning Outcomes
(from Palomar College)
Communication
 Cognition
 Information Competency
 Social Interactions
 Aesthetic Responsiveness
 Personal Development and Responsibility
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Levels of Analysis
Institutional
 Department or Program
 Class or Service
 Assignment or Student Interaction
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Example Learning Outcomes at
program/service level
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Disabled Student Services
– The student will be able to explain his/her individual
academic strengths and weaknesses
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Maryland Health Education
– Students will demonstrate an understanding of health
promotion and disease prevention concepts to establish a
foundation for leading healthy, productive lives.
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Admissions and Records
– Students can “work the system”
– Demonstrate patience while waiting in line
Writing Learning Outcomes
Should be based on our mission and values
 In an environment that nurtures creativity
and intellectual curiosity, Gavilan College
serves the community by providing a high
quality learning experience which prepares
students for transfer, technical and public
service careers, life-long learning, and
participation in a diverse global society
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Writing Learning Outcomes
Outcomes must be observable so you can
measure or record them
 Course level learning outcomes sound like
behavioral objectives (or really are the same)
but LO tie into institutional learning
outcomes
 Keep in mind that outcomes are tools to
guide evidence collection for assessment
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Assessment Cycle
Create or Modify Goals
and Outcomes
Evaluate
Implement
Programs or
Strategies
Common Assessment Methods
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Tests
– Locally developed or Standardized
Performances
– Recital, Presentation, or Demonstration
Cumulative
– Portfolios, Capstone Projects
Surveys
– Attitudes and perceptions of students, staff, employers
Database Tracked Academic Behavior
– Grades, Graduation, Lab Usage, Persistence
Embedded Assessment
– Using grading process to measure ILO
Narrative
– Staff and student journals, interviews, focus groups
Assessment Tips
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Collect data from a representative sample rather
than everyone in population
Collect only a few well chosen pieces of data
Have assessment stem from activities you already do
if possible
Team up with others to share assessment work
Design activities and outcomes with assessment in
mind
Ask for advice from your colleagues
Writing Learning Outcomes
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Good verbs (Blooms’ Taxonomy):
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Compile
Analyze
Design
Apply
Demonstrate
Explain
Compare
Classify
Operate
Write
Calculate
Compose
Assess
Critique
Bad verbs
– Know
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Arrange
Identify
Solve
Differentiate
Formulate
Predict
Estimate
Understand
Appreciate
Learn
Good verbs are clear and observable, bad verbs are
vague states of mind
More example PLO’s
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Sinclair College
– Math = Apply mathematical models to real world
problems
– Amer. Gov. = Communicate the significance of
facts, concepts, and ideas in spoken and written
English, which is clear, precise, and logical
– ECE = Demonstrate professionalism in the child
care setting
Even more example PLO’s
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Parkland Community College
– English = Students will create college-level written text
for multiple purposes and diverse audiences that
demonstrate depth of critical thought and that observe
the conventions of standard written English.
– Psychology = Our students will apply major theoretical
perspectives and methodological approaches used in the
discipline of psychology to particular social phenomena
or autobiographical circumstances.
Hey! What about SS PLO’s?
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From Ventura College SLO Workshop
– DSPS = Students will demonstrate self-advocacy skills
with instructors and staff
– EOPS = Student will identify and describe resources
available on the campus.
– Counseling = Student will be able to state informed
academic goal(s).
– Financial Aid = Faculty and staff will be able to describe
basic aspects of financial aid available to students and
how students can apply for financial aid.
Questions to Contemplate
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Why should I use student learning outcomes for
evaluating my program?
What are some strategies for writing effective
learning outcomes?
What are some differences between qualitative and a
quantitative measurements?
How can anecdotal reports or case studies be used
in program assessment?
What are the pros and cons of using sampling
methods for assessment?
Thank You