Writing Learning Outcomes

1. Writing Learning Outcomes Student Affairs Assessment Boot camp Ball State University October 22, 2009 Alan Hargrave, Ed.D.

2. Outcomes “Outcomes can be defined as statement that describe the desired quality of key functions and services within the administrative unit. Outcomes can also be stated in terms of student learning outcomes. This is most appropriate for services that aim to increase students’ knowledge or understanding of specific concepts.” UCF Administrative Assessment Handbook (2005); Operational Excellence and Assessment Support, University of Central Florida, Orlando, FL.

3. What is a Learning Outcome? “Learning outcomes are statement of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. ECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture. Available online at Http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf

4. Determining What Students Should Learn Goals are not outcomes! However, goals of a particular learning activity should be guides in the development of learning outcomes. Learning outcomes focus on what the student achieved rather than the intentions of the instructor.

5. Aims, Objectives and Outcomes An aim is the general statement of teaching intention. An objective is a specific statement of instructional intention. An outcome provides context of instruction and specific observable evidence of learning.

6. Begin With the End In Mind At the end of a learning experience, what specific skills or behaviors should be demonstrated by the learner? How will you assess the learning?

7. Bloom’s Taxonomy Cognitive domain

8. Bloom’s Taxonomy Affective Domain

9. Writing Learning OutcomesUse unambiguous action verbs Aims Outcomes Know Understand Determine Appreciate Grasp Become familiar Distinguish between Choose Assemble Adjust Identify Solve, apply, list

10. Knowledge, Skills, Attitudes “By the end of this program, participants will be able to recall……..” By the end of this program, participants will be able to do……….” By the end of this program, participants will choose to…………”

11. ABC’s Antecedent Behavior Criterion

12. A Template By the end of this program on (Name of Subject), participants will be able to (choose an action verb) (the knowledge, concept, rule, skill or behavior you expect them to acquire) by (how they will apply their knowledge or skill/how you will assess their learning). Make the outcome specific, check for action verbs and observable end products! Florida State University, Handbook on Assessment

13. Evidence • What do we accept as evidence that learning outcomes have been reached? • Numbers • Lists • Behaviors • Test results • Voluntary attendance

14. In Student Affairs, we are often teaching in the Affective Domain…our evidence becomes more difficult to determine

15. Description as Evidence Description is more closely aligned with Qualitative Research, and can be richly informative to students and staff. Can have more impact if triangulated with other evidence or data. Methodology should be consistent and defensible. Recognize and affirm that it is subjective and fallible.

16. What Objectives Can Do Written well, can focus our efforts on what we actually hope to achieve through programs and initiatives. Allows participants in our programs and activities to clearly understand what they can expect to gain from the experience. Provides valuable assessment data to improve learning opportunities for students, and to improve our program development.