Welcome to Student Learning Outcomes The proper use of student learning outcomes is an educational institutions best gateway to continuous academic improvement
Student Learning Outcomes What should a GRU student in a particular academic program be able to demonstrate they know and be able to do upon graduation? The Big questions we need to ask about student learning: – Do they know it? – How do we know they know it? The big question for faculty: – How does this information help improve the quality of my program at GRU?
Student Learning Outcomes The use of Student Learning Outcomes (SLOs): – Serves as the backbone of a continual improvement process within academic planning. – Provides data to support: • Curriculum modifications • Revision of program requirements • The coordination of teaching efforts, and • The production of more knowledgeable graduates
Student Learning Outcomes In addition to driving continuous improvement the SACS Principles of Accreditation require that: All institutions identify expected outcomes • assesses the extent to which it achieves these outcomes, and • provides evidence of improvement based on analysis of the results This activity is required for all educational degree programs
Student Learning Outcomes Additionally: SACS defines educational programs to include all classes offered: – on-campus, – off-campus, and – Through distance learning (See SACS/COC 3.4) The focus of SACS Institutional Effectiveness requirements has changed from: Instructor-focused Teaching To Student-focused Learning
Student Learning Outcomes GRU faculty have a critical role to play when it comes to SLO assessment: – Identification of desired learning outcomes for academic programs. – Development of appropriate assessments to document student learning. – Review of assessment data to identify areas of possible improvement for student learning. – Implementation of appropriate changes to improve the quality of student learning at GRU.
Student Learning Outcomes So what are Student Learning Outcomes? (SLOs) • Statements that specify what students will be able to do, or demonstrate, when they complete an academic program. • Outcomes are expressed as knowledge, skills, attitudes or values that students will be able to demonstrate.
“Program Level” SLOs Program level SLOs include: • Outcomes and overarching concepts that span several courses. These should not be confused with individual course learning outcomes found inn each syllabus • Are characterized by measurable behavior
Measurable Student Learning Outcomes Focus on: • Student behavior and work products • The behaviors, activities, or products that will be used to determine that understanding or learning has occurred • What students will be able to do or produce as a result of learning that occurs?
Measurable Student Learning Outcomes Use simple, specific action verbs to describe what the students are expected to demonstrate upon completion of your program. – Action verbs result in overt behavior that can be observed and measured. – Avoid verbs that are unclear and call for behavior that cannot be observed or measured.
Measurable Student Learning Outcomes Action verbs that are commonly used: – Analyze, apply, compare, create, estimate, demonstrate, illustrate (see Bloom’s Taxonomy) Verbs to avoid: – Appreciate, understand, learn, know, become familiar with Other Problems: – Compound outcomes
Problematic Language in SLOs Words that do not produce measureable SLOs: – Know – Understand – Appreciate These are laudable learning goals, but how would you demonstrate that these have occurred? Solution: Identify behaviors and activities or describe the quality of products that would provide evidence for these outcomes.
Student Learning Outcomes – Measurable or observable, – Manageable, and – Meaningful TEACHing Does Not Equal LEARNing
Student Learning Outcomes Outcomes focus on observable student behavior that can produce as a work product at the end of your program – How do you know the students have learned what you want them to learn? • Describe the behaviors, activities, or products that will be used to determine that understanding or learning has occurred – What does it look like? – How will you identify it?
Refining SLOs to Describe Measurable Student Behavior Original SLO: Explore in depth the literature on an aspect of teaching strategies. Evaluation of this language: Exploration is not a measurable activity but the quality of the product of exploration would be measurable. How do we Improve this SLO: Students will be able to write a paper based on an in-depth exploration of the literature.
Write SMART Student Learning Outcomes for Assessment • S Specific: Designed to produce diagnostic assessment data • M Measurable: Assessments track improvements in student learning • A Action-oriented: Findings will suggest strategies to implement improvements • R Relevant to Discipline • T Timely: Focus on questions the program is ready to asses
Examples: Measurable and Not Measurable SLOs Not Measurable Measurable Not Measurable Measurable Demonstrate an Describe the Recognize a need Describe and historical historical for lifelong adopt a plan for knowledge of the development of learning and plan ongoing symphonic, string the symphonic, for personal and professional orchestra, and string orchestra, professional development and chamber ensemble and chamber growth lifelong learning. repertoire ensemble Recognize repertoire
Examples: Measurable and Not Measurable SLOs Not Measurable Measurable Not Measurable Measurable Students will Students will be Students will show Students will be demonstrate a able to employs a working able to write a readiness for digital multi- knowledge of the paper outlining the advanced level media and major theories of major theories of digital multi-media techniques American American coursework required for government. government and progression to their relations to advanced level one another. coursework.
Examples: Measurable and Not Measurable SLOs Not Measurable Measurable Not Measurable Measurable Students will Students will be Students will Students will be demonstrate an able to completes demonstrate an able to identify, in-depth a detailed study of understanding of define, and explain understanding of one specific key nutritional key nutritional one specific software concepts. concepts. software engineering engineering process. process.
Examples: Measurable and Not Measurable SLOs Not Measurable Measurable Not Measurable Measurable Students will Students will be a Programs will Programs will obtain a working able to use matrix- demonstrate create student knowledge of vector knowledge of how Learning outcomes linear algebra to formulations to to write a good that are solve linear solve a variety of student learning measurable and equations using linear equations outcome relevant to the matrix-vector discipline formulation
Student Learning Outcomes Evaluate the learning outcomes with these question: • Can it be measured? • Is learning being demonstrated? SLOs tend to fail when they are: Too general and hard to measure • For example: Students will value exercise as a stress reduction tool. vs. Students will be able to explain how exercise affects stress.
Measuring Student Learning Outcomes Appropriate measures of Learning Outcomes include: Direct Measures (all students) – Course embedded assessment – Capstone projects/senior projects – Samples of student work – Project-embedded assessment – Observations of student behavior (internships) – Performance on a case study/problem – Pre-and post-tests
Measuring Student Learning Outcomes Indirect Measures (sample) – Alumni, employer, student surveys – Focus groups – Job placement statistics – Exit interviews with graduates
Measuring Student Learning Outcomes Common problems with assessment reports reviewed by SACS: Using grades, final exam scores, student GPAs or graduation rates as the principle criteria for assessing learning. • These indicators generally do not provide sufficient information to guide program improvement.
Learning Outcomes: Guidelines 1. Identify at least 3 student learning outcomes for every program, and 2 additional SLO for each track 2. Write outcomes that are Measurable, Manageable, Meaningful 3. Identify 1-2 appropriate assessment strategies for each learning outcome (at least one direct) 4. Develop a scoring guide/rubric, when needed 5. Identify the target Level of success (80% of students 6. Identify the course(s) and other locations where assessment will occur 7. Assess learning and respond to your findings
Using Assessment for Improvement So you have a valid SLO and its been assessed. Now what? The program faculty must meet and consider all the information gained from assessments of this SLO and: • Determine if the target performance level has been met • Identify areas of weakness • Identify what changes must be made to improve student learning • Identify a new goal based on satisfactory performance
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