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Module 1: Developing and Validating Learning Outcome Statements

Presented at CSU San MarcosPeggy MakiPeggyMaki@aol.comApril 25 and 25, 2007

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Integrated Learning….

Cognitive

Affective

Expressive

Psychomotor

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Mission/Purposes

Learning Outcomes

How well dostudents

achieve our outcomes?

Gather Evidence

Interpret Evidence

Enhance teaching/ learning;

inform institutional decision-

making, planning, budgeting

The Process

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Task 1: Developing and Validating Student Learning Outcome Statements: What Is a Learning Outcome Statement?

Describes learning desired within a context

Relies on active verbs (create, compose, calculate, construct, apply) (See handout)

Emerges from our collective intentions over time

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Can be mapped to curricular and co-curricular practices (ample, multiple and varied opportunities to learn over time)

Can be assessed quantitatively or qualitatively during students’ undergraduate and graduate careers

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Is written for a course, program, or institution

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Levels of Learning Outcome Statements

Institution-level Outcome Statements

Department-,Program-, Certificate-level Outcome Statements

Course/Service/Educational Experience Outcome Statements

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Distinguishing between Objectives and Outcomes

Objectives state overarching expectations such as—

Students will develop effective oral communication skills. OR Students will understand different economic principles.

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Learning Outcome Statement from ACRL

Literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge and value system.

ONE OUTCOME: Student examines and compares information from various sources in order to evaluate reliability, validity,accuracy, timeliness, and point of view or bias.

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Quantitative Literate Graduates according to MAA Should be Able to:

1. Interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.

2. Represent mathematical information symbolically, visually, numerically, and verbally.

3. Use arithmetical, algebraic, geometric, and statistical methods to solve problems.

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4. Estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results.

5. Recognize that mathematical and statistical methods have limits.

(http://www.ma.org/pubs/books/grs.html) The Mathematics Association of America (Quantitative Reasoning for College Graduates: A Complement to the Standards, 1996).

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Ethics—Students should be able to…

Identify and analyze real world ethical problems or dilemmas, and identify those affected by the dilemma.

Describe and analyze the complexity and importance of choices that are available to the decision-makers concerned with this dilemma

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Articulate and acknowledge their own deeply held beliefs and assumptions as part of a conscious value system

Describe and analyze their own and others’ perceptions and ethical frameworks for decision-making

Consider and use multiple choices, beliefs, and diverse ethical frameworks when making decisions to respond to ethical dilemmas or problems.

California State University Monterey Bay: University Learning Requirements, 2002

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Sample APA Learning Outcome Statements

1.3: Use the concepts, language, and major theories of the discipline to account for psychological phenomena.

1.4: Explain major perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural).

http://www.apa.org/ed/critique_study.html

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Sample Biology Learning Outcome Statements

Diagram and explain the major cellular processes in eukaryotes and prokaryotes.

Apply the scientific process, including designing and conducting experiments and testing hypotheses.(See additional examples in handouts)

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Ways to Articulate Outcomes

Adapt from professional organizations

Derive from mission of institution/program/department/service

Derive from students’ work

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Derive from ethnographic process

Derive from exercise focused on listing one or two outcomes “you attend to”

Draw from taxonomies, such as Bloom’s

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Draft an outcome statement that captures what your graduates should be able to demonstrate, represent or produce at the end of their major program of study or GE. For example, at the end of X-program, students should be able to__________

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How well do your outcome statements meet characteristics of a good statement? (See handout)

Ask the person next to you to apply the characteristics of a good outcome statement to your outcome statements; then discuss that person’s assessment of your statements. How might you improve those statements?

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Developing Maps and Inventories—internal validation of learning outcome statements

• Reveal how we translate outcomes into educational practices offering students multiple and diverse opportunities to learn

• Help us to identify appropriate times to assess those outcomes

• Identify gaps in learning or opportunities to practice

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Help students understand our expectations of them

Place ownership of learning on students

Enable them to develop their own maps or learning chronologies (See handout)

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How will you use maps and inventories?

Discuss how you are or will go about the process of developing a curricular or curricular-co-curricular map and how you will label peoples’ entries.

Discuss how you might also use inventories of practice in your mapping process.

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External Validation

Advisory boards

Recent alums

Survey of individuals in a field

Professional organizations

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Before you Begin to Assess:

Identify your outcome(s) for the level you wish to assess:

Institution-level

Department-level or program-level

Course-level or service-level

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What Do You Want to Learn about Teaching and Learning?

Pedagogy (problem-based, experiential, didactic)

Curricular or relevant course(s) design or co-curricular design

Instructional design (computer-based, for example)

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What Do You Want to Learn about Teaching and Learning?

Pedagogy (problem-based, experiential, didactic)

Curricular or relevant course(s) design or co-curricular design

Instructional design (computer-based, for example)

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Use of educational experiences

Use of out-of-course assistance, such as tutorials

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Questions about Pedagogy in promoting….

Recall and recognition Transfer Integration Synthesis Application and re-application Use and re-use Change in perspective or understanding? Learning about alternatives to face-to-

face instruction

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What Other Available Program- or Institution-level Data Might You Need?

National surveys Maps or inventories of practice Scores on standardized tests Surveys or interviews Standardized test results Other data your School stores?

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What Other Data (besides Student Work) Do You Believe will be Helpful When You Interpret Results

From Institutional sources (NSSE, Noel-Levitz…)

From Students themselves

From educators at your institution

Others?