1. Charting a Course with Learning Outcomes to Enhance Student Learning & Success
Facilitated by:
Ken Silvestri, CFE Instructional Designer
Abbie Richards, Associate Professor, Chem & Bio Engineering
Dean Adams, Associate Professor, School of Art KS

2. WORKSHOP OUTCOMES
After completing this workshop, participants will be able to:
(1.) Recognize and describe the role learning outcomes play in teaching and learning
(2.) Align and connect course-level student learning outcomes with program-level student learning outcomes
(3.) Use Bloom’s Taxonomy to write specific, measurable course-level student learning outcomes
(4.) Use Bloom’s Taxonomy to identify and associate appropriate assessments with course-level student learning outcomes to measure progress
(5.) Communicate connections between learning outcomes and course assessment strategies KS

3. OVERVIEW Learning Outcomes – What are they good for?
Establishing and writing effective course-level student learning outcomes
How to identify appropriate assessment strategies that support and measure learning outcomes
Making connections between learning outcomes and assessments for students KS

4. WHY USE LEARNING OUTCOMES?
THINK: Take 2 minutes to think about why we use learning outcomes? PAIR UP: Turn to the person next to you and discuss your ideas SHARE: Have one person share your thoughts with the larger group
Image Source: Wikipedia Commons KS

5. ROAD MAP WHAT ARE THEY GOOD FOR? LEARNING OUTCOMES Direct learning
Enable the monitoring of progress
Framework for designing and redesigning instruction
Maintain consistency across courses and program curriculum
KS & DA

6. ALIGNMENT WITH INCREASING SPECFICTIY
General, Broad
UNIVERSITY-LEVEL LEARNING OUTCOMES
(Knowledge, Skills, and Values)
PROGRAM-LEVEL LEARNING OUTCOMES
(Knowledge, Skills, and Values)
ALIGNMENT WITH INCREASING SPECFICTIY
COURSE-LEVEL LEARNING OUTCOMES
(Knowledge, Skills, and Values)
Narrow, Specific KS

7. EXAMPLE PROGRAM-LEVEL STUDENT LEARNING OUTCOMES
PLSLO 1 - Use appropriate technology to solve a given business problem.
PLSLO 2 - Analyze business problems using appropriate mathematical theories and techniques.
PLSLO 3 - Write clear, concise, and audience centered business documents.
EXAMPLE PROGRAM-LEVEL STUDENT LEARNING OUTCOMES
CLSLO 1 - Students should be able to develop an Excel spreadsheet to analyze a data set (PLSLO 1 & PLSLO 2)
CLSLO 2 - Based on their analysis, students should be able to recommend a sound solution to the problem in clear, concise writing (PLSLO 2 & PLSLO 3)
EXAMPLE COURSE-LEVEL STUDENT LEARNING OUTCOMES

8. BACKWARDS or INTENTIONAL COURSE DESIGN
STUDENT LEARNING OUTCOMES
START HERE
CONTENT
TECHNOLOGY
ACTIVITIES
ASSESSMENTS
* GOAL: All of these should be aligned with the learning outcomes and support students in achieving them AR

9. WRITING EFFECTIVE COURSE STUDENT LEARNING OUTCOMES
INEFFECTIVE
LEARNING OUTCOMES
EFFECTIVE
LEARNING OUTCOMES
Vague (understand, know, appreciate, familiar….)
Specific action, product, or process
Measurable/observable
Can’t be measured/observed
Student-centered
Focus on the teacher VS
Aligned with program outcomes
Inconsistent with program outcomes
Realistic and achievable
Too many or unattainable AR

10. WRITING EFFECTIVE COURSE STUDENT LEARNING OUTCOMES
INEFFECTIVE
EFFECTIVE
Students will appreciate the benefits of exercise science
Students will be able to explain how exercise reduces stress and increases heart health
Students will be able to analyze and respond to arguments about social issues
Students will understand the the importance of public policy AR

11. BLOOM’S TAXONOMY & STUDENT LEARNING OUTCOMES
Higher-Order Thinking
DEEPER LEARNING/
CRITICAL THINKING
SURFACE LEARNING/
ROTE MEMORIZATION & RECALL
Lower-Order Thinking KS

12. EXAMPLE PROGRAM-LEVEL STUDENT LEARNING OUTCOMES: ANIMAL & RANGE SCIENCE
Our graduates will:
(1.) design and evaluate animal management systems by synthesizing and applying knowledge of biological processes related to animals and the rangeland plants that support them
(2.) identify and critically evaluate scientific or technical animal science content to make informed decisions providing a foundation for lifelong learning
(4.) use scientific principles to formulate questions, explore solutions, and solve real-world problems and advocate based on science KS

13. BLOOM’S TAXONOMY ACTION VERBS
ANIMAL SCIENCE PROGRAM OUTCOME #1:
design and evaluate animal management systems by synthesizing and applying knowledge of biological processes related to animals and the rangeland plants that support them
APPLYING KNOWLEDGE OF SPECIFIC BIOLOGICAL PROCESS KS

