Developing Course-Level Developing Course-Level Student-Learning Outcomes (SLOs)Student-Learning Outcomes (SLOs)

SLOs versus Learning ObjectivesSLOs versus Learning Objectives

Course learning Course learning objectivesobjectives are general are general goals that define what it means to be an goals that define what it means to be an effective course.effective course.

Student learning Student learning outcomesoutcomes are are specific specific resultsresults the course seeks to achieve in the course seeks to achieve in order to attain the general goals defined in order to attain the general goals defined in the objectives. the objectives.

Outcomes are Outcomes are definite and intended to be definite and intended to be measuredmeasured. They establish the particular . They establish the particular means by which the agenda (as defined by means by which the agenda (as defined by objectives) is achieved. objectives) is achieved.

IntendedLearning

Outcomes ofthe Lesson

IntendedLearning

Outcomes ofthe Unit

IntendedLearning

Outcomes ofthe Course

Deliver Forward

Design Backward

Alignment Within CoursesAlignment Within Courses

student-focused rather than professor focusedstudent-focused rather than professor focused

focused on the learning resulting from an focused on the learning resulting from an activity rather than on the activity itselfactivity rather than on the activity itself

focused on skills and abilities central to the focused on skills and abilities central to the discipline and based on professional standards discipline and based on professional standards of excellenceof excellence

general enough to capture important learning general enough to capture important learning but clear and specific enough to be measurablebut clear and specific enough to be measurable

focused on aspects of learning that will develop focused on aspects of learning that will develop and endure but that can be assessed in some and endure but that can be assessed in some form nowform now

SLOs should be…SLOs should be…

Common Problems with Common Problems with Learning OutcomesLearning Outcomes

Using vague terms, such as:Using vague terms, such as:– AppreciateAppreciate– Become aware ofBecome aware of– Become familiar withBecome familiar with– DevelopDevelop– KnowKnow– LearnLearn– UnderstandUnderstand

Describing action taken by someone Describing action taken by someone other than the learner. other than the learner. – ““The program will...” orThe program will...” or– “ “The course will…”The course will…”

Fixing Poorly Stated OutcomesFixing Poorly Stated Outcomes

Students will understand Students will understand Erikson’s developmental Erikson’s developmental stages.stages.

Students will be familiar with Students will be familiar with the major sociological the major sociological perspectives and how they perspectives and how they relate to their daily lives.relate to their daily lives.

Students will develop the skills Students will develop the skills necessary for conducting necessary for conducting research in the social research in the social sciences.sciences.

Students will identify and Students will identify and summarize each of Erikson’s summarize each of Erikson’s stages of development.stages of development.

Students will describe each of Students will describe each of the major sociological the major sociological perspectives and will illustrate perspectives and will illustrate how each perspective relates how each perspective relates to events in their daily lives.to events in their daily lives.

Students will design, conduct, Students will design, conduct, and analyze a research project and analyze a research project using appropriate scientific using appropriate scientific theory and methodologytheory and methodology

Classify Student Learning Classify Student Learning Outcomes?Outcomes?

Why?Why?

All learning outcomes All learning outcomes are not developed, are not developed, delivered, or measured delivered, or measured equallyequally

Learning DomainsLearning Domains

Three primary domains for classifying Three primary domains for classifying educational outcomes/goals:educational outcomes/goals:

– Cognitive (knowledge)Cognitive (knowledge)

– Affective (attitudes)Affective (attitudes)

– Psychomotor (skills)Psychomotor (skills)

SLOs Using Bloom’s TaxonomySLOs Using Bloom’s Taxonomy

            2.b.1.2.b.1. Outcome Outcome  

            

            1.c.1.1.c.1. Outcome Outcome

  2.a2.a Outcome Outcome  2.2. Introduce Introduce students to students to descriptive descriptive statisticsstatistics

            

  1.c1.c Test for difference Test for difference between meansbetween means

    XX        

1.b.1.1.b.1. Outcome Outcome  1.b1.b Apply to confidence Apply to confidence intervalsintervals

          XX  1.a.2.1.a.2. Describe three Describe three key distributionskey distributions

  

          XX1.a.1.1.a.1. Define the three Define the three tenets of the Central tenets of the Central Limit TheoremLimit Theorem

