This document discusses planning and assessment of learning outcomes. It describes how departmental outcomes are informed by institutional missions and goals. Program and service outcomes are specific to each program or service and are measured through assessment. Learning outcomes state what a student will know or be able to do as a result of a learning experience. They should be specific, measurable, attainable, results-oriented, and tailored. Bloom's taxonomy provides verbs for different levels of learning. A good outcome statement analyzes or responds rather than just having confidence or enrolling in programs. The document provides guidance on writing learning outcomes and assessing student learning to improve programs.

1. Assessment and Learning OutcomesMake a difference, measure the impact.Amber Garrison DuncanUniversity of Oregon

2. Workshop Learning OutcomesDescribe how institution, division and department missions inform the planning and assessment processSummarize the planning and assessment processUnderstand the role of learning outcomes in shaping student learning experiencesUnderstand the learning outcomes formulaUnderstand levels of Blooms taxonomy Construct learning outcomes

3. Planning and Assessment ProcessAssessment is not an extra task, it is a way of being

4. Let’s unpack the process

5. Mission, Goals and OutcomesWhere do we find these?What informs our mission, goals and outcomes?What should inform our mission, goals and outcomes?

7. Department OutcomesInformed by the Missions and Goals of the Institution, Student Affairs and Department.Written to demonstrate what the department will do to contribute to the Student Affairs mission, which then contributes to the Institutional Mission.Informs the development of programs and services within the department.Documented in the Department Strategic Plan

9. Program and Service OutcomesPrograms and Services are designed to fulfill the department mission.Specific outcomes are written for the particular program or service.

10. Program and Service AssessmentDesigned to measure the specific outcomes written for the program or service.Assessment provides documentation of impact of the program or serviceAssessment provides guidance and insight into successes and challenges that informs future planning

11. WritingLearning OutcomesMake a difference, measure the impact.

12. Start with the end in mind.What do you want the student to learn? (outcome)What knowledge, skills or abilities do they need to learn? (curriculum or what you intend to teach)What activity will facilitate the learning? (program or service)How will student demonstrate learning? (assessment)How will you improve the learning for next time? (improvement)

13. Designed to walk you, step by step, through the program planning and assessment processAssessment and Planning Guide

14. Learning Outcomes……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).

15. BrainstormWhat do you want the student to be able to know or do as a result of participation?What knowledge, skill or ability should the ideal participant demonstrate?

16. Bloom’s TaxonomyKnowledge- aware, define, describe, label, listComprehension- explain, generalize, give examplesApplication- apply, adopt, construct, demonstrateAnalysis- analyze, compare, contrastSynthesis- change, compose, plan, predict, produceEvaluation- assess, judge, defend, criticize, conclude

17. Learning Outcome FormulaAs a result of Student will be able toAs a result of Student will be able to

18. As a result of this program, student will…Bad Outcome StatementBe able to have confidence in their abilities, realize the HLC can benefit their learning process and enroll in three programs.Better Outcome StatementDemonstrate critical thinking skills as it relates to social issuesBest Outcome StatementDemonstrate the ability to analyze and respond to arguments about racial discrimination

19. TipsLimit yourself to 3-6 outcome statementsBe SMARTSpecific- focused on a specific learning areaMeasurable- you can collect data to measureAttainable- the outcome is attainable given the student learning level and program Results- program is aligned with department and division learning domainsTailored- outcome is specific to the program

20. We are taking a friend camping. What do they need to know? Let’s Try

21. Start with the end in mind.What do you want your friend to learn about camping? (outcomes)What specific knowledge, skills or abilities do they need to learn? (outcomes- remember 3-6 only!)What activity will facilitate the learning? (program, service or experiences)How will your friend demonstrate learning? (assessment)How will you improve the learning for next time? (improvement)

22. ResourcesAssessment Team MemberStudent VoiceStudent Affairs Assessment Websitehttp://sa-assessment.uoregon.edu