This document provides guidance on developing student learning outcomes and assessing student achievement of those outcomes. It discusses the importance of writing measurable learning outcomes using action verbs from Bloom's taxonomy. Outcomes should describe what students will know and be able to do rather than internal processes like understanding. The document also discusses the difference between outputs, outcomes and goals, and emphasizes the importance of directly assessing student learning through exams, assignments or other demonstrations of knowledge and skills. University, program and course-level outcomes are interrelated and assessments should be aligned across levels. Both direct and indirect assessment methods are recommended.

1. Special recognition: University of Florida

2.  Participants will be able to:
◦ Articulate specifications for learning outcomes
◦ Classify learning outcomes using Bloom’s taxonomy
◦ Write (or evaluate) student learning outcomes for
your course
◦ Explain how you might assess student learning
outcomes

3.  SACS-COC = the Southern Association of Colleges
and Schools’ Commission on Colleges
 State of Texas- legislative mandates
 Federal Student Aid
 Public Accountability
 Enhance Student Learning!

4.  3.3.1 - The institution identifies expected
outcomes, assesses the extent to which it
achieves these outcomes, and provides
evidence of improvement based on analysis
of the results in each of the following areas:
(Institutional effectiveness)
 3.3.1.1 educational programs, to include
student learning outcomes

5.  Student Learning
Outcomes
(SLOs)describe
student learning –
what students will
know and be able
to do as a result of
completing a
program
 Program Goals do
not describe
student learning –
instead, they
describe
programmatic
elements, such as
admission criteria,
acceptance and
graduation rates,
etc

6.  Outputs describe and
count what we do
and whom we reach,
and represent
products or services
we produce.
Processes deliver
outputs; what is
produced at the end
of a process is an
output.
 An outcome is a level
of performance or
achievement. It may
be associated with a
process or its output.
Outcomes imply
measurement -
quantification - of
performance.

7. This distinction is important, especially in the development and
review of Student Learning Outcomes.
We seek to measure outcomes as well as their associated outputs;
however, SLOs focus on outcomes.
For example, while we produce a number of new graduates (the
output), it is critical that we have a measure of the quality of the
graduates as defined by the college or discipline (the outcome).
Effective Student Learning Outcomes describe, in measurable terms,
these quality characteristics by defining our expectations for
students at the end of the course or program.

8.  Focus on what students will know and be able to do.
◦ All disciplines have a body of core knowledge that students
must learn to be successful as well as a core set of
applications of that knowledge in professional settings.
 Describe observable and measureable actions or
behaviors.
◦ Effective SLOs present a core set of observable,
measureable behaviors. Measurement tools vary from
quizzes and tests to complex rubrics.
 The key to measurability: an active verb that
describes a observable behavior, process, or product
 A framework for developing SLOs: Bloom’s Taxonomy

9.  Understand
◦ An internal process that is indicated by demonstrated behaviors –
not recommended for program or course SLOs
 Appreciate; value
◦ Internal processes that are indicated by demonstrated behaviors
closely tied to personal choice
 Become familiar with
◦ Focuses assessment on “becoming familiar,” not familiarity
 Learn about, think about
◦ Not observable; demonstrable through communication or other
demonstration of learning
 Become aware of, gain an awareness of
◦ Focuses assessment on becoming and/or gaining – not actual
awareness
 Demonstrate the ability to
◦ Focuses assessment on ability, not achievement or demonstration
of a skill
 Also introduce, cover, present………..

10.  To introduce the basic principles of learning
and the biological processes…..
 Attend a live theater event and discuss its
impact on them as an audience member who
has a knowledge of theater history.
 To familiarize students with 9 to 10 literature
or literature related books.
 Understanding of American history.

11.  The students will be able to understand
regression models and time series models in
economics.
 The students will be able to interpret and
develop regression models and time series
models in economics.

12.  Students will know the differences in major
contemporary theories in the field of
sociology
 Students will be able to contrast major
contemporary theories in the field of
sociology

13. This model allows you to develop assessments that measure the outcomes, and that then connect directly to
the program learning goals
Course-level Student Learning Outcome
these are determined by the faculty and specify course-level, observable products or demonstrations
Program-level Goals produce Student Learning Outcomes
these describe what students will do to demonstrate they have met the learning goals
University Level – undergraduate student learning outcomes

