Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Guiding principles for writing student learning outcomes
1. Guiding Principles for Writing Student Learning Outcomes
1. Write SLOs that are observable and measurable. Focus on observable behaviors
rather than what students think, understand, appreciate, etc.
Weak Better
Students will be able to understand
how to use a library database.
Students will be able to
demonstrate effective use limiters in
a library database.
2. Write SLOs that use action verbs. Action verbs let us focus easily on observable
behaviors. Refer to the Bloom’s Taxonomy chart on p. 3 for a list of action verbs.
Weak Better
Students will know how to write an
APA citation.
Students will be able to create an APA
citation.
3. Write SLOs that relate directly to the session and reflect the knowledge and skills
students should acquire in the session. SLOs should be specific to the session, and
should be assessed in the session.
Weak Better
Students in the session will be critical
thinkers.
Students will be able to discuss the
differences between popular and
scholarly material.
4. Write SLOs that are single statements, not multiple SLOs in one statement. Avoid
the temptation to bundle everything you value about your session into a lengthy
outcome statement.
Multiple outcomes (4) Single outcome (1)
Students will be lifelong learners who
understand the concepts of
information literacy and can apply
those concepts to design and conduct
research studies.
Students will be able to conduct
research.
5. Write SLOs that are short and concise. Longer statements tend to be vague or
include multiple outcomes. Following the SLO template ensures short and concise
SLOs.
SLO Template SLO Example
At the end of the [Type of
Instruction], [Audience] will be able
to [Action Verb] [Knowledge or
Skill].
At the end of the session,
students will be able to
differentiate between popular
and scholarly sources.
![Guiding Principles for Writing Student Learning Outcomes
1. Write SLOs that are observable and measurable. Focus on observable behaviors
rather than what students think, understand, appreciate, etc.
Weak Better
Students will be able to understand
how to use a library database.
Students will be able to
demonstrate effective use limiters in
a library database.
2. Write SLOs that use action verbs. Action verbs let us focus easily on observable
behaviors. Refer to the Bloom’s Taxonomy chart on p. 3 for a list of action verbs.
Weak Better
Students will know how to write an
APA citation.
Students will be able to create an APA
citation.
3. Write SLOs that relate directly to the session and reflect the knowledge and skills
students should acquire in the session. SLOs should be specific to the session, and
should be assessed in the session.
Weak Better
Students in the session will be critical
thinkers.
Students will be able to discuss the
differences between popular and
scholarly material.
4. Write SLOs that are single statements, not multiple SLOs in one statement. Avoid
the temptation to bundle everything you value about your session into a lengthy
outcome statement.
Multiple outcomes (4) Single outcome (1)
Students will be lifelong learners who
understand the concepts of
information literacy and can apply
those concepts to design and conduct
research studies.
Students will be able to conduct
research.
5. Write SLOs that are short and concise. Longer statements tend to be vague or
include multiple outcomes. Following the SLO template ensures short and concise
SLOs.
SLO Template SLO Example
At the end of the [Type of
Instruction], [Audience] will be able
to [Action Verb] [Knowledge or
Skill].
At the end of the session,
students will be able to
differentiate between popular
and scholarly sources.](https://image.slidesharecdn.com/guidingprinciplesforwritingstudentlearningoutcomes-160314185932/85/Guiding-principles-for-writing-student-learning-outcomes-1-320.jpg)
