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Slide presentation that goes along with the handout on learning outcomes, soaps and assessment; this is a mini-version of a longer workshop

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  2. 2. Session Learning Outcomes • Identify your department SOAP and summarize the relationship of your course to your department and/or program • Identify your course learning outcome(s) or goal(s) • Create or revise one learning outcome and apply Bloom’s Taxonomy • Begin assessment of learning activities
  3. 3. What are your course goals? (p. 1) Ask yourself: What do I want students to achieve in this course? Workplace/professional Educated, informed citizen Personal In other words, why do students need this course?
  4. 4. How does your course relate to the department and/or program? (p. 1) Go to: demics/oie/assessment/ ml
  5. 5. What is a learning outcome? (p. 2) Student Learning Outcomes (SLOs): • Describe what students should be able to do when they complete the course. • They are competency-based and measurable, in that they describe exactly what the student must do to demonstrate mastery of course material. • Use specific language (Bloom’s)* • Outcomes may be separated by knowledge, skills and values (attitudes) • Should be an appropriate number of outcomes (5-12) and should be written at appropriate level * OR handout:
  6. 6. Bloom’s Taxonomy (p. 4) • Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reprodu ce state • Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, reco gnize, report, select, translate, paraphrase • Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, inte rpret, operate, schedule, sketch, solve, use, write • Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test • Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate • Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write Choose outcomes verbs that relate to the appropriate cognitive domain Source:
  7. 7. Alignment and Assessment
  8. 8. Grades as Effective Assessment Tools “To accurately assess learning outcomes, each type of assessment (i.e., exam, project, programming assignment, etc), would need to be analyzed in terms of the different skills it addresses and scores across the various types of assessment activity would have to be compiled and assigned for each of the skills.” Aligning Assessment with Objectives, html
  9. 9. Aren’t grades enough? • Grades may be imprecise and idiosyncratic. • Class grades may be affected by additional factors such as attendance, class participation, late assignments. • Grades provide very minimal feedback about specific aspects of student performance. • Grades do have a place in assessment when they are based on specific, direct evidence of student learning outcomes and linked to standards. –
  10. 10. Questions to ask about your assessment activities: • Alignment of outcome verb with assessment instrument? (What kind of learning are you measuring?) • How authentic is the task? (Where are students asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills?)
  11. 11. Final Step: Close the loop! “Self-assessment is not the goal. Self-adjustment is the goal. That’s what makes Tiger Woods and Michael Jordan great… that’s what our best students and teachers do.” Grant Wiggins