14.  1. Master the depth of knowledge required for a degree
 Articulate disciplinary and interdisciplinary theories, concepts, principles, skills, and practices
 Synthesize knowledge across courses and other experiences
 Apply knowledge from core curriculum courses, discipline-based courses, and other experiences in a range of contexts to solve problems and make decisions
 2. Demonstrate critical thinking
 Evaluate, analyze, and integrate information from a variety of sources
 Use appropriate strategies and tools to represent, analyze, and integrate information
 Develop critical, reasoned positions
 3. Communicate effectively
 Demonstrate effective oral communication skills (which could include the use of languages such as American Sign language for those who do not communicate orally)
 Demonstrate effective writing skills
 Demonstrate effective nonverbal communication skills (which could include appropriate use of performance, design, or representations such as maps, tables, and graphs)
 Listen actively and critically
 Present work effectively to a range of audiences
 Effectively communicate original and creative ideas
 4. Practice personal and social responsibility
 Practice ethical leadership
 Recognize an ethical dilemma and apply rational decision-making in order to address it
 Choose ethical courses of action in research and practice
 Acknowledge and address the consequences of one’s own actions
 Engage in local and global civic activities
 5. Demonstrate social, cultural, and global competence
 Live and work effectively in a diverse and global society
 Articulate the value of a diverse and global perspective
 Recognize diverse economic, political, cultural, and religious opinions and practices
 6. Prepare to engage in lifelong learning
 Exhibit the skills necessary to acquire, organize, reorganize, and interpret new knowledge
 Show proficiency in current technologies and the ability to adapt to emerging technologies
 Recognize and participate in activities that enhance wellness of body, mind, and spirit
 Formulate a plan of personal goals for continued professional growth
 Demonstrate intellectual curiosity
 7. Work collaboratively
 Participate effectively in teams
 Consider different points of view
 Work with others to support a shared purpose or goal

15. Students who complete the MSE degree will:
Understand materials systems and their role in engineering
Apply knowledge of mathematics, science and engineering
principles to materials science and engineering to design and
conduct experiments, as well as to analyze and interpret data
Design a system, component or process to meet desired needs
within realistic constraints such as economic, environmental,
social, political, ethical, health and safety, manufacturability
and sustainability

16. Content Knowledge
• Apply knowledge of mathematics, science and engineering principles to
materials science and engineering.
• Design and conduct materials science and engineering experiments and
analyze and interpret the data.
Critical Thinking
• Design a materials science and engineering system, component or process to
meet desired needs within realistic economic, environmental, social, political,
ethical, health and safety, manufacturability and sustainability constraints.
Communication
• Communicate technical data and design information effectively in speech
and in writing to other materials engineers.

17. SLOs
Additional
Assess-
ments
Content
Knowledge
EMA3050 EMA3066 EMA4714 EMA3080C EMA3513C EMA4714
#1 I R A
Senior exit
survey
#2 I R A
Senior exit
survey
Critical
Thinking
EMA3066 EMA4223 EMA4714
#3 I R A
Senior exit
survey
Communi-
cation
EMA3080C EMA3013C EMA3513C
#4 I R A
Senior exit
survey
Assessments in the boxes marked A are conducted using specific
homework, exam, or assignment questions aligned with that SLO.
Source: 2011-12 MSE Academic Assessment Plan

18.  These are determined by the faculty to
teach the course
 However, these should directly relate to the
program SLOs

19. Upon completion of this
course, the student will be
able to:

20. Quick thought

21. Syllabi Review

22.  Are there learning outcomes?
 Observable?
 Measurable?
 Direct?
 Constructive advice……..

23. Revise Current Syllabi

25.  Direct assessments
of student learning
are those that
provide for direct
examination or
observation of
student knowledge
or skills against
measurable
performance
indicators.
 Indirect
assessments are
those that ascertain
the opinion or self-
report of the extent
or value of learning
experiences

26.  Review your exams or assessments
 Better yet… have one of your colleagues
review your exams or assessments
 Are your assessments in line with your
student learning outcomes (taxonomy)? Many
will say yes. On review, most assessments are
at fairly low taxonomic levels.
 Choose a cognitive level on Bloom’s
taxonomy for each question that best reflects
the expectations of the question…see what
you find……..

27.  Carriveau, R. (2010). Connecting the dots –
Developing student learning outcomes and
outcomes-based assessments. Denton, TX:
Fancy Fox Publications
 Suskie, L. (2009). Assessing student learning:
A common sense guide (2nd ed.) San
Francisco, CA: Jossey-Bass.
 Walvoord, B. (2010). Assessment clear and
simple: A practical guide for institutions,
departments, and general education (2nd ed.).
San Francisco, CA: Jossey-Bass.