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Writing learning outcome statements
- 1. Writing Learning Outcome Statements AssessmentFellows Training November 3, 2011
- 2. Learning Opportunity Planning andAssessment Process 1 Write Learning Outcomes 6 2 Evaluate Design Effectiveness Learning Based on Opportunity Assessment Mission Goals Department Learning Areas 5 3 Implement Identify Assessment Assessment Plan Plan 4 Implement Learning Opportunity
- 3. Learning Domain, Area,Outcome Division Learning Domain Department Learning Areas Program Learning Outcome
- 4. Plan with theend in mind. • What do you want the student to learn? (outcome) • What activity will facilitate the learning? (program or service) • How will student demonstrate learning? (assessment) • Implement learning activity and assess. • How will you improve the learning for next time? (evaluation)
- 5. Learning Outcome Statements… …aregoals 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).
- 6. What is StudentLearning “Learning is a complex, holistic, multi-centric activity that occurs throughout and across the college experience. Student development, and the adaptation of learning to students’ lives and needs, are fundamental parts of engaged learning and liberal education. True liberal education requires the engagement of the whole student – and the deployment of every resource in higher education” (Learning Reconsidered, 2004, p. 6).
- 7. Learning Outcomes Statements •What do you want the student to be able to do? • What knowledge, skill or abilities should the ideal student participant demonstrate?
- 8. Learning Outcome StatementFormula As a result of Student will be able to Observable Program or Action Verb knowledge, Service (Bloom’s) skill or attitude As a result of Student will be able to Participation in the 3 C’s from President’s the Social Identify Leadership Change Model Symposium of Leadership
- 9. Bloom’s Taxonomy ofCognitive Skills • Developed by educational psychologist to improve design of curriculum and examinations. • Provides a classification of levels of intellectual behavior important in learning. • Learning at the highest levels is dependent on having attainted prerequisite levels. • Assists in creating developmentally appropriate learning opportunities for students.
- 10. Teaching in Bloom’s •Document created to assist in writing outcome statements and designing learning opportunities to meet the desired outcome. • Can be accessed on the SA Assessment Website
- 11. Learning Outcome StatementFormula As a result of Student will be able to Observable Program or Action Verb knowledge, Service (Bloom’s) skill or attitude As a result of Student will be able to Participation in the 3 C’s from President’s the Social Identify Leadership Change Model Symposium of Leadership
- 12. Be SMART • Individuallearning opportunities should not have more than 3-5 learning outcome statements. • Specific- select specific Bloom’s category(s) to work in • Measureable- Data can be collected to measure student learning • Attainable- outcome is developmentally in reach for participants • Results- the outcome should advance student learning towards department learning area • Tailored- the outcome is written for the specific learning opportunity
- 13. As a resultof this program, student will… • Poor Outcome Statement ▫ Be able to have confidence in their abilities. • Better Outcome Statement ▫ Demonstrate critical thinking skills as it relates to social issues • Best Outcome Statement ▫ Identify a social issue and construct a persuasive argument
- 14. Practice Complete worksheet onwriting learning outcome statements.
- 15. Coaching Task • Whattype of reflective practice is needed to construct learning outcome statements? • What barriers do you perceive to coaching on writing learning outcome statements? • What processes or outreach do you need to do with colleagues so you can provide coaching on writing learning outcome statements? • What resources can you identify to assist you?