1 brock s. allen & kathy s. williams co-directors
TRANSCRIPT
Student Learning Outcomes
& Syllabus GuidelinesBrock S. Allen
Co-DirectorSDSU Center for Teaching &
Learning
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ManagingTheir Work Load
and Yours
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A Typical MisunderstandingAbout Expectations
I’m very frustrated!!I thought the exam was going to test whether we could remember the
formulas and maybe calculate some
results.
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A Typical MisunderstandingAbout Expectations
I’m very frustrated!!I thought the exam was going to test whether we could remember the
formulas and maybe calculate some
results.
Actually, the most important thing is
to select the right formula to
use. A calculator can do
the rest.
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Restate as a Student Learning Outcome Statement It's important to
understand statistical methodology employed in reports of experiments and to be aware of potential threats to published conclusions.
Students will be able to critique the statistical methodology employed in an experiment published in a scientific journal, identifying and explaining potential threats to the author's conclusions.
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Revise Outcome Statements to Accommodate Multiple-Choice Testing Students will be able
to critique the statistical methodology employed in an experiment published in a scientific journal, identifying and explaining potential threats to the author's conclusions.
Students will be able to identify the statistical methodology employed in an experiment published in a scientific journal, and identify potential threats to the author's conclusions.
Achieving Learning Outcomes:Which Will Add the Most to Workload?
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1. Write the verbatim definition foreach concept name.
2. Match concept namesto definitions in a randomized list.
3. Create/describe anappropriate examplefor each concept name.
Short answers
Match list items or multiple-choice items
Write or draw representations.
Assessment of Student PerformanceStudent Learning Outcomes
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Let’s PlayOutcomes
Sudoku
Achieving Learning Outcomes:Which Will Add the Most to Workload?
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1. Write the verbatim definition foreach concept name.
2. Match concept namesto definitions in a randomized list.
3. Create/describe anappropriate examplefor each concept name.
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Instructor Students Value
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3
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2
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100 students; Rate 1= low, 3 = high
Achieving Learning Outcomes:Which Will Add the Most to Workload?
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1. Match System Xcomponent names to functions in a list.
2. Use knowledge ofcause-and-effect relationsto trouble-shoot System X.
3. Diagram System X and label componentswith names and functions.
Multiple choice or matching items
M-C items: stem presents symptom; options list causes
Students draw and label system
Assessment of Student PerformanceStudent Learning Outcomes
Achieving Learning Outcomes:Which Will Add the Most to Workload?
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1. Match System Xcomponent names to functions in a list.
2. Use knowledge ofcause-and-effect relationsto trouble-shoot System X.
3. Diagram System X and label componentswith names and functions.
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2
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Instructor Students Value
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3
3
1
3
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100 students; Rate 1= low, 3 = high
Assess ActivitiesRegularly
So you can so you can make tactical adjustments rather than waiting until the end of the semester.
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Basic Assessments
Assessment activities aren’t necessarily add-ons; should reinforce learning
Highlight issues for quick intervention Summarize, remind students Promote reflection, deeper processing
KISS: Keep It Simple, Silly Feedback forms Blackboard surveys Focus or advisory group (for credit?) Quizzes and short essays Reflections: mini-essays
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Ideas/issues that intrigued you
Muddiest moment
Areas for improvement
Strengths & benefits
Syllabus Guidelines
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SDSU Curriculum Guide
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Why invest in your syllabus?
More organized and thoughtful students More students who plan ahead Reduced “hassles” and disputes Reduced instructor workload Work product for your teaching portfolio
Contract renewal or extension at SDSU Work at other institutions You own your syllabus content but SDSU
retains a permanent license to use it
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How much time to invest?Rules of Thumb Invest more if course…
is larger or multi-section offered frequently incorporates complex assignments
and/or logistics OR if students …
lack motivation or discipline are disorganized and don’t plan well
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