Learning Outcomesas part of the Assessment Cycle Kirsten Ogden Faculty Assessment Coach Pasadena City College 2014

Learning Outcomes for Participants Discuss the role of Learning Outcomes in assessment Explain what a learning outcome is Identify traits of good learning outcomes Use strategies to revise learning outcomes

Defining Assessment Assessment is a systematic and on-going process of collecting, interpreting, and acting on information relating to the goals and outcomes developed to support the institution’s mission and purpose. It answers the questions: (1) What we are trying to do? (2) How well are we doing it? And (3) How can we improve what we are doing?

Assessment begins with Learning Outcomes Assessment begins with the articulation of Outcomes. Sources for outcomes can come from goals – those broad descriptions of our intentions for our students. However, Goals can’t be measured. Examples of goals: Critical Thinking; Ethics; Math Literacy.

Learning Outcomes Learning outcomes provide specific expectations for learning in terms of knowledge and understandings, skills, and attitudes derived from the goals—they describe expectations for students. EX: Goal = Societal/Cultural Understandings LO = Students Analyze the interconnectedness of global and local communities.

Defining “Learning Outcome” “Descriptions of what we expect students to know, do, and be when they leave our course, program, or institution (usually expressed as knowledge, skills, and/or attitudes) Learning Outcomes “convey to the learner exactly what is to be accomplished,” “identify specifically what should be learned.”

Learning Outcomes are not: Descriptions of specific learning activities Descriptions of curriculum content ASK: ◦ Are the verbs specific, observable, measurable, open to description and common understandings? ◦ Will students understand the Learning Outcome?

Practice Identifying Learning Outcomes Take a look at the sample learning outcomes and discuss them.

Learning Outcomes are created by Faculty Learning Outcomes can be explained more deeply through rubrics used by faculty to assess the learning outcome in multiple ways. Faculty determine the specificity and usefulness of a Learning Outcome

Revising Lets take a look at Bloom’s Taxonomy There are other ways to revise as well Align LO’s with exterior governing and accrediting bodies, other courses, program goals and mission, general education outcomes, etc. Make sure all faculty understand the LO and understand the criteria by which that LO is to be assessed.

Thank you! Contact me any time! Prof. Kirsten Ogden X3193 Cell: Site: pccassessment.com