1. Module One: Writing Student Learning Outcomes Davidson County Community College May - 2011

2. Module One: Table of Contents What are SLOs?3 Relationship of SLO to College Mission and Program Outcomes3 Model for Updating Curriculum to Improve Teaching and Learning4 Stage One: Writing the Outcomes5 Six Steps to Writing Effective SLOs6 Using Bloom’s Taxonomy to Write Student Learning Outcomes7 Writing SLOs that Encourage Critical Thinking8 Rubric for Assessing Student Learning Outcomes9 Matrix to Track Relationship of SLO the Course to the Program Outcomes10 Example of the Progression of SLOs11 Matrix to Track Progression of SLO in the Curriculum12 My Plan to Write Effective SLOs13 Outcomes: At the completion of the session faculty should be able to: 1.Define an intended Student Learning Outcome (SL0). 2.Discuss the benefits of effective SLOs for students and faculty. 3.Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes. 4.Write effective SLOs using action verbs. 5.Write SLOs at different levels of critical thinking using Bloom’s Taxonomy. 6.Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs. 7.Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum. Module One: Writing Student Learning Outcomes Topics  What are SLOs?  Six Steps to Writing Effective SLOs  Writing SLOs that Encourage Critical Thinking  Evaluation of SLOs in Course Syllabus  Development of Course Tracking Matrix to Show Progression of Outcomes Updating Curriculum to Support Learning DCCC Perkins Grant I-2

3. What are SLOs?  Helps to improve teaching practices  Guides our teaching strategies and assessment  Maintains high standards.  Produces consistency of standards between course sections  Gives students more responsibility.  Validates both what we are teaching and why we are teaching it.  Directs our teaching practices to be more student/learning-centered.  Informs students of the expectations up front. Benefits of SLOs for Faculty and Students Student learning outcomes describe measurable knowledge, skills, and behaviors that students should be able to demonstrate as a result of completing the program. 1.Focused on what the student can do. Therefore they are intended outcomes. 2.Use active verbs. Active verbs are easier to measure. 3.Include an assessable expectation that is observable and measurable. Source: Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco: Jossey-Bass.Assessing student learning: A common sense guide SLO Program Outcomes College Mission SLO Relationships: Linkage of SLO to program and institutional level outcomes is essential. Updating Curriculum to Support Learning DCCC Perkins Grant I-3

4. Model for Updating Curriculum to Improve Teaching and Learning Write TeachAssess Improve Write the OutcomesImprove the Curriculum Teach to OutcomesAssess Outcomes StageDescription Define the desired student learning outcomes using action verbs and different levels of critical thinking. Create the learning activities that provide the opportunities for students to meet learning outcomes. Assess student progress to ensure that the student learning outcome has been met. Evaluate test items to determine if they measure outcomes. Use the result of assessment to make improvement in the curriculum and to improve teaching and learning. Write Teach Assess Improve Updating Curriculum to Support Learning DCCC Perkins Grant I-4

5. SLOs should… 1.reflect the institutional and departmental mission statements; 2.focus on knowledge and skills that are central to the course topic and/or discipline; 3.be limited to 5 – 10 statements; 4.incorporate various ways for students to show success; 5.be student-centered rather than faculty-centered. Write : Write the Outcomes Stage One: Write the Outcomes How do I write outcomes to let students know what is expected of them? “ Documenting student learning is easier if you first specify what you want students to do with the course content.” --- Schreyer Institute for Teaching Excellence, Penn State University “ Documenting student learning is easier if you first specify what you want students to do with the course content.” --- Schreyer Institute for Teaching Excellence, Penn State University Updating Curriculum to Support Learning DCCC Perkins Grant I-5

