This document provides guidance on writing learning outcomes for a Writing 101 workshop. It begins by outlining the learning outcomes for the workshop, which are to understand the role of learning outcomes, the learning outcomes formula, and Bloom's taxonomy. It then discusses that assessment should be integrated into the planning process from the beginning. The key steps are to start with defining what you want students to learn, the curriculum to teach that, the activities to facilitate learning, how students will demonstrate learning, and how the learning will be improved. Learning outcomes should be specific, measurable, attainable, results-oriented, and tailored to the program. B loom's taxonomy is also reviewed to help construct different levels of outcomes. The document provides examples and tips for

1. Learning Outcomes Writing 101 Prepared by Amber Garrison Duncan University of Oregon

2. Workshop Learning Outcomes Understand the role of learning outcomes in shaping student learning experiences Understand the learning outcomes formula Understand levels of Blooms taxonomy Construct learning outcomes

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

4. 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)

5. Designed to walk you, step by step, through the program planning and assessment process Assessment and Planning Guide

6. 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).

7. Brainstorm What 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?

8. Bloom’s Taxonomy Knowledge- aware, define, describe, label, list Comprehension- explain, generalize, give examples Application- apply, adopt, construct, demonstrate Analysis- analyze, compare, contrast Synthesis- change, compose, plan, predict, produce Evaluation- assess, judge, defend, criticize, conclude

9. Learning Outcome Formula As a result of Student will be able to As a result of Student will be able to

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

11. Tips Limit yourself to 3-6 outcome statements Be SMART Specific- focused on a specific learning area Measurable- you can collect data to measure Attainable- the outcome is attainable given the student learning level and program Results- program is aligned with department and division learning domains Tailored- outcome is specific to the program

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

13. 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)

14. Resources Assessment Team Member- Annie Student Voice Student Affairs Assessment Website http://sa-assessment.uoregon.edu