14. BLOOM’S TAXONOMY & STUDENT LEARNING OUTCOMES
Mastery (Higher-Order Thinking)
MASTERY
(300/400 Level Courses)
DEVELOP
(100/200/300 Level Courses)
INTRODUCE
(100/200 Level Courses)
Introduction (Lower-Order Thinking) KS

15. WRITING LEARNING OUTCOMES GROUP ACTIVITY
PART I: Based on the guidelines and practices for writing effective course student learning outcomes, how would you rewrite the following outcome to be an effective student learning outcome. As a group, select and rewrite one outcome. Be sure to have one person write down and share the revised outcome on the white board with the larger group. (10 Minutes)
(1.) Students will understand the process of DNA replication (300 level biology course)
(2.) Students should know the historically important theories of psychology (200 level psychology course)
(3.) Students will appreciate Art (100 level art course)
(4.) Students will know the scientific process (100 level biology course)
(5.) This course will introduce students to the major research methods of a field (300 level course from any discipline)
(6.) Students will appreciate music from other cultures (300 level music course)
(7.) Students will be exposed to contemporary practices in business management (300 level business course) KS

16. BLOOM’S TAXONOMY ACTION VERBS & ASSESSMENT
LEVEL
QUESTION
Assessing Basic Knowledge:
List the steps involved in locating an earthquake epicenter.
Assessing Comprehension:
Summarize the basic tenets of collaborative conservation.
Assessing Application Skills:
Calculate the rate of habitat fragmentation within the Colorado Front Range in the last decade.
In the article read in class, distinguish between statements that are based on facts and which are based on assumptions?
Assessing Analytical Abilities:
Assessing Ability to Synthesize:
How would you restructure a numerical model of salmonid migration to account for the effects of flow regulation?
Assessing Ability to Evaluate:
What data are used to support the conclusion of variable denitrification rates in alpine meadow soils? DA
Bloom’s Taxonomy: Testing Beyond Rote-Memory by Sara Rathburn, Colorado State University

17. BLOOM’S TAXONOMY ACTION VERBS & ASSESSMENT
ONLINE DISCUSSION QUESTIONS
“Using the information from chapters 7 & 8 on emotional intelligence, give your own example that illustrates at least three of the author’s main concepts. You may use a personal experience or you may create an example. Then, assess at least two of your classmate’s examples in terms of how well they did or did not illustrate the concept.” (APPLICATION/EVALUATION)
ASSIGNMENTS
“Plan a six-month calendar of activities to present to your supervisor, including a variety of activities intended to help resident’s memory.” (SYNTHESIS) DA

18. ASSOCIATING ASSESSMENT ITEMS WITH LEARNING OUTCOMES
Multiple and varied ways to assess each outcome DA

19. MEASURING STUDENT PROGRESS
ASSESSMENT
FORMATIVE ASSESSMENT
(Ongoing Feedback on Learning)
SUMMATIVE
(Evaluation of Performance)
One-Minute Papers/Reflections
Exams
Mid-Semester Surveys/Reflections
Graded Quizzes
Class Polling/iClickers
Papers
Concept Maps (In-Class Activities)
Projects
Research proposal for early feedback
Presentations
Class discussion KS

20. USING GRADING RUBRICS
KS & DA

21. WRITING LEARNING OUTCOMES GROUP ACTIVITY
Presentation
Non-Graded Quizzes
PART II: As a group, decide how you would assess your rewritten course student learning outcome. What types of formative and summative assessments would be appropriate for this outcome? Be prepared to have one group member to write down and share the results on the white board. (5 Minutes)
Class Discussion
Research Project
Problem Set
Case Study
Class Polling
Exam
One-Minute Paper
Paper

22. MAKING CONNECTIONS KS

23. MAKING CONNECTIONS KS

24. MAKING CONNECTIONS
Taken from: Writing and Assessing Course-Level Student Learning Outcomes, Texas Tech University KS

25. EMBED THE OUTCOME AT THE POINT OF ASSESSMENT.
MAKING CONNECTIONS
ASSIGNMENT X
BACKGROUND: Establish relevancy for the student, why are they doing this, how does it benefit them?
CORRESPONDING LEARNING OUTCOME: The following assignment will provide the opportunity for you to achieve course learning outcome #4 “state the outcome.”
DIRECTIONS: Should contain Bloom’s action verbs that correspond to each level of Bloom’s Taxonomy where the outcome is located.
EMBED THE OUTCOME AT THE POINT OF ASSESSMENT. KS

26. MSU RESOURCES Ken Silvestri, Instructional Designer
Center for Faculty Excellence
Dean Adams, Associate Prof.
School of Art
Abbie Richards, Associate Prof.
Chemical & Biological Engineering
Office of the Provost
Student Outcomes Assessment
Course Assessment:
AR & KS