6. Six Steps For Writing Student Learning Outcomes The purpose for writing SLOs is to CLEARLY STATE WHAT the learner will be able to DO as the result of a given learning experience. 1. Describe the skill or competency Describe the performance of a skill or competency. 2. Use an action verbsBegin with an action verb, describing what the learner will be able to do. Action verbs require the learner to do something, such as write, install, solve, compare, design, demonstrate, discuss, create, etc. See Action Verb List on page 7. 3. Write SLOs that are measurable and observable Observable means you must be able to see a product, a process, or both. Measurable means you must be able to determine the quality of the process or product. 4. Write SLOs that are clear and concise Describe the action in clear and concise statements. 5. State SLOs as a single performance Specify a single performance/outcome, not multiple performances. 6. Describe the learner's performance not the instructor’s Describe the learner's performance, not the instructor's activities, learning plans, or instructional strategies. Updating Curriculum to Support Learning DCCC Perkins Grant I-6

7. Student will experience more success in your classes if they know up front what is expected of them. Writing student learning outcomes (SLO) using Bloom’s Taxonomy can assist you to challenge your students to think critically. Using Bloom’s Taxonomy to Write SLOs Bloom’s Revised Taxonomy Levels of LearningAction Verbs Create Putting together ideas to develop an original idea. Action Verbs: assemble, arrange, compile, compose, construct, create, design, develop, formulate, generate, imagine, invent, modify, plan, revise, write Example: 1.Plan appropriate science activities for young children. 2.Construct a basic web page using HTML. Evaluate Judging the value of ideas, materials and methods by developing and applying standards and criteria Action Verbs: appraise, argue, assess, critique, defend, evaluate judge, justify, measure, predict, prioritize, rate, select, support, test, validate, value Examples: 1.Select the project that reflects use of quality animation and sound. 2.Defend the use of use of the Lock-out/Tag-Out system. Analyze Breaking information down into its parts Action Verbs: analyze, compare, contrast, criticize, determine, debate, detect, differentiate, discriminate, distinguish, examine, experiment, inquire, inspect, investigate, organize, question, test, troubleshoot Examples: 1.Troubleshoot a piece of equipment by using logical deduction. 2. Inspect equipment’s safety features before start up. Apply Using strategies, concepts, principles and theories in new situations Action Verbs: apply, calculate, choose, compute, demonstrate, determine, develops, dramatize, draw, employ, execute, illustrate, interpret, manipulate, practice, operate, schedule, show, sketch, solve, use. Examples: 1.Choose the appropriate color for a clients hair texture. 2.Operate tools associated with the HVAC trade. Understand Explaining the meaning of information Action Verbs: classify, describe, diagram, discuss, explain, give examples, infer, locate, outline, paraphrase, report, summarize. Examples: 1.Describe the parts of a computer. 2. Translate passages from your Spanish text into English. Remember Recalling or recognizing specific information Action Verbs: cite, define, duplicate, label, list, match, memorize, name, outline, quote, recall, recite, recognize, repeat, reproduce, state, Examples: 1.Outline the steps in giving CPR. 2.Label the diagram of the respiratory system. Source: Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain Updating Curriculum to Support Learning DCCC Perkins Grant I-7

8. Look at the following outcome statements and determine if they follow the writing guidelines. If not, please rewrite the statement. At the completion of the course students should be able to: 1.Know the appropriate literacy experiences for children at each stage of literacy development. 2.Explain the difference between criminal law and civil tort law.. 3.Defend the vital need for a customer orientation on the part of all employees of an organization. 4.Compare and contrast the foreign policy of Harry Truman and Dwight Eisenhower. 5.Understand the influence of personalities on history. 6.Demonstrate how to change a tire and how to check the refrigerant. 7.Create a weekly newsletter that communicates developmentally appropriate information. Identifying Appropriate SLOs Worksheet Levels of Learning Outcomes Create Evaluate Analyze Apply Understand Remember Choose one of the courses you teach. Write a student learning outcome for that course at each of the 6 levels of critical thinking in Bloom’s Taxonomy. Updating Curriculum to Support Learning DCCC Perkins Grant I-8

