Transcript Slide 1
Writing Effective Student Learning Outcomes What is a learning outcome? How do you use learning outcomes? Value of developing learning outcomes Guides teaching by identifying what the students will be able to do at the end of the lesson or unit. Guides assessment by articulating the evidence by which that learning will be demonstrated. Definitions and underlying concepts • An outcome is the desired result of the learning experience. Definitions and underlying concepts Outcomes are the achieved results of what was learned. They are the evidence that learning has taken place. Outcomes are the abilities or products students have shown after instruction. Outcomes are what teachers will assess. Definitions and underlying concepts A student learning outcome is “a specific statement that describes the knowledge, skills/abilities, or attitudes that students are expected to learn upon successful completion of a course of study, such as a course, seminar, or certification program.” (Wood, 2008) Contexts in which learning outcomes are used CEFR “Can do” statements. “Can scan texts for relevant information and grasp main topic of text, reading almost as quickly as a native speaker.” What does a good student learning outcome look like? Not too broad What does a good student learning outcome look like? Not too narrow What does a good student learning outcome look like? Uses parallel language What does a good student learning outcome look like? Doesn’t mix verb tenses: choose either future or present and stick with it: Students can . . . or Students will be able to . . . What does a good student learning outcome look like? Makes it clear: by when? End of course or program vs. beginning placement What does a good student learning outcome look like? Uses strong, clear, concrete verbs such as those found in Bloom’s Taxonomy. • • • • • • • • define describe identify explain demonstrate produce use compare • • • • • • • • give examples infer predict summarize paraphrase support organize show Knowledge • • • • • • define describe identify list outline explain • • • • • • generalize give examples infer predict summarize paraphrase Comprehension and application • • • • • • • demonstrate prepare produce rate show solve use Synthesis • • • • • • • • • categorize compare conclude design explain organize plan revise support 6 Steps for analyzing Student Learning Outcomes 1. Does it have an action word? 2. Does it have a learning object? 3. Does it have clear criteria? 4. Is it measurable? 5. Is it observable? 6. Is it calibrated to the grade level? Writing SLO Can write essays using a variety of sentence structures, developing an argument, giving reasons or points of view, explaining the advantages and disadvantages of various options while synthesizing information and arguments from a number of sources. Analysis 3. Action word? What? Criteria? 4. Measurable? 5. Observable? 6. Calibrated? 1. 2. Writing SLO Can write essays using a variety of sentence structures, developing an argument, giving reasons or points of view, explaining the advantages and disadvantages of various options while synthesizing information and arguments from a number of sources. Analysis 3. Action word? What? Criteria? 4. Measurable? 5. Observable? 6. Calibrated? 1. 2. Writing SLO Can write essays using a variety of sentence structures, developing an argument, giving reasons or points of view, explaining the advantages and disadvantages of various options while synthesizing information and arguments from a number of sources. Analysis 3. Action word? What? Criteria? 4. Measurable? 5. Observable? 6. Calibrated? 1. 2. Writing SLO Can write essays using a variety of sentence structures, developing an argument, giving reasons or points of view, explaining the advantages and disadvantages of various options while synthesizing information and arguments from a number of sources. Analysis 3. Action word? What? Criteria? 4. Measurable? 5. Observable? 6. Calibrated? 1. 2. Sample action words and learning objects for writing Write: essays, paragraphs, stories, sentences summaries … Complete: forms, charts, applications Compose: outlines, descriptions, lists What does a good student learning outcome look like? Make sure that the outcome is measurable. What does a good student learning outcome look like? Avoids this language: Be familiar with . . . Gain an understanding of . . . Learn about . . . Demonstrate knowledge of . . . (Wood 2008) Learner Outcomes Action word: identifies the performance to be demonstrated Learning statement: learning demonstrated in the performance Criterion: standard of acceptable performance The process of developing learning outcomes Main stages of the process (Sweeney 2008) Identify the desired results (Outcomes) Determine acceptable evidence (Assessment process) Plan learning experiences and instruction Questions Photo Credits Some photos from flickr used under a Creative Commons Attribution license Darts target Graduation photo Broad river Narrow passage Butterfly collection Andromeda galaxy Railroad tracks Up-down arrows Avoidance barrier Calendar Angry child Question mark Thank you flowers Erika Allan Chatto Robert Taylor David Merrigan Christian Guthier NASA Sean McGrath Cameron Russell Horia Varlan Jennifer Jayanthi Kumar Mindaugass Danys The Italian Voice Eduardo Deboni