1 IT/Cybersecurity - ICRDCE Conference Day Using Blooms to Write Student Learning Outcomes (SLO’s)

Learning Outcomes of This Presentation At the conclusion of this presentation, participants will be able to: Describe the use of leveled Student-Learning Outcomes (SLO’s). Demonstrate ability to write SLO’s at selected learning levels. 2

Food for Thought Before We Begin

What is a Student Learning Outcome (SLO)? Characteristics of good SLOs: They specify an action by the student that must be:  Observable  Measurable  Able to be demonstrated! Bloom’s Taxonomy can be a useful resource in developing learning outcomes. (Covered later) 4 Statements that specify what students will know, be able to do or be able to demonstrate when they have completed in a program. Outcomes are usually expressed as knowledge, skills, and/or values.

Examples of a Student Learning Outcome (SLO) TOO general and VERY HARD to measure…  …will be able to have more confidence in their technical abilities. Still general and HARD to measure…  …will demonstrate critical thinking skills, such as problem solving as it relates to troubleshooting technical issues. Specific and relatively EASY to measure…  …will demonstrate the ability to analyze and respond with troubleshooting skills when addressing software and hardware issues. 5

Expectations vs. Learning Outcomes Expectations are not necessarily learning outcomes  Examples:  Expectation: …will dress appropriately.  Learning Outcome: …will be able to describe the significance of a professional appearance at a professional work setting.  Expectation: …will turn in assignments by the scheduled due date.  Learning Outcome: …will be able to explain the importance of meeting deadlines and what they mean in a professional work setting. 6

Program Outcomes vs. Learning Outcomes Broadly speaking, there are two types of outcomes: Learning Outcomes  Describe what students are expected to demonstrate Program Outcomes  Describe what a program is expected to accomplish 7

Learning Pyramid

Blooms Cognitive Domains  Depending on the desired outcome, you would categorize your learning objectives into one of the six levels of learning and then use appropriate activities that correspond to the levels of learning in order to achieve the desired level of mastery. Synthesis Evaluation Knowledge Comprehension Application Analysis IV III II I

Blooms Cognitive Domains (cont.) 10 Six levels: 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Level I: Knowledge / Comprehension Level II: Comprehension / Application Level III: Application / Analysis Level IV: Analysis / Synthesis / Evaluation 11 Blooms Cognitive Domains / Leveled Outcomes

Conclusion Be very clear about what you are trying to assess.  Do you want to assess what your program is accomplishing and the degree to which it is being accomplished (program outcomes)?  Do you want to assess what students are learning as a result of the curriculum your program is offering (learning outcomes)? Be patient.  Try not to be frustrated with the process and seek assistance from others. Asking others to evaluate your outcomes is a good way to improve them. Writing good outcomes takes practice, and it takes time.

Next Steps 13 Questions & Answers: How can we assist? Teamwork