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Formulating Assessable Student Learning Outcomes

This workshop will teach you how to formulate student learning outcomes that can be assessed. You will learn to distinguish between different types of outcomes, address student misconceptions, and design aligned courses with appropriate assessments.

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Formulating Assessable Student Learning Outcomes

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  1. Formulating Assessable Student Learning Outcomes Linda B. Nilson, Ph.D., Director Office of Teaching Effectiveness and Innovation 448 Brackett Hall, Clemson University, Clemson, SC 296234 USA 1-864-656-4542 * nilson@clemson.edu * clemson.edu/OTEI lindabnilson

  2. Learning Outcomes/Objectives for You What you will be able to do after this workshop • To formulate assessable student learning outcomes. • To distinguish among ultimate, mediating, and foundational outcomes. • To identify and address typical misconceptions students bring into your class about the subject matter.

  3. Aligned Course Design Appropriate Assessment of Students’ Performance on Outcomes(measurement of progress to ends) ↑ Teaching Methods/Learning Experiences to Help Students Achieve Outcomes(means to ends) ↑ Student Learning Outcomes (the foundation, ends)

  4. What Are Good Student Learning Outcomes? • Statements of what your students should beable to do by end of unit or course. • “Performances” that you can observe and set standards for so you can assess them—active verbs • Not internal states of mind: “know,” “learn,” “feel,” “understand,” “appreciate”

  5. General Categories of Learning Outcomes • Psychomotor   • Affective • Social  • Ethical • Cognitive *

  6. Bloom’s Hierarchy/Taxonomy of Cognitive Operations • Knowledge:memorize or recognize facts, terms • Comprehension: restate in one’s own words • Application: utilize, make useful • Analysis: take apart, compare/contrast, identify assumptions, deduce implications • Synthesis: connect ideas, identify relationships • Evaluation: assess validity, select and defend

  7. Anderson & Krathwohl’s (2000) Revised Taxonomy • Remembering = Knowledge • Understanding = Comprehension • Applying = Application • Analyzing =Analysis • Evaluating = Evaluation • Creating≈ Synthesis (highest)

  8. Challenging Students’ Faulty Mental Models/Paradigms • What faulty paradigm(s) are students bringing into your class? • What new paradigm do you want them to acquire? (learning outcome) • How can you discredit their faulty paradigm? (learning experiences) • How will you determine if they have acquired the new paradigm? (assessment)

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