1. M EASURABLE O UTCOMES AND M EANINGFUL M EASURES Catherine M. Wehlburg, Ph.D. Assistant Provost for Institutional Effectiveness Texas Christian University c.wehlburg@tcu.edu Northern Illinois University – October 16, 2009

2. Student learning outcomes (SLOs) are statements that specify what students will know, be able to do or be able to demonstrate when they have completed or participated in a program/activity/course/project. Outcomes are usually expressed as knowledge, skills, attitudes or values. W HAT ARE S TUDENT L EARNING O UTCOMES ?

3. SLO S S HOULD F OCUS ON : What you want your students to know at the end of a course, program, major, or degree What you want your students to understand at the end of a course, program, major, or degree What you want your students to have the ability to do at the end of a course, program, major, or degree

4. W HY ARE S TUDENT L EARNING O UTCOMES I MPORTANT ? Communicate expectations to learners Act as a template for course design Guide selection/design of appropriate assessments

5. W HY ARE S TUDENT L EARNING O UTCOMES I MPORTANT ? Allow educators to match teaching strategies to stated outcomes Allow faculty, staff, and Institutional researchers to assess the impact of instruction Clearly communicate graduates’ skills to prospective employers Provide benchmarks for formative, summative and prior learning assessment

6. C OMPONENTS OF A S TUDENT L EARNING O UTCOME Student Learning Behavior-Knowledge, skill, or attitude to be gained The Method of Assessment- conditions of performance Criteria for achievement- the levels of acceptable performance

7. From Peter Drucker, 1954 7 A RE Y OUR SLO S S.M.A.R.T.? S pecific -Clear and definite terms describing the abilities, knowledge, values, attitudes, and performance M easurable -It is feasible to get data: data are accurate and reliable; it can be assessed in more than one way A ggressive and A ttainable -The outcome has the potential to move the program or unit forward R esults – oriented -Describe what standards are expected from students or the functional area being assessed T ime-bound -Describe a specified time period for accomplishing the outcome

8. C REATING - E VALUATING - A NALYZING - A PPLYING - U NDERSTANDING - R EMEMBERING - BLOOM’S REVISED TAXONOMY C REATING -G ENERATING NEW IDEAS, PRODUCTS, OR WAYS OF VIEWING THINGS E VALUATING -J USTIFYING A DECISION OR COURSE OF ACTION A NALYZING -B REAKING INFORMATION INTO PARTS TO EXPLORE UNDERSTANDINGS AND RELATIONSHIPS A PPLYING -U SING INFORMATION IN ANOTHER FAMILIAR SITUATION U NDERSTANDING -E XPLAINING IDEAS OR CONCEPTS R EMEMBERING -R ECALLING INFORMATION

9. The student will be able to (specific student behavior) ____________________________________________________ as measured by (conditions of performance – could include time frame) ___________________________________________________ at the ______________________________________ level (performance criteria). T EMPLATE FOR W RITING SLO S

10. T HE M OBIUS S TRIP

11. S TAGES OF M EASURING O UTCOMES – T HE M OBIUS S TRIP Stage 1 – Measuring outcomes is a separated and “added on” responsibility. Stage 2 – Measuring outcomes becomes a part of teaching and learning but is separated from teaching and learning. Stage 3 – Teaching and learning is the center and Measuring outcomes surrounds it. Stage 4 – The Mobius Strip – integration of teaching, learning, and outcomes.

12. S TAGE 1 – M EASURING OUTCOMES IS A SEPARATED AND “ ADDED ON ” RESPONSIBILITY.

13. S TAGE 2 – M EASURING OUTCOMES BECOMES A PART OF TEACHING AND LEARNING BUT IS SEPARATED FROM TEACHING AND LEARNING.

14. S TAGE 3 – T EACHING AND LEARNING IS THE CENTER AND MEASURING O UTCOMES SURROUNDS IT.

15. S TAGE 4 – T HE M OBIUS S TRIP – INTEGRATION OF TEACHING, LEARNING, AND OUTCOMES.

16. O PERATIONAL M EASURES Measures must be aligned with the outcome that they are supposed to measure. Consider using an operational definition – define the term (“critical thinking”) by how you would measure it. What would you see? What would you expect a student to do? Observable measures are crucial – see “Words to Avoid” and “Phrases to Avoid”

17. B ACCALAUREATE G OALS Critical Thinking Communication Context

18. S MALL G ROUP Create several outcomes for your specific goal Use the template in your handout For each outcome suggest at least one measure that could be used

19. R EPORTING O UT What outcomes did you create?

20. Q UESTIONS ?