I’ll separate into several slides-this is too much on one slide
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
Ida M. Jones
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
• Create or revise one learning outcome and
apply Bloom’s Taxonomy
• Begin assessment of learning activities
What are your course goals? (p. 1)
What do I want students to
achieve in this course?
Educated, informed citizen
In other words, why do students
need this course?
How does your course relate to
the department and/or
program? (p. 1)
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
• Should be an appropriate number of outcomes (5-12)
and should be written at appropriate level
Bloom’s Taxonomy (p. 4)
• Remembering: can the student recall or remember the
define, duplicate, list, memorize, recall, repeat, reprodu
• Understanding: can the student explain ideas or
classify, describe, discuss, explain, identify, locate, reco
gnize, report, select, translate, paraphrase
• Applying: can the student use the information in a new
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
Grades as Effective Assessment
“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
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
Questions to ask about your
• 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
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.”