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If the Student Hasn’t Learned, Has the Teacher Taught?

If the Student Hasn’t Learned, Has the Teacher Taught?. Dr Katie A. Lamb AVPAA Dean of Graduate Studies January 2005. Student Learning Outcomes. Outcome is defined as “the results.”

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If the Student Hasn’t Learned, Has the Teacher Taught?

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  1. If the Student Hasn’t Learned,Has the Teacher Taught? Dr Katie A. Lamb AVPAA Dean of Graduate Studies January 2005

  2. Student Learning Outcomes • Outcome is defined as “the results.” • Student Learning Outcome is the results expected of the student after completion of an assignment, class activities, or at the end of a course or program of study. • It is more than a letter grade. • A method of assessing a course or program of study.

  3. Student Learning Outcomes • Reflects an understanding of learning • Provides a discussion focus for faculty in developing course, department, and program learning outcomes

  4. Learning Outcomes • What is it that you want them to know? • What does it look like when you see it? • How do you use it to improve your course?

  5. Accreditation Standards • 3.4.1 The institution demonstrates that each educational program for which academic credit is awarded: • Is approved by the faculty and the administration • Establishes program and learning outcomes

  6. Accreditation Standard • 3.5.1 The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.

  7. Accreditation Requirements • University Learning Outcomes • Program Learning Outcomes • Student Learning Outcomes

  8. Learning Outcomes • University Learning Outcomes • Outcomes articulating what the university expect students to be capable of doing at the end of their educational experience. • Flows from the Mission Statement and Vision Statement

  9. Example University Learning Outcome: • BGSU graduates communicate effectively, as shown by proficiency in writing and in making presentations

  10. Example (cont.) • Writing requires fluency not only in English or another language, but often also in other symbol systems, such as logical, mathematical, visual, spatial, musical, or electronic. • Present is the oral counterpart of “write,” requiring the same fluencies, and in addition fluency with bodily-kinesthetic symbols.

  11. Learning Outcomes (cont.) • Program Learning Outcomes • Articulates what is expected of a graduate to be capable of doing at the end of a specific program. • The graduate will utilize effective verbal and written communications skills in working with client systems of all sizes, colleagues, and others in the community.

  12. Learning Outcomes (cont.) • Course Learning Outcomes • States clearly what a student is able to do at the completion of a course

  13. Example • Students can communicate effectively in writing, including the use of evidence for presenting arguments. • Assessment: Assess writing skills shown in a research report using a rubric. • Assessment findings: Most students summarized well, but lack polish in writing effective arguments • Use data to improve course: Review identification and use of evidence, including logic, premise, and fallacy checks.

  14. Guidelines for Writing SLOs • List the intended SLOs by type: • Cognitive • Knowledge of subject matter • Skills • Psychomotor, Intellectual, Interpersonal • Affective • Values

  15. Guidelines (cont) • S – Specific • M – Measurable • A – Action-oriented • R – Reasonable • T – Time specific

  16. Guidelines (cont.) • Prioritize outcomes in each type, putting the most important ones first. • Use verbs from the classifications of cognitive outcomes to indicate the level of mastery that students must demonstrate. • Word statements in a simple, straightforward manner. • Use action verbs to describe student learning.

  17. Guidelines (cont) • Measure the outcomes to assess: • the student’s work. • your work • Close the assessment loop by redrafting the SLOs, refining teaching techniques, and continuously improving teaching.

  18. Summary • “The essence of student learning outcomes lies in focusing on the results you want from your course rather than on what you will cover in the course. Ask yourself how you will know when you have accomplished those outcomes.” • Fulks and Pluta (Bakersfield College)

  19. Resource • Gronlund, N.E. (2000). How to Write and Use Instructional Objectives. Upper Saddle River, NJ: Prentice-Hall, Inc

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