Writing a Student Learning Outcome (SLO) Facilitator: Julie Coan, rdh, mph

“If you don’t know where you are going, you might wind up someplace else” Yogi Berra

Student Learning Outcomes What are we trying to do? How well are we doing it? How can we improve?

Student Learning Behaviors Student Learning Outcomes Appropriate Assessment Methods Student Learning Outcomes Specific Performance Criteria

Writing a Learning Outcome Determine the desired outcome or behavior Be specific, use action verbs Choose an assessment that measures your desired outcome Determine performance criteria

Focusing on Student Behavior Learning outcomes Identify desired student behaviors Define what the student should be able to demonstrate after completing a course or program Statements of what a student will learn

Action Verbs & Bloom’s Taxonomy

Course objectives & slo’s Student Learning Outcomes versus Course Objectives Generally 3-8 SLOs per course vs. many individual objectives Represents general overarching concepts vs. detailed course content

Student learning outcomes The Student will be able to Write a paper that analyzes the economic, historical and social aspects of South American History through film Evaluate the nutritional components of a clients daily diet, identify nutritional deficiencies, and create a nutritional plan to meet the client’s specific nutritional needs Solve all types of quantitative chemistry problems and demonstrate reasoning clearly and completely on written exam. Integrate multiple ideas in the problem solving process. Check results to make sure they are physically reasonable.

References Laney College. (2017). How to write SLOs. Retrieved on February 20, 2017 from http://www.laney.edu/wp/assessment/how-to-write-slos/ Osters, S. & Tiu, F. S. (n.d.). Writing measurable learning outcomes. 3rd. Annual Texas A&M Assessment Conference. Retrieved on February 18, 2017 from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning- Outcomes.pdf