Creating Learning Outcomes

Creating Learning Outcomes

ZSR | July 5, 2011

Step 1: Needs Assessment

• What would you like your students to know?• What would you like your students to

understand? • What would you like your students to be able

to do?

• What are our goals?

LIB100 Goals• Learn how to determine the nature and extent of information needed

for identifying a research topic.• Become familiar with the strengths and limitations of different types of

information resources in order to access resources effectively.• Learn strategies for the critical evaluation of information in order to

evaluate the reliability of a resource and determine the biases that are inherent in a resource.

• Learn how to structure and implement research strategies in order to plan and execute an effective search.

• Acquire in-depth knowledge of library services and resources in order to be lifelong learners.

• Develop awareness of the legal, economic, political and social aspects of information resources in order to use information ethically.

Step 2: Rough Draft

Goal 1:

Learn how to determine the nature and extent of information needed for identifying a research topic.

Step 2: Rough Draft

Goal 2:

Become familiar with the strengths and limitations of different types of information resources in order to access resources effectively.

Step 2: Rough Draft

Goal 3:

Learn strategies for the critical evaluation of information in order to evaluate the reliability of a resource and determine the biases that are inherent in a resource.

Step 2: Rough Draft

Goal 4:

Learn how to structure and implement research strategies in order to plan and execute an effective search.

Step 2: Rough Draft

Goal 5:

Acquire in-depth knowledge of library services and resources in order to be lifelong learners.

Step 2: Rough Draft

Goal 6:

Develop awareness of the legal, economic, political and social aspects of information resources in order to use information ethically.

Step 3: Clarify

Learning Outcomes should be measurable. Start by considering Blooms Taxonomy:1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Step 3: ClarifyKnowledge Comprehend Application Analyze Synthesis Evaluation

DefineDescribeDrawIdentifyLabelsListMatchNameOutlineQuoteReadRecallRecognizeRepeatReproduceSelectStateWrite

AssociateComputeConvertDefendDiscussDistinguishEstimateExplainExtendExtrapolateGeneralizeGive examplesInferParaphrasePredictRewriteSummarize

ApplyCalculateChangeClassifyCompleteComputeDemonstrateDiscoverExamineManipulateModifyOperatePrepareProduceShowSolveTranslateUse

AnalyzeArrangeBreakdownCombineDesignDetectDevelopDiagramDifferentiateDiscriminateInferOutlinePoint outRelateSelectSeparateUtilize

CategorizeCombineCompileCreateDesignDeviseExplainGenerateGroupModifyOrderOrganizePlanRearrangeReconstructRewriteSummarizeTransform

AppraiseAssessCompareConcludeContrastCriticizeCritiqueDetermineGradeInterpretJudgeJustifyMeasureRankRateSupportTest

Based on k-state.edu/assessment/slo/action.htm

Step 4: Specify

By the end of X, the student will be able to Y.

OR

Upon completion of LIB100, the student will:

Learn how to determine the nature and extent of information needed for identifying a research topic.

By the end of LIB100, the student will be able to:

• recognize the sources required by WFU assigned papers.

• prepare a bibliography using Zotero.• assess the depth of research necessary for an

assigned paper of 2, 5, and 10 pages.

Become familiar with the strengths and limitations of different types of information resources in order to access resources

effectively.

By the end of LIB100, the student will be able to:

• analyze an article to determine if it is scholarly.

• determine when a book vs. a scholarly journal is an appropriate source.

Learn strategies for the critical evaluation of information in order to evaluate the reliability of a resource and determine the biases

that are inherent in a resource.

By the end of LIB100, the student will be able to:

• List qualities reputable websites share in common.

• Classify works as written by scholars, reputable organizations, or for the mainstream press.

Learn how to structure and implement research strategies in order to plan and execute an effective search.

By the end of LIB100, the student will be able to:

• Write the steps of the research process.• Explain why scholarly works take longer to

become available.• Plan specific steps for an assigned research

project.

Acquire in-depth knowledge of library services and resources in order to be lifelong learners.

By the end of LIB100, the student will be able to:

• Describe services offered at the circulation desk, the Bridge, reference, and archives/special collections.

• Explain the role of the library in the research process.

Develop awareness of the legal, economic, political and social aspects of information resources in order to use information

ethically.

By the end of LIB100, the student will be able to:

• Differentiate between plagiarism and fair use.• Explain the impact of free information on the

web on the scholarly publishing landscape.• Justify their use of resources in their research

project.

Step 5: Assess

That’s an entirely separate talk!