9. Student Learning Outcome Checklist Write the # of your SLO under evidence to support your answer YesNo 1.Do the SLOs include active verbs? Evidence: 2.Do the SLOs suggest or identify behavior that can be observed and assessed? Evidence: 3.Do the SLOs address the expected level of learning for the course using levels of critical thinking like those in Bloom’s Taxonomy as a guide? Evidence: 4.Are SLOs stated as a single performance Evidence: 5.Are SLOs aligned with the mission of the college and/or overall program outcomes? Evidence: 6.Do the SLOs describe student performance, not faculty performance? Evidence: Worksheet to Evaluate SLOs in Syllabus Updating Curriculum to Support Learning DCCC Perkins Grant I-9

10. Matrix to Track Relationship of SLO the Course to the Program Outcomes Course Outcomes for Program Outcomes SLO 1 SLO 2 SLO 3 SLO 4 1. Demonstrate effective, professional written and oral communication skills with consumers and co- workers. x 2. Use and apply critical thinking skills and basic health information management principles to recognize, analyze, and solve problems. x 3. Perform and interpret math calculations related to descriptive healthcare statistics. x 4. Use current technology to access and process health information. x x x 5. Demonstrate knowledge and skills necessary for entry level health information competencies. xx 6. Practice in a legal, ethical, and professional manner by demonstrating responsibility, initiative, positive attitudes toward those of diverse backgrounds, integrity, time management skills, and the ability to work in teams in a healthcare setting. x Student Learning Outcomes for HIT 216 Quality Management 1.State quality assurance philosophy and purpose. 2.Evaluate diagnostic and treatment documentation. 3.Relate QA terms to the JCAHO health care quality vision. 4.Prepare data presentations. Updating Curriculum to Support Learning DCCC Perkins Grant I-10

11. Example of Progression of SLOs Student Learning Outcomes RememberUnderstandApplyAnalyzeEvaluateCreate HIT 112 Health Law and Ethics 1.Locate Federal and State statutes relative to the management of health information. X 2.Explain the duty to provide a reasonable standard of care X 3.Describe the legal status of health information X 4.List acceptable methods of record authentication X 5.Apply laws and regulations relative to the confidentiality of health information X HIT 216: Quality Management RememberUnderstandApplyAnalyzeEvaluateCreate 1.State quality assurance philosophy and purpose. X 2.Evaluate diagnostic and treatment documentation. X 3.Relate QA terms to the JCAHO health care quality vision. X 4.Prepare data presentations. X 5.Abstract medical records X Source: Taken from course syllabi from Heather Watson, Health Information Instructor at Davidson County Community College. Spring 2011

12. Matrix to Track Progression of PLO in the Curriculum Put the program outcomes from the catalog in the row on the top. Be sure they are numbered. List the major courses in your program in the column on the right. Indicate in which courses you (1) Introduce the outcome; (2) Reinforce the outcome; or (Master the Outcome) You introduce once… you master once… but you can reinforce an outcome any time after it is introduced. Program Outcomes Major Courses Use the following code to indicate in which courses the outcomes are I = Introduced R = Reinforced M = Mastered Updating Curriculum to Support Learning DCCC Perkins Grant I-12

13. 1.Course(s) in which I wish to make changes: 2.Changes I need to make in writing SLOs include: ______________________________________________ 3.Time line I plan to use: My Plan for Writing Effective SLOs “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” Albert Einstein Updating Curriculum to Support Learning DCCC Perkins Grant II - 13

14.  One thing I will take from the workshop that I can apply is … ___________________________________________________________ ___________________________________________________________ ___________________________________________________________  I would have learned better if you would have… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________  The handout materials were… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________  Using the scale of 1 to 5, please place a check by the number where would you rate how you felt your expectations were met for this session. Session Evaluation “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” Albert Einstein 12345 Did not meet my expectations It was okI learned some things It met my expectations It met and exceeded my expectations Updating Curriculum to Support Learning DCCC Perkins Grant I-14