Module One: Writing Student Learning

Outcomes

Davidson County Community CollegeMay - 2011

Module One: Table of Contents

What are SLOs? 3

Relationship of SLO to College Mission and Program Outcomes 3

Model for Updating Curriculum to Improve Teaching and Learning 4

Stage One: Writing the Outcomes 5

Six Steps to Writing Effective SLOs 6

Using Bloom’s Taxonomy to Write Student Learning Outcomes 7

Writing SLOs that Encourage Critical Thinking 8

Rubric for Assessing Student Learning Outcomes 9

Matrix to Track Relationship of SLO the Course to the Program Outcomes 10

Example of the Progression of SLOs 11

Matrix to Track Progression of SLO in the Curriculum 12

My Plan to Write Effective SLOs 13

Outcomes: At the completion of the session faculty should be able to: 1.Define an intended Student Learning Outcome (SL0).

2.Discuss the benefits of effective SLOs for students and faculty.3.Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes.

4.Write effective SLOs using action verbs.

5.Write SLOs at different levels of critical thinking using Bloom’s Taxonomy.

6.Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs.7.Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum.

Module One: Writing Student Learning Outcomes TopicsWhat are SLOs? Six Steps to Writing Effective SLOsWriting SLOs that Encourage Critical ThinkingEvaluation of SLOs in Course SyllabusDevelopment of Course Tracking Matrix to Show Progression of Outcomes

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What are SLOs?

Helps to improve teaching practices Guides our teaching strategies and

assessment Maintains high standards. Produces consistency of standards

between course sections Gives students more responsibility.

Validates both what we are teaching and why we are teaching it.

Directs our teaching practices to be more student/learning-centered.

Informs students of the expectations up front.

Benefits of SLOs for Faculty and Students

Student learning outcomes describe measurable knowledge, skills, and behaviors that students should be able to demonstrate as a result of completing the program.

1. Focused on what the student can do. Therefore they are intended outcomes.

2. Use active verbs. Active verbs are easier to measure.

3. Include an assessable expectation that is observable and measurable.

Source: Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco: Jossey-Bass.

SLO Relationships: Linkage of SLO to program and institutional level outcomes is essential.

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Model for Updating Curriculum to Improve Teaching and Learning

Write the OutcomesImprove the Curriculum

Teach to OutcomesAssess Outcomes

Stage DescriptionDefine the desired student learning outcomes using action verbs and different levels of critical thinking.

Create the learning activities that provide the opportunities for students to meet learning outcomes.

Assess student progress to ensure that the student learning outcome has been met. Evaluate test items to determine if they measure outcomes.

Use the result of assessment to make improvement in the curriculum and to improve teaching and learning.

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SLOs should…

1.reflect the institutional and departmental mission statements;

2.focus on knowledge and skills that are central to the course

topic and/or discipline;

3.be limited to 5 – 10 statements;

4.incorporate various ways for students to show success;

5.be student-centered rather than faculty-centered.

Write

Stage One: : Write the Outcomes Write the Outcomes

How do I write outcomes to let students know what is expected of them?

“ Documenting student learning is easier if you first specify what you want

students to do with the course content.”

--- Schreyer Institute for Teaching Excellence, Penn State

University

“ Documenting student learning is easier if you first specify what you want

students to do with the course content.”

--- Schreyer Institute for Teaching Excellence, Penn State

University

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Six Steps For Writing Student Learning Outcomes

The purpose for writing SLOs is to CLEARLY STATE WHAT the learner will be able to DO as the result of a given learning experience.

1. Describe the skill or competency

Describe the performance of a skill or competency.

2. Use an action verbs Begin with an action verb, describing what the learner will be able to do. Action verbs require the learner to do something, such as write, install, solve, compare, design, demonstrate, discuss, create, etc. See Action Verb List on page 7.

3. Write SLOs that are measurable and observable

Observable means you must be able to see a product, a process, or both. Measurable means you must be able to determine the quality of the process or product.

4. Write SLOs that are clear and concise

Describe the action in clear and concise statements.

5. State SLOs as a single performance

Specify a single performance/outcome, not multiple performances.

6. Describe the learner's performance not the instructor’s

Describe the learner's performance, not the instructor's activities, learning plans, or instructional strategies.

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Student will experience more success in your classes if they know up front what is expected of them. Writing student learning outcomes (SLO) using Bloom’s Taxonomy can assist you to challenge your students to think critically.

Using Bloom’s Taxonomy to Write SLOs

Bloom’s Revised Taxonomy

Levels of Learning Action Verbs

CreatePutting together ideas to develop an original idea.

Action Verbs: assemble, arrange, compile, compose, construct, create, design, develop, formulate, generate, imagine, invent, modify, plan, revise, write

Example: 1. Plan appropriate science activities for young children. 2. Construct a basic web page using HTML.

EvaluateJudging the value of ideas, materials and methods by developing and applying standards and criteria

Action Verbs: appraise, argue, assess, critique, defend, evaluate judge, justify, measure, predict, prioritize, rate, select, support, test, validate, value

Examples: 1. Select the project that reflects use of quality animation and sound.2. Defend the use of use of the Lock-out/Tag-Out system.

AnalyzeBreaking information down into its parts

Action Verbs: analyze, compare, contrast, criticize, determine, debate, detect, differentiate, discriminate, distinguish, examine, experiment, inquire, inspect, investigate, organize, question, test, troubleshoot

Examples: 1. Troubleshoot a piece of equipment by using logical deduction. 2. Inspect equipment’s safety features before start up.

