1. Student Learning Outcomes
A Decision-Making Tool
Student Learning Outcomes
Unless you were an education student or unless you took Educational Psychology, you probably didn’t hear about curriculum design, learning theory, educational objectives, or student learning outcomes. You learned about the content of your discipline, and we teach the way we were taught. Often we emulate the teaching styles of the professors we respect the most.
Chad’s experience…
Focus of accrediting bodies is assessment, and they expect us to use measurable goals, objectives, and outcomes to show our students are learning what we say we want them to learn. Their term – student learning outcomes, which really are a decision-making tool, because if used as intended, they allow us to be proactive in designing our curriculum. They drive curriculum decision making, what learning activities to use, assignments, rubrics, resources… When SACS come they show us as doing due diligence in assessment and improving our programs. They give us a defensible position.
Phyllis’ research > training > summer to revise syllabi

2. Glossary of Terms – page 2
Goal
Educational Objectives
Student Learning Outcomes
Performance Indicators or Criteria
Learning Activities or Strategies
Objective and Outcome Relationship
Page 2 of handouts

3. Learning Outcomes of the Academic Program
Design Backward
Intended Student
Learning Outcomes of the Academic Program
(Program Objectives)
Intended Student
Learning Outcomes of the Institution (Educational Goals)
Intended Student
Learning Outcomes of the Course
Intended Student
Learning Outcomes of the Unit
Intended Student Learning Outcomes of the Lesson
Page 3 of handouts
Deliver Forward

4. Backward Design
What is it I hope the students will have learned, that will be there and have value, several years after the course is over? (Educational Goals/Program Objectives)
What would students have to do to convince me they had achieved those learning goals? (Course Student Learning Outcomes)
What would students need to do during the course to be able to do well on these assessment activities? (Performance Criteria)
Notice the progression from big picture (educational goals and program objectives) to more specific outcomes in the course.
Performance criteria are the overall performance of the students on the assignments you have designed to flow from your outcomes.

5. Trevecca Nazarene University- page 4
Mission Statement
Institutional Educational Goals
Program Educational Objectives
Course Objectives
Student Learning Outcomes of the Course
Unit Objectives
Student Learning Outcomes of the Unit
Lesson Objectives
Student Learning Outcomes of the Lesson
Verbal explanation of slide #3. Page 3 of handouts

6. Course Student Learning Outcomes pages 5-10
What will the student be able to do as a result of taking this course?
Must be measurable
How will students show they “understand?”
Bloom’s Taxonomy – use a verb – Figures 1 & 2
UG Courses – knowledge, comprehension, application, analysis
GR Courses – synthesis and evaluation
Primary vs. Enabling Outcomes –”Outcome Staircase” – Figure 3
Pages 4-9 of handouts

7. Bloom’s Taxonomy – page 8
Type of Learning
Level of Learning
Description
Knowledge
Level One
Lowest
Remembering previously learned material, including facts, vocabulary, concepts, and principles
Comprehension
Level Two
Low
Grasping the meaning of material
Application
Level Three
Low-Medium
Using abstractions, rules, principles, ideas, and other information in concrete situations
Analysis
Level Four
Medium-High
Breaking down material into its constituent elements or parts
Synthesis
Level Five
High
Combining elements, pieces or parts to form a whole or constitute a new pattern or structure
Evaluation
Level Six
Highest
Making judgments about the extent to which methods or materials satisfy extant criteria
Figure 1. Page 8 of handouts

8. Bloom’s Taxonomy – page 9
Figure 3 – Bloom’s Taxonomy – Measurable Verbs
Bloom’s Taxonomy – page 9
Type of Learning
Measurable Verbs
Level One
Lowest
Knowledge
Define, Describe, Draw, Identify, List, Label, Match, Name, Outline, Point, Read, Recall, Recite, Recognize, Record, Repeat, Select, State, Reproduce, Write, Locate, Memorize, Review, Count
Level Two
Low
Comprehension
All of the above Level One Verbs plus: Associate, Compute, Convert, Defend, Discuss, Distinguish, Explain, Generalize, Infer, Paraphrase, Predict, Rewrite, Summarize, Review, Estimate, Extend, Translate,, Give examples, Compare, Differentiate, Illustrate, Reorder, Rephrase
Level Three
Low-Medium
Application
Add, Apply, Shop, Calculate, Change, Modify, Classify, Complete, Sketch, Compute, Demonstrate, Manipulate, Discover, Divide, Construct, Examine, Graph, Record, Interpret, Multiply, Illustrate, Operate, Prepare, Choose, Produce, Show, Predict, Solve, Subtract, Translate, Use, Dramatize, Schedule
Level Four
Medium-High
Analysis
Distinguish, Analyze, Differentiate, Appraise, Calculate, Experiment, Test, Compare, Contrast, Criticize, Diagram, Inspect, Debate, Inventory, Question, Relate, Utilize, Infer, Outline, Discriminate, Dissect, Inquire, Separate, Categorize, Order, Classify, Summarize, Arrange, Conclude, Deduce, Determine, Solve, Use, Utilize
Level Five
High
Synthesize
Categorize, Combine, Propose, Drive, Formulate, Design, Imagine, Compose, Invent, Create, Infer, Estimate, Predict, Originate, Construct, Draw, Group, Integrate, Order, Organize, Plan, Prepare, Prescribe, Produce, Transform, Relate, Specify, Synthesize
Level Six
Highest
Evaluation
Appraise, Compare, Contrast, Revise, Score, Estimate, Justify, Rate, Test, Judge, Conclude, Value, Critique, Select, Measure, Rank, Support, Choose, Hypothesize, Decide, Evaluate, Dispute, Verify, Grade, Assess, Argue, Determine
Figure 2. Page 9 of handouts

9. Primary vs. Enabling Outcomes
Primary Course Objectives or Student Learning Outcomes
Explain the basis differences between andragogy and pedagogy and the relationship to teaching approaches and curriculum development.
Enabling Class Session Outcome
Identify alternative teaching methods that may be used with the adult learner
Enabling Class Session Outcome
Describe at least five basic traits that differentiate the adult learner from the traditional college-aged learner
Enabling Class Session Outcome
Figure 3. Page 10 of handouts
Discus the pros and cons of pedagogical versus andragogical approaches to teaching and learning
Enabling Class Session Outcome
Compare and contrast teaching and learning styles used in elementary school versus college.
Figure 3 – Outcomes Staircase

10. Student Learning Outcomes: Stems & Samples - www. educationoasis
Student Learning Outcomes: Stems & Samples -
Create a stem
Add a verb
Determine the actual product, process, or outcome

11. Worksheet for Designing a Course: Design Backwards – pages 11-14
Institutional Educational Goals
Academic program objectives
Course Student Learning Outcomes
Unit or Lesson Student Learning Outcomes
Individual Assignments
Group Assignments
Activities
Resources

12. Deliver Forward

13. Planning Your Course: A Decision Guide
Download a course planning guide from