Writing Effective Student Learning Outcomes

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Writing Effective Student Learning Outcomes

• Ann Boudinot-Amin
• Director of Assessment
• Institutional Research
• November 9,10, 2008

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What is Assessment?
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Why Do We Assess?

• Outstanding communications tool
• Required by DoE, Middle States, and
  discipline-specific accrediting bodies.
• When we claim our graduates can think
  critically or communicate effectively, do we
  have evidence that they can?
• Did my students understand what I just taught
  them? How do I know?

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What are Learning Outcomes?

• The knowledge, skills, values, attitudes, and
  habits of mind that students take with them from
  a learning experience (Suskie, 2004).

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What are Learning Outcomes?

• What will my students know? What will they
  understand?
• What are the 4 walk away things you want
  students to be able to know and do when they
  leave your course?
• Student focused rather than instructor focused.
• Students will (action verb) (knowledge, skills,
  values)
• Students will be able to Students will
  demonstrate

Huba, M.E. Freed J. (2000). Learner Centered
Assessment on College Campuses. Boston Allyn
Bacon.
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Learning Outcomes

• Reflect the university and program missions.
• Align with program goals.
• Focus on important, non-trivial aspects of
  learning.
• General enough to capture important learning but
  clear and specific enough to be measurable.
• Limited in number 3-5 ideal.

Huba, M.E. Freed J. (2000). Learner Centered
Assessment on College Campuses. Boston Allyn
Bacon.
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Learning Outcomes

• Whats the difference between objectives and
  outcomes?
• Outcome Statement of knowledge, skills, values
  that students will take from course, experience,
  etc.
• Objective Broad statements about what you hope
  to achieve in a course, or tasks to be
  accomplished to achieve outcome. The means to an
  end.

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Learning Outcomes

• What kind of learning outcomes are most valued
  today?
• Communication skills, especially writing.
• Information literacy and research skills
• Thinking skills
• Analyze, evaluate, organize, solve problems, make
  decisions, etc.
• Interpersonal, social skills

Suskie, L. (2004). Assessing Student Learning A
Common Sense Guide. Bolton, MA Anker Publishing.
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University Learning Outcomes

• Professional Skills
• Advanced Communication Skills
• Critical Thinking
• Cultural Competence
• Effective Citizenship

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Learning Outcomes
Lesson
How We Develop Learning Outcomes
How Students Achieve Learning Outcomes
Course
Program
Institutional
Adapted from Huba and Freed (2000), p. 108.
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Samples of Learning Outcomes

• Students will demonstrate the ability to make
  appropriate inferences and deductions from
  biological information.
• Students will present original interpretations of
  literary works in the context of existing
  research on these works.
• Students will use voice, movement, and
  understanding of dramatic character and situation
  to affect an audience.
• Students will be able to explain the impact of
  the Korean War on US-Far East relations today.

Suskie, L. (2004). Assessing Student Learning A
Common Sense Guide. Bolton, MA Anker Publishing.
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Samples of Learning Outcomes

• Too vague Students will demonstrate information
  literacy skills.
• Too specific Students will be able to use
  institutional online services to retrieve
  information.
• Better Students will locate information and
  evaluate it critically for its validity and
  appropriateness.

Suskie, L. (2004). Assessing Student Learning A
Common Sense Guide. Bolton, MA Anker Publishing.
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Samples of Learning Outcomes

• Focus on higher order thinking skills rather than
  memorization of facts or simple conceptual
  understanding.
• Students will be able to identify grammatical
  forms (past participles, etc.)
• Better Students will be able to write and speak
  grammatically.
• Students will be able to recall important
  historical dates
• Better Students will be able to place historical
  events within a social and political context, to
  draw meaningful comparisons between events, and
  to analyze current events within a historical
  framework.

Middle States Commission on Higher Education
(2003). Student Learning Assessment Options and
Resources. Philadelphia MSCHE.
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Exercise Writing Effective Learning Outcomes

• On your own
• For ONE of your courses, write THREE learning
  outcomes.
• In your groups of three
• Share the goals with the group.
• Review
• Do they use action verbs?
• Stated in terms of outcomes what students will
  know/do after completing the course?
• Avoid fuzzy words?
• Are measurable?
• Each group will present one set of course
  learning outcomes.

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Share Learning Goals With Students

• List on course syllabus, so they understand
• Why is it important to take this course?
• What are the important things they will learn in
  this class?
• What is expected of them?
• How will this course help prepare them for career
  and life?
• How does this course relate to other courses in
  program?
• Post your syllabus online!

Suskie, L. (2004). Assessing Student Learning A
Common Sense Guide. Bolton, MA Anker Publishing.
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Assessment, Teaching, and Learning

• Students learn most effectively when
• They have opportunities to revise their work
• Multiple drafts and critiques, peer review
• They understand course and program goals
• Need framework
• They (and you) reflect on what and how they have
  learned
• Assignments and assessments relevant to course
  goals are connected to learning activities and
  focus on most important goals.

Middle States Commission on Higher Education
(2003). Student Learning Assessment Options and
Resources. Philadelphia MSCHE.
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Assessment, Teaching, and Learning

• Students learn most effectively when
• They understand the characteristics of excellent
  work.
• Test blueprints rubrics instructive comments,
  even on m/c exams (guidance on which types of
  questions are causing difficulty)
• Their learning styles are accommodated.
• Diversify presentation, lectures, and types of
  learning experiences.

Middle States Commission on Higher Education
(2003). Student Learning Assessment Options and
Resources. Philadelphia MSCHE.
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First and Foremost

• Assessment is a tool for you to use
• To improve communication with students
• To gain insight into what works and what doesnt
• To help you understand where change is needed
• To ensure that your students are really learning
  what they need to learn.

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Institutional Support

• IPART http//www.aucegypt.edu/RESEARCHATAUC/ipart
  /
• Assessment at AUC
• Assessment News
• Assessment Plans and Reports
• How to Assess
• Workshops and Events
• Additional Resources
• Glossary
• Center for Learning and Teaching
• Training and Development Center
• Teaching Enhancement Grants

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• Thank You!

Photos and clip art courtesy of Microsoft Office.