ApplyUsing strategies, concepts, principles and theories in new situations

Action Verbs: apply, calculate, choose, compute, demonstrate, determine, develops, dramatize, draw, employ, execute, illustrate, interpret, manipulate, practice, operate, schedule, show, sketch, solve, use.

Examples: 1. Choose the appropriate color for a clients hair texture.2. Operate tools associated with the HVAC trade.

UnderstandExplaining the meaning of information

Action Verbs: classify, describe, diagram, discuss, explain, give examples, infer, locate, outline, paraphrase, report, summarize.

Examples: 1. Describe the parts of a computer.2. Translate passages from your Spanish text into English.

Remember Recalling or recognizing specific information

Action Verbs: cite, define, duplicate, label, list, match, memorize, name, outline, quote, recall, recite, recognize, repeat, reproduce, state,

Examples: 1. Outline the steps in giving CPR.2. Label the diagram of the respiratory system.

Source: Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.

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Look at the following outcome statements and determine if they follow the writing guidelines. If not, please rewrite the statement. At the completion of the course students should be able to:

1. Know the appropriate literacy experiences for children at each stage of literacy development.

2. Explain the difference between criminal law and civil tort law. .

3. Defend the vital need for a customer orientation on the part of all employees of an organization.

4. Compare and contrast the foreign policy of Harry Truman and Dwight Eisenhower.

5. Understand the influence of personalities on history.

6. Demonstrate how to change a tire and how to check the refrigerant.

7. Create a weekly newsletter that communicates developmentally appropriate information .

Identifying Appropriate SLOs Worksheet

Levels of Learning

Outcomes

Create

Evaluate

Analyze

Apply

Understand

Remember

Choose one of the courses you teach. Write a student learning outcome for that course at each of the 6 levels of critical thinking in Bloom’s Taxonomy.

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Student Learning Outcome Checklist

Write the # of your SLO under evidence to support your answer Yes No1. Do the SLOs include active verbs?Evidence:

2. Do the SLOs suggest or identify behavior that can be observed and assessed?

Evidence:

3. Do the SLOs address the expected level of learning for the course using levels of critical thinking like those in Bloom’s Taxonomy as a guide?

Evidence:

4. Are SLOs stated as a single performance

Evidence:

5. Are SLOs aligned with the mission of the college and/or overall program outcomes?

Evidence:

6. Do the SLOs describe student performance, not faculty performance?

Evidence:

Worksheet to Evaluate SLOs in Syllabus

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Matrix to Track Relationship of SLO the Course to the Program Outcomes

Course Outcomes forProgram Outcomes

SLO1

SLO 2

SLO 3

SLO 4

1. Demonstrate effective, professional written and oral communication skills with consumers and co-workers.

x2. Use and apply critical thinking skills and basic health information management principles to recognize, analyze, and solve problems. x

3. Perform and interpret math calculations related to descriptive healthcare statistics. x

4. Use current technology to access and process health information. x x x

5. Demonstrate knowledge and skills necessary for entry level health information competencies. x x6. Practice in a legal, ethical, and professional manner by demonstrating responsibility, initiative, positive attitudes toward those of diverse backgrounds, integrity, time management skills, and the ability to work in teams in a healthcare setting.

x

Student Learning Outcomes for HIT 216 Quality Management

1.State quality assurance philosophy and purpose.2.Evaluate diagnostic and treatment documentation. 3.Relate QA terms to the JCAHO health care quality vision.4.Prepare data presentations.

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Example of Progression of SLOs

Student Learning Outcomes Remember Understand Apply Analyze Evaluate Create

HIT 112 Health Law and Ethics1. Locate Federal and State statutes

relative to the management of health information.

X

2. Explain the duty to provide a reasonable standard of care X

3. Describe the legal status of health information X

4. List acceptable methods of record authentication X

5. Apply laws and regulations relative to the confidentiality of health information

X

HIT 216: Quality Management

Remember Understand Apply Analyze Evaluate Create

1. State quality assurance philosophy and purpose. X

2. Evaluate diagnostic and treatment documentation. X

3. Relate QA terms to the JCAHO health care quality vision. X

4. Prepare data presentations. X5. Abstract medical records X

Source: Taken from course syllabi from Heather Watson, Health Information Instructor at Davidson County Community College. Spring 2011

Matrix to Track Progression of PLO in the Curriculum

Use the following code to indicate in which courses the outcomes are

I = IntroducedR = ReinforcedM = Mastered

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1. Course(s) in which I wish to make changes:

2. Changes I need to make in writing SLOs include: ________________________________________________________________________________________________________________________________________________________________________________________

3. Time line I plan to use:

My Plan for Writing Effective SLOs

“I never teach my pupils; I only attempt to provide the conditions in

which they can learn.” Albert Einstein

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One thing I will take from the workshop that I can apply is …

_________________________________________________________________________________________________________________________________________________________________________________

I would have learned better if you would have…

_________________________________________________________________________________________________________________________________________________________________________________

The handout materials were…

_________________________________________________________________________________________________________________________________________________________________________________

Using the scale of 1 to 5, please place a check by the number where would you rate how you felt your expectations were met for this session.

Session Evaluation

“I never teach my pupils; I only attempt to provide the conditions in

which they can learn.” Albert Einstein

1 2 3 4 5

Did not meet my expectations

It was ok I learned some things

It met my expectations

It met and exceeded my expectations

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