1. “Outcomification”: Development and Use of Student Learning Outcomes Noelle C. Griffin, PhD Director, Assessment and Data Analysis Loyola Marymount University

2. What are learning outcomes? A learning outcome is a brief, clear statement about what you expect students to demonstrate (in terms of knowledge, behavior, or values) due to their participation in a given learning activity.

3. Why are learning outcomes important? Communication Students Other faculty Outside of academe Planning Assessment (both micro and macro)

4. Fun with Terminology: Goals, Objectives, Outcomes Somewhat dependant on the source, but generally: Goals = Represent overall mission of the program, school, department etc. Objectives = Broader perspective on what generally students should know, value or do Outcomes = What students should demonstrate/represent relative to objective

5. Example Goal: The program will prepare students to consider the ethical implications of choices they make in their lives Objective: Students will be able to understand other's approaches to ethical decision-making Outcome: Students will be able to describe and analyze the ethical frameworks used by themselves and others in decision-making situations

6. Example Goal: The program will educate students in the basic methods and philosophy to conduct scientific research Objective: Students will be proficient in basic science research skills Outcome: Students will collect and organize data using both field techniques and archrival retrieval

7. Anatomy of an “Assessable” Learning Outcome Action WordLearning StatementCriterion/Condition AppliesAppropriate quantitative research methodology In designing an experiment AnalyzesA real-world ethical problem Using multiple philosophical theories’ approaches IntegratesMultiple sociological theories In describing the functioning or organizations or institutions

8. Well-defined learning outcomes Can be understood by students, faculty, and individuals outside of the discipline Are related to program and university goals Are specific enough to be evaluated (i.e., each examines something discrete) Are enough in number/scope to cover the entire program Reflect the unique strengths/character of the program

9. Bottom Line: No matter what terminology you use, ultimately you want to use your outcomes to describe how your students will show that program goals have been met.

10. Levels of Learning Outcomes Course Outcomes/Objectives Program Outcomes/Objectives General Ed/CORE Outcomes/Objectives

11. Mapping: Course Outcomes to Program Outcomes Course 101 Course 203 Course 205 Course 220 Course 323 Course 350 Course 402 LO1 XXXXX LO2 XXXXX LO3 XX LO4 XXXX

12. Mapping Process Multiple uses (outcome development, but also later assessment design) Bottom-up vs. Top down Too many links: Not specific enough? Too few links: Need for common understanding?

13. Mapping: CORE Objectives to Program Outcomes CORE 1 CORE 2 CORE 3 CORE 4 CORE 5 CORE 6 CORE 7 CORE 8 CORE 9 LO1XXXXX LO2XXXXX LO3XX LO4XXXX

14. Constructing Outcomes: Qualities Answer: What do our students’ gain from completing our program? Focus on results/ends of learning, not the means Represent the minimum performance needed to successfully complete a program Rely on action verbs Map to curriculum (macro & micro) Result from collaboration Lend themselves to quantitative or qualitative assessment Reflect equity/fairness (diverse learners) Reflect, not dictate, curriculum

15. Constructing Outcomes: Strategies Mission statements Professional organizations/licensing boards/scholarly organizations Analysis of courses/syllabi Examinations of culminating student work Ethnography: students and faculty

16. Organizing Concepts: Bloom’s Taxonomy of Learning Knowledge of terminology (define, identify, describe) Comprehension (discuss, explain, summarize) Application (apply, utilize, interpret) Analysis (analyze, compare, contrast) Synthesis (integrate, organize, construct) Evaluation (appraise, defend, judge)

17. “Values” as Learning Outcomes More difficult to directly tap into, but should not be left out for that reason “Value” will likely need to be “translated” into more concrete evidence for purposes of assessment You can’t directly observe a value, but can define evidence suggestive of that value

18. Example: Graduates will value the importance of their belief systems in their life choices. Translates…. Graduates are able to articulate and acknowledge their own deeply held beliefs in responding to ethical dilemmas or problems

19. Example Graduates will value the role that literature plays in shaping social change. Translates…… Graduates will be able to identify and explain historical instances of the impact and importance of literature in social change.

20. “Operationalization” or Defining Your Outcomes LOA’s “little secret”: Outcome is not the ending point! Next step after developing learning outcomes Before planning assessment tasks, you need to determine what specifically the outcome will “look like” in the context of student work

21. Example: LO: Students will be able to apply appropriate quantitative methodology in designing an experiment. What does this entail? Uses systematic sampling strategies Uses random assignment or matched control group Uses “blinding” strategies Etc.

22. Example: LO: Graduates are able to articulate and acknowledge their own deeply held beliefs in responding to ethnical dilemmas or problems What does this entail? Describes belief system Analyzes the factors involved in an ethical dilemma Identifies ways belief system influenced how they would respond to an ethical dilemma Etc.

23. Ways to get there Targeted analysis of student work (characteristics of “exemplary” projects) Grading criteria External professional criteria Faculty discussions Standardized tests/exams

24. References “Assessing for Learning” (2004). Peggy L. Maki, Stylus Press “Assessment Clear & Simple: A Practical Guide for Institutions, Departments, and General Education” (2004). Barbara E. Walvoord, Jossey-Bass.