1.a1.a learn the learn the conceptual conceptual foundations of foundations of inferenceinference

1.1. Introduce Introduce students to students to inferential inferential statisticsstatistics

Eval-Eval-uationuation

Syn-Syn-thesisthesis

Anal-Anal-ysisysis

Appli-Appli-cationcation

Com-Com-prehen-prehen-

sionsionKnow-Know-ledgeledge

Bloom's Taxonomy of Cognitive Bloom's Taxonomy of Cognitive CategoriesCategories

Student Learning Student Learning OutcomesOutcomes

Unit/LessonUnit/LessonLearning Learning OutcomesOutcomes

Course Course Goals/ObjectivesGoals/Objectives

  2.b2.b Outcome Outcome

2.a.1.2.a.1. Outcome Outcome

1.a.2.1.a.2. Combine to explain Combine to explain the relationship between the relationship between the three distributionsthe three distributions

Teaching & Learning Activities by Teaching & Learning Activities by Outcomes and Bloom’s TaxonomyOutcomes and Bloom’s Taxonomy

2.b.12.b.1 Outcome Outcome

2.a.12.a.1 Outcome Outcome

1.c.11.c.1 Outcome Outcome

In class, students will In class, students will calculate sample means calculate sample means and construct a and construct a sampling distribution. sampling distribution. Homework will reinforce Homework will reinforce lesson.lesson.

1.b.11.b.1 Outcome Outcome

1.a.31.a.3 Combine to Combine to explain the explain the relationship between relationship between the three the three distributionsdistributions

1.a.2.1.a.2. Describe three Describe three key distributionskey distributions

Class lecture and Class lecture and students will read students will read assigned chapter.assigned chapter.

1.a.11.a.1 Define the Define the three tenets of the three tenets of the Central Limit Central Limit TheoremTheorem

EvaluationEvaluationSynthesisSynthesisAnalysisAnalysisApplicationApplicationComprehensionComprehensionKnowledgeKnowledge

Bloom's Taxonomy of Cognitive CategoriesBloom's Taxonomy of Cognitive CategoriesStudent Student Learning Learning OutcomesOutcomes

Class lecture and Class lecture and students will read students will read assigned chapter.assigned chapter.

Assessments by Outcomes and Assessments by Outcomes and Bloom’s TaxonomyBloom’s Taxonomy

2.b.12.b.1 Outcome Outcome

2.a.12.a.1 Outcome Outcome

1.c.11.c.1 Outcome Outcome

Homework and Homework and examination.examination.

1.b.11.b.1 Outcome Outcome

1.a.31.a.3 Combine to Combine to explain the explain the relationship between relationship between the three the three distributionsdistributions

1.a.2.1.a.2. Describe three Describe three key distributionskey distributions

Homework and Homework and examination.examination.

1.a.11.a.1 Define the Define the three tenets of the three tenets of the Central Limit Central Limit TheoremTheorem

EvaluationEvaluationSynthesisSynthesisAnalysisAnalysisApplicationApplicationComprehensionComprehensionKnowledgeKnowledge

Bloom's Taxonomy of Cognitive CategoriesBloom's Taxonomy of Cognitive CategoriesStudent Student Learning Learning OutcomesOutcomes

Homework and Homework and examination.examination.

The Big PictureThe Big Picture

Consider the alignment of course level Consider the alignment of course level learning outcomes…learning outcomes…– SequentiallySequentially

How do my outcomes fit with those of more How do my outcomes fit with those of more advanced courses?advanced courses?What do I expect students to have learned by the What do I expect students to have learned by the time they enter this class?time they enter this class?

– ProgrammaticallyProgrammaticallyHow do all of the courses within a program’s How do all of the courses within a program’s curriculum fit together?curriculum fit together?How do the program curricula contribute to the How do the program curricula contribute to the institutional outcomes?institutional outcomes?

IntendedLearning

Outcomes ofthe Lesson

IntendedLearning

Outcomes ofthe Unit

IntendedLearning

Outcomes ofthe Course

IntendedLearning

Outcomes ofthe Academic

Program

IntendedLearning

Outcomes ofthe Institution

Deliver Forward

Design Backward

Alignment Between Course OutcomesAlignment Between Course Outcomes and Institutional Outcomesand Institutional Outcomes