1 / 20

Measurable Outcomes and Meaningful Measures

Measurable Outcomes and Meaningful Measures. Catherine M. Wehlburg, Ph.D. Assistant Provost for Institutional Effectiveness Texas Christian University c.wehlburg@tcu.edu Northern Illinois University – October 16, 2009. What are Student Learning Outcomes?.

tiva
Download Presentation

Measurable Outcomes and Meaningful Measures

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Measurable Outcomes and Meaningful Measures Catherine M. Wehlburg, Ph.D. Assistant Provost for Institutional Effectiveness Texas Christian University c.wehlburg@tcu.edu Northern Illinois University – October 16, 2009

  2. What are Student Learning Outcomes? • Student learning outcomes (SLOs) are statements that specify • what students will know, • be able to do or • be able to demonstrate when they have completed or participated in a program/activity/course/project. • Outcomes are usually expressed as knowledge, skills, attitudes or values.

  3. SLOs Should Focus on: • What you want your students to know at the end of a course, program, major, or degree • What you want your students to understand at the end of a course, program, major, or degree • What you want your students to have the ability to do at the end of a course, program, major, or degree

  4. Why are Student Learning Outcomes Important? • Communicate expectations to learners • Act as a template for course design • Guide selection/design of appropriate assessments

  5. Why are Student Learning Outcomes Important? • Allow educators to match teaching strategies to stated outcomes • Allow faculty, staff, and Institutional researchers to assess the impact of instruction • Clearly communicate graduates’ skills to prospective employers • Provide benchmarks for formative, summative and prior learning assessment

  6. Components of a Student Learning Outcome • Student Learning Behavior-Knowledge, skill, or attitude to be gained • The Method of Assessment- conditions of performance • Criteria for achievement- the levels of acceptable performance

  7. Are Your SLOs S.M.A.R.T.? • Specific -Clear and definite terms describing the abilities, knowledge, values, attitudes, and performance • Measurable -It is feasible to get data: data are accurate and reliable; it can be assessed in more than one way • Aggressiveand Attainable -The outcome has the potential to move the program or unit forward • Results – oriented -Describe what standards are expected from students or the functional area being assessed • Time-bound -Describe a specified time period for accomplishing the outcome From Peter Drucker, 1954

  8. BLOOM’S REVISED TAXONOMYCreating -Generating new ideas, products, or ways of viewing thingsEvaluating -Justifying a decision or course of actionAnalyzing -Breaking information into parts to explore understandings and relationshipsApplying -Using information in another familiar situationUnderstanding -Explaining ideas or conceptsRemembering -Recalling information

  9. Template for Writing SLOs The student will be able to (specific student behavior) ____________________________________________________ as measured by (conditions of performance – could include time frame) ___________________________________________________ at the ______________________________________ level (performance criteria).

  10. The Mobius Strip

  11. Stages of Measuring Outcomes – The Mobius Strip • Stage 1 – Measuring outcomes is a separated and “added on” responsibility. • Stage 2 – Measuring outcomes becomes a part of teaching and learning but is separated from teaching and learning. • Stage 3 – Teaching and learning is the center and Measuring outcomes surrounds it. • Stage 4 – The Mobius Strip – integration of teaching, learning, and outcomes.

  12. Stage 1 – Measuring outcomes is a separated and “added on” responsibility.

  13. Stage 2 – Measuring outcomes becomes a part of teaching and learning but is separated from teaching and learning.

  14. Stage 3 – Teaching and learning is the center and measuring Outcomes surrounds it.

  15. Stage 4 – The Mobius Strip – integration of teaching, learning, and outcomes.

  16. Operational Measures • Measures must be aligned with the outcome that they are supposed to measure. • Consider using an operational definition – define the term (“critical thinking”) by how you would measure it. What would you see? What would you expect a student to do? • Observable measures are crucial – see “Words to Avoid” and “Phrases to Avoid”

  17. Baccalaureate Goals • Critical Thinking • Communication • Context

  18. Small Group • Create several outcomes for your specific goal • Use the template in your handout • For each outcome suggest at least one measure that could be used

  19. Reporting Out • What outcomes did you create?

  20. Questions?

More Related