Getting Student Learning Outcomes Right

1. Getting Student Learning Outcomes Right 2011 Annual TRACS Conference Dr. Gino Pasquariello

2. GETTING STUDENT LEARNING OUTCOMES RIGHT • Being able to describe and assess student learning outcomes is one of the most critical and foundational tasks of your institution. • This workshop will help you: • Understand how learning outcomes function • Explain the multiple levels of outcomes • Identify properly written learning outcomes • Align outcomes with measures of evaluation

3. GETTING STUDENT LEARNING OUTCOMES RIGHT • Properly Written Learning Outcomes Provide • Direction for programs and instruction • Guidelines for student learning • Targets for formative and summative assessment • A Basis for the evaluation of instruction • Primary Types or Assessment Student Learning Outcomes (SLO’s) • Formative (assessing SLO’s during the course of the degree program) • Summative (assessing SLO’s at degree completion; capstone course or project) • Direct (assessing SLO’s utilizing actual student work) • Indirect (assessing SLO’s based on student response data)

4. GETTING STUDENT LEARNING OUTCOMES RIGHT

5. Institutional Objectives

6. Program Objectives WHAT?

7. Course Objectives

8. Assessing Student Learning Outcomes

9. Curriculum Mapping

10. Writing Instructional Objectives (Gronlund, 8th ed., 2009) • State Instructional Objectives as Intended Learning Outcomes • Not Teaching Process • Not Course Activities • Begin each objective with a learning action verb (analyze, compare, contrast, evaluate, define, etc.) • Defined in terms of observable performance and instructional intent “As a result of taking this course, the student will be able to …” “Evaluate the four major views of Sanctification”

11. Writing Instructional Objectives (Gronlund, 8th ed., 2009) • State Instructional Objectives in Clear and Measurable Terms • Eliminate Ambiguity (clearly stated) • Singularity and Specificity (a specific learning that can be measured with an assignment) • Connected to an Assignment

12. Writing Instructional Objectives (Gronlund, 8th ed., 2009) • Student Learning Outcomes Table Included with syllabus submission for review and approval * The program objectives and institutional objectives are published in the current School Catalog.

13. Writing Instructional Objectives (Gronlund, 8th ed., 2009) • State Instructional Objectives according to Levels of Learning • Three Primary Domains: • Cognitive (Thinking) • Affective (Feeling) • Behavioral (Doing) • Blooms Taxonomy (within a course and within a program) • Knowledge (Lower) • Comprehension • Application ---------------------------- • Analysis • Synthesis • Evaluation (Higher)

14. Sample Learning Objectives (What Not to Do!) • Analyze, discuss, and write about selected documents and ideas in church history. • Learn how to connect the church's past to our present in a careful, responsible, and practically helpful way. • Develop habits of worshipful exegesis that are both rigorous and fruitful • Hermeneutical sensitivity in the appropriation of Biblical texts to contemporary Christians.

15. Sample Learning Objectives (What Not to Do!) • Students will be exposed to the content of selected passages of Scripture as test cases for studying the interpretive process. • Students will explore the implications of their presuppositions on the nature of Scripture, its inspiration, inerrancy, sufficiency, and authority, for the interpretive process. • Students will study the history of interpretation partly as a means of connecting this history with other aspects of church history and partly to see the diversity of interpretations across different times, cultures, and places throughout church history.

16. Sample Learning Objectives (What Not to Do!) • Gain knowledge of the basic conceptual frameworks and themes of the purpose and method of systematic theology, the doctrine of the Triune God, God the Creator, and the authority of Scripture. • Develop and demonstrate the ability to lead through thinking; i.e., to think critically and engage in theological reasoning that is aimed at human transformation by presenting critical analyses and constructive responses to particular doctrinal points of view. • Move into a deeper relationship with God by the power of the Spirit of Christ in worshipful response to the love of God the Creator and Redeemer.

17. Sample Learning Objectives (What Not to Do!) • An understanding of the character of Scripture, a confidence in its trustworthiness and intrinsic power, and a conception of how it can and should function as the Word of God to the Church • A commitment to a life-long pursuit of an overall grasp of biblical truth and its application to life • A foundational and biblically-informed vision of the glory, character and gracious activities of the one true and triune God • Sensitivity towards sound appropriations of the selected Biblical texts for today’s Christian • communities and the world.

18. Getting Student Learning Outcomes Right • Your goal in Instructional Planning should be to: • Determine what you expect students to achieve (objectives) • Plan how you will help them achieve them (teaching methods and formative assessment) • Determine what types of evidence will demonstrate the level of achievement (summative assessment)

19. Getting Student Learning Outcomes Right Blessings and Thanks! Contact Information Dr. Gino Pasquariello Director of Institutional Research Southern California Seminary El Cajon, CA 92019 Office: 619-201-8965 Cell: 619-804-0990 gpasquariello@socalsem.edu