Transcript Student Learning Outcomes - Delgado Community College

Writing Student Learning
Outcomes
Consider the course you teach
Writing them
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Look at the big picture
Consider the taxonomy
Determine results of learning
Determine performance criteria
Delgado Mission
Delgado Community College provides a learning
centered environment in which to prepare
students from diverse backgrounds to attain
their educational, career, and personal goals, to
think critically, to demonstrate leadership and to
be productive and responsible citizens.
GenEd Core Competencies
• Writing and Critical
Thinking
• Computation
• Logic
• Social Issues
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Oral Communication
Leadership
Citizenry
Cultural Expression
Technology
Review Terms
• GenEd Core Competency – a broad base of
foundational knowledge, skill, and attitude
that can be developed through the learning
activities in GenEd courses and demonstrated
through learning outcomes
• GenEd Core Characteristic – an ability that
Delgado Community College expects to see in
students who go through the GenEd core
curriculum; should reflect what groups of
students can do upon completion of the
general education curriculum
Review Terms
• Course Learning Outcome – what students
who complete a particular course should be
able to do or show as a result learning,
regardless of what section of the course the
student takes
• Course Objective – what students do in the
class that would lead to achieving a Course
Learning Outcome
Course Outcomes Relate to:
• Program/Discipline Outcomes
– Old Track Dat files
– Program or discipline’s goal statements
• Other Course Outcomes
– Courses that come before or after it
– Courses that depend upon it/expect certain skills
in students from it
Outcomes In Alignment
GenEd Core Competency
/Characteristic
Program Goals
Course Learning
Outcome
Course
Objective
Samples Using Bloom’s Taxonomy
1. Remembering – remembering previously learned material
– As a result of learning, the student is able to
• Define discipline-specific terms by . . .
• Explain discipline-related methods or procedures in a . . .
• Use discipline-specific language in the appropriate contexts
Course-level Student
Learning Outcome
Samples
2. Understanding – constructing meaning from material
– As a result of learning, the student is able to
• Paraphrase verbal material in a . . .
• Interpret charts and graphs that illustrate . . . .
• Translate mathematical concepts into mathematical formulas
3. Applying – using learned material in new situations
– As a result of learning, the student is able to
• Solve problems with more than one approach
• Construct a graph or chart based on numerical information
• Apply sociological concepts to real-world situations by . . .
Sample Outcome Statements Using Bloom’s Taxonomy
4. Analyzing – breaking down material into component parts
– As a result of learning, the student is able to
• Determine unstated assumptions and logical fallacies in reasoning
• Illustrate the difference between facts and inferences
• Analyze the organizational structure of a problem, work of art, music, writing
5. Evaluating – making judgments based on criteria
– As a result of learning, the student is able to
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Course-level Student
Learning Outcome
Samples
Argue a logical point in writing by . . .
Critique commentary on a discipline-specific topic
Test hypotheses using discipline-specific concepts by . . .
Judge the value of a work of art, music, or writing through . . .
6. Creating – putting elements together to form new ideas
– As a result of learning, the student is able to
• Devise a procedure for completing a task by . . .
• Design a product based on information given in a . . .
• Construct a mathematical problem to solve ________ .
Tips
• Find a learning level in the Taxonomy that
suits the level of learning in your course
• Find an action word for that learning level in
the taxonomy
• State the observable behavior you’d see in a
student that had learned from the course
I’d like to buy a verb . . .
Critical Thinking
Activity
Remembering
Sample Verbs
Understanding
Compare, Demonstrate, Differentiate, Fill in, Find, Group, Outline,
Predict, Represent, Trace
Applying
Apply, Convert, Demonstrate, Differentiate between, Discover,
Discuss, Examine, Experiment, Prepare, Produce, Record
Analyzing
Classify, Determine, Discriminate, Form generalizations, Put into
categories, Illustrate, Select, Survey, Take apart, Transform
Evaluating
Argue, Award, Critique, Defend, Interpret, Judge, Measure, Select,
Test, Verify
Creating
Synthesize, Arrange, Blend, Create, Deduce, Devise, Organize, Plan,
Present, Rearrange, Rewrite
Define, Distinguish, Draw, Find, Label, List, Match, Read, Record
Thank you for playing . . .
Be
Feel
Know
Learn
Believe
Develop
Appreciate
Understand
Become Aware of. . .
Demonstrate an understanding of. . .
A few examples
As a result of learning in this course, students should be able to . . .
No
Yes
understand scientific methodology
apply scientific methodology to test
hypotheses
Identify the role that cultural
diversity plays in defining what it
means to be a social being
Explain how certain human
behaviors impact the environment
appreciate cultural diversity in our
society
be more aware of their impact on
the environment
develop an ability to draw
Create drawings using concepts
learned in the course
learn how to create a database
Apply principles of database design
to create a relational database
demonstrate an appreciation for
works of art
Explain the processes in creating a
particular piece of art and its place
in art history
Peer Review
Student Learning Outcomes Checklist
Do the SLOs begin with an active verb, instead of the more subjective verbs
like “understand, feel, know, or appreciate”?
Are the SLOs written as outcomes rather than as objectives?
Language indicates an important overarching concept versus small lesson or
chapter objectives
Outcomes address what a student will be able to do at the completion of the
course, instead of what they will be doing in the course
SLOs address student competency rather than content coverage.
Do the SLOs address the expected level of learning for the course using
Bloom’s Taxonomy as a guideline? (i.e. basic knowledge, comprehension,
application, synthesis, evaluation)
Will students understand the SLOs and find them meaningful?
Are the SLOs appropriate for the course?
Consistent with the curriculum document of record
Represents a fundamental result of the course
Aligns with other courses in a sequence, if applicable
Represents collegiate level work
Do the SLOs suggest or identify an assessment?
Yes
No
Critiquing them
Are these well written student learning outcomes?
• Know more about personal communication style
• Understand the role of gender and cultural differences in
communication
• Complete the “Feedback on Verbal Communications” to
identify my strengths and weakness
• Identify and list my communication strengths and
weaknesses, design an action plan, and evaluate the
effectiveness of learning three months later
• Interpret the logical consistency of a report.
Consider the course you teach
Writing SLOs