Learning Outcomes<br />Writing 101<br />
Workshop Learning Outcomes<br />Understand the role of learning outcomes in shaping student learning experiences<br />Unde...
Planning and Assessment Process<br />Assessment is not an extra task, <br />it is a way of being<br />
Start with the end in mind.<br />What do you want the student to learn? (outcome)<br />What knowledge, skills or abilities...
Designed to walk you, step by step, through the program planning and assessment process<br />Assessment and Planning Guide...
Learning Outcomes…<br />…are goals that describe how a student will be different because of a learning experience.  More s...
Brainstorm<br />What do you want the student to be able to know or do as a result of participation?<br />What knowledge, s...
Bloom’s Taxonomy<br />Knowledge- aware, define, describe, label, list<br />Comprehension- explain, generalize, give exampl...
Learning Outcome Formula<br />As a result of 	Student will be able to<br />As a result of 	Student will be able to<br />
As a result of this program, student will…<br />Bad Outcome Statement<br />Be able to have confidence in their abilities, ...
Tips<br />Limit yourself to 3-6 outcome statements<br />Be SMART<br />Specific- focused on a specific learning area<br />M...
We are taking a friend camping. <br />What do they need to know? <br />Let’s Try<br />
Start with the end in mind.<br />What do you want your friend to learn about camping? (outcomes)<br />What specific knowle...
Resources<br />Assessment Team Member- Annie<br />Student Voice<br />Student Affairs Assessment Website<br />http://sa-ass...
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Writing Learning Outcomes 101

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Prepared for 1 hour training on how to write learning outcome statements.

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  • Lower levels are rote memorization or surface level learning. Procedural knowledge and answers can be found in materials provided.Higher levels are meaningful or deep learning. Students creative, original and critical thinking are required.
  • Writing Learning Outcomes 101

    1. 1. Learning Outcomes<br />Writing 101<br />
    2. 2. Workshop Learning Outcomes<br />Understand the role of learning outcomes in shaping student learning experiences<br />Understand the learning outcomes formula<br />Understand levels of Blooms taxonomy <br />Construct learning outcomes <br />
    3. 3. Planning and Assessment Process<br />Assessment is not an extra task, <br />it is a way of being<br />
    4. 4. Start with the end in mind.<br />What do you want the student to learn? (outcome)<br />What knowledge, skills or abilities do they need to learn? (curriculum or what you intend to teach)<br />What activity will facilitate the learning? (program or service)<br />How will student demonstrate learning? (assessment)<br />How will you improve the learning for next time? (improvement)<br />
    5. 5. Designed to walk you, step by step, through the program planning and assessment process<br />Assessment and Planning Guide<br />
    6. 6. Learning Outcomes…<br />…are 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).<br />
    7. 7. Brainstorm<br />What do you want the student to be able to know or do as a result of participation?<br />What knowledge, skill or ability should the ideal participant demonstrate?<br />
    8. 8. Bloom’s Taxonomy<br />Knowledge- aware, define, describe, label, list<br />Comprehension- explain, generalize, give examples<br />Application- apply, adopt, construct, demonstrate<br />Analysis- analyze, compare, contrast<br />Synthesis- change, compose, plan, predict, produce<br />Evaluation- assess, judge, defend, criticize, conclude<br />
    9. 9. Learning Outcome Formula<br />As a result of Student will be able to<br />As a result of Student will be able to<br />
    10. 10. As a result of this program, student will…<br />Bad Outcome Statement<br />Be able to have confidence in their abilities, realize the HLC can benefit their learning process and enroll in three programs.<br />Better Outcome Statement<br />Demonstrate critical thinking skills as it relates to social issues<br />Best Outcome Statement<br />Demonstrate the ability to analyze and respond to arguments about racial discrimination<br />
    11. 11. Tips<br />Limit yourself to 3-6 outcome statements<br />Be SMART<br />Specific- focused on a specific learning area<br />Measurable- you can collect data to measure<br />Attainable- the outcome is attainable given the student learning level and program <br />Results- program is aligned with department and division learning domains<br />Tailored- outcome is specific to the program<br />
    12. 12. We are taking a friend camping. <br />What do they need to know? <br />Let’s Try<br />
    13. 13. Start with the end in mind.<br />What do you want your friend to learn about camping? (outcomes)<br />What specific knowledge, skills or abilities do they need to learn? (outcomes- remember 3-6 only!)<br />What activity will facilitate the learning? (program, service or experiences)<br />How will your friend demonstrate learning? (assessment)<br />How will you improve the learning for next time? (improvement)<br />
    14. 14. Resources<br />Assessment Team Member- Annie<br />Student Voice<br />Student Affairs Assessment Website<br />http://sa-assessment.uoregon.edu<br />

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