Transcript End-of-Course Outcomes

Adapted from Fall 2007
WECM Workshop
End-of-Course
Outcomes
End-of-Course Outcomes
“Heart” of a Course
 “Over-arching” outcomes that
encompass enabling objectives
 Distinguish one course from another
 May be augmented
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End-of-Course Outcomes
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Describe what students are able to
demonstrate in terms of knowledge,
skills, and attitudes upon completion of a
course.
Focus on student behavior and use
simple, specific action verbs to describe
what students are expected to
demonstrate upon completion of a course.
End-of-Course Outcomes
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Are NOT
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Topical statements
Table of Contents
Are
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Clear statements indicating what a student will be
able to do as a result of the education/training
Behavioral statements
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Observable
Measureable
End-of-Course Outcomes
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ALWAYS start with present tense action
verb
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Solve
Create
NOT
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“Understand”
“Demonstrate understanding of…”
“Know”
End-of-Course Outcomes
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Usually contain an object of the action
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Solve a quadratic equation
Sketch a story line
Create a complex telecommunications network
Edit digital images for print
List advantages and disadvantages of….
Describe limitations of….
Create 3D models for….
Knowledge
Recall or remember facts without necessarily
understanding them
 Articulate
 Tell
 Define
 Describe
 Indicate
 Identify
 Name
 Label
 Order
 Tabulate
 Relate
 Quote
 Recall
 List
 Reproduce
Comprehension
Understand and interpret learned information
 Classify
 Review
 Describe
 Restate
 Explain
 Translate
 Interpret
 Differentiate
 Contrast
 Associate
Application
Put ideas and concepts to work in solving problems
 Apply
 Translate
 Compute
 Employ
 Give examples
 Operate
 Investigate
 Schedule
 Experiment
 Develop
 Solve
 Predict
 Demonstrate
 Choose
 Test
 Install
Analysis
Break information into its components to see
interrelationships
 Analyze
 Examine
 Appraise
 Interpret
 Calculate
 Distinguish
 Categorize
 Differentiate
 Compare
 Contrast
Synthesis
Use creativity to compose and design something
original
 Arrange
 Organize
 Assemble
 Plan
 Collect
 Prepare
 Compose
 Set up
 Construct
 Propose
 Create
 Manage
 Design
 Formulate
 Implement
Evaluation
Decide, judge, or select based on established criteria
and rationale
 Appraise
 Compare
 Assess
 Summarize
 Defend
 Conclude
 Predict
 Evaluate
 Rate
 Support
Poorly Written Outcomes
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“Discuss laws and regulations directly related
to the ethical and legal practice of massage
therapy.”
“Demonstrate application-level knowledge of
topics outlined in the State of Texas issued
outline for Workers Compensation Adjusters.”
“Understand the terms, skills, and activities of
quality management
“Learn the importance of interpersonal skills in
dealing with co-workers and customers”
Well-Written Outcomes
“Demonstrate
selected
reflexology techniques”
“Identify reflexology techniques
for managing pain and stress”
“Design massage plan for client
who is experiencing pregnancy,
labor, or delivery”
Well-Written Outcomes
“Interpret commercial
insurance contracts.”
“Describe liability loss
exposures and the insurance
available for these losses.”
“Outline the state regulatory
environment for the insurance
industry.”
Map Assessment to Outcomes
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The assessment should reflect the observable
verb in the outcome statement.
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Outcomes Statement: Describe libability loss
exposures and the insurance available for these
losses.
Assessment: Describe 3 liability loss
exposures and the appropriate insurance
instruments available for each.
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Assessment
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Provides sufficient information to inform you
about the nature of the student’s failure to
achieve competency
You don’t want to know just that a student got
70% on a measure.
You and the student want to know what is
mastered & missed----concepts, processes,
applications
Assessment
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Can students define terms
Do students know the steps of the process
Can students do each step of a process correctly
Can students recognize when to use a specific
process
Can students estimate the results so they recognize
an error
Can students transfer their knowledge to another
situation
What can the assessment tell the
instructor?
Identify student strengths
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Which liability exposures did the majority
describe correctly?
Which insurance instruments were correctly
described and matched to the liability
exposures?
Identify Weaknesses
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Were there some types of exposures that were
rarely or never mentioned?
Were any types of exposures mislabeled or
inappropriate described?
Which instruments were most frequently
mismatched?
Was there a pattern to the mismatches?
Action Plan for Improved Outcomes
Focus on an area to improve based on data that
identifies student weaknesses
Criteria
 If this weakness is addressed, will it provide a
foundation for one or more course objectives
or impact other SLOs?
 Is this weakness the first in a sequence of
SLOs that need improvement?
 Is this SLO a primary student weakness?
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MAP Instructional Treatment to
Outcomes
What specific instructional activities help the student
achieve the outcomes?
 What is done
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How is it done
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List what activities address each Outcome
What learning styles are used (oral, visual, tactile/hands on,
all senses employed) Are all styles represented?
When is it done
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Map when a competency or skill is Introduced (I)
Practiced or re-inforced (P)
Assessed with Feedback to students (A)
Compare the Maps for SLOs with
their outcomes
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Sufficient emphasis placed on SLOs with the poorest student
performance? (Proportionate attention)
Introduction of the concepts or skills in a logical place?
Sufficient opportunities to Practice & Reinforce
Timing-is there an opportunity to practice soon after the
introduction and intermittently thereafter?
Is assessment used to focus the students’ efforts?
Is assessment used to adjust the instruction —either spending
more time on reinforcing the concept and/or increasing
opportunities to practice the concept or skill?
Thank you
Question & Answers
Assistance:
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Ext 3737