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Building the Assessment Foundation: Creating Student Learning Outcomes

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by

Julie Porterfield

on 13 June 2017

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Transcript of Building the Assessment Foundation: Creating Student Learning Outcomes

If you are starting from scratch,...
Turn to Page 3
Answer the guiding questions

If you have brought your current SLOs,...
Pick a partner
Exchange SLOs
Identify action verbs
Discuss how to make SLO clear, measurable, observable



Review of Your SLOs
Thumbs Up, Thumbs Down, Thumbs All Around
Action Verbs
Components of a Learning Outcome
Learning Outcome Statements
Building the Assessment Foundation:
Creating Student Learning Outcomes

Julie M. Porterfield
Faculty Assessment Facilitator
Tulsa Community College
SE campus

Building 8
Office 8269
Extension x8638
Learning outcomes have 3 characteristics
Time
Resources
Fear
Attitude
Success Criteria
Assessment
1
2
3
Agenda
Introduction
Workshop Outcomes
Assessment Cycle
Components of Learning Outcome Statements
Identifying Good vs. Ugly Use of Action Verbs
Writing Student Learning Outcomes

Workshop Outcomes:
Participants will be able to:
outline the steps of the assessment process.
describe the role of learning outcome statements in classroom assessment.
identify common components of a learning outcome statement.
explain why
determine, understand, and demonstrate
are not appropriate action verbs in
some
learning outcome statements.
create student learning outcomes.
Identifies what students are expected to learn
provides focus to students
identifies student responsibilities within a course
Effective way to review curriculum
directs choice of instructional activities
ensures activities are learner-centered
Places focus on what to assess in a course
a guide to assessment development
determines acceptable evidence
Identify the importance of learning outcomes.
Observable
Assessment Cycle:
Closing the Loop to
Ensure Student Learning

Student Learning Outcomes (SLOs)

Program Learning Outcomes
(PLOs)
Develop
Measurement Tools
Use Evidence to
Revise or Reinforce
Create
Learning Opportunities

Curricular Mapping
Emphasize
student's

knowledge, skills, values
Measureable
Think-Pair-Share
Activity Page 2
graphs of standard functions
quadratic equations by factoring
vertical, horizontal, oblique asymptotes of rational functions
Math 1513 - At the end of this course:
Students will be able to
Students will be able to
Students will be able to
produce
solve
calculate
Emphasis on Students
Observable
Action Verb
Learning Statement
Verbs should be:
Measureable
Clear
Appropriate for the learning task
Bloom's Domains
Cognitive (pg. 4)
knowledge
Affective (pg. 6)
values
Psychomotor (pg. 8)
skills
1000 level courses:
Remembering
level
2000 level:
Applying
and
Analyzing
level
Identify the clear and measurable verbs.

Activity Page 3
Writing SLOs
Measure Learning
Summarize Evidence
Evaluate Evidence
Reflect with Colleagues
Celebrate and Relax
Verbs to avoid:
(pg. 2)

appreciate
be aware of
be familiar with
become acuainted with
be taught
be shown
comprehend
cover
do
demonstrate understanding
gain knowledge of
know
learn
practice
realize
respect
study
understanding
Full transcript