Developing learning outcomes

Assessment and Improvement Professional Development Workshop

August 27, 2010

DescriptionUnderstand the process of developing a learning outcome statement requires some time and effort. Understand how outcomes are linked to improving student learning, and ultimately teaching becomes a natural extension of the classroom experience. •Working with a small group we will construct learning outcome statements. •Using the learning outcome statements we will determine a variety of assessment methods and strategies. •Finally, we will discuss how the data gathered is used to revise or improve student learning.

Objectives

• During this workshop, participants will:– Create or construct measurable learning outcome

statements– Identify possible methods to assess or evaluate

student accomplishment– Develop strategies to use outcomes for

improvement

CREATE OR CONSTRUCT MEASURABLE LEARNING OUTCOME STATEMENTS

Questions to focus outcomes

• What is important to LEARN?• How can learning be HIGH IMPACT?

ENGAGING and RELEVANT?• How can we know how WELL students learn?

Outcomes defined

• Knowledge, skills, attitudes or habits of mind• Things students DO AFTER or as a RESULT of

instruction– Specific– Measurable– Focused– Model “REAL WORLD”– Action oriented, process oriented

IDENTIFY POSSIBLE METHODS TO ASSESS OR EVALUATE STUDENT ACCOMPLISHMENT

Identify possible methods to assess or evaluate student accomplishment

• Types of assessment– Direct or Indirect– Embedded or Add-on– Objective or Subjective

• Timing of assessment– Formative or Summative

• Outcomes enhance accomplishment• Accurate determination of learning

DEVELOP STRATEGIES TO USE OUTCOMES FOR IMPROVEMENT

Develop strategies to use outcomes for improvement

• Identify learning strengths• Identify teaching strengths• Identify technological needs

Review Objectives

• During this workshop, participants:– Create or construct measurable learning outcome

statements– Identify possible methods to assess or evaluate

student accomplishment– Develop strategies to use outcomes for

improvement

Resources

• http://www.delicious.com/dpeter19/bloomstaxonomy

• http://www.delicious.com/dpeter19/learning_outcomes

• http://www.delicious.com/dpeter19/engagement

• http://www.delicious.com/dpeter19/active_learning

Additional ReadingAnderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich,

P., Raths, J., & Wittrock, M. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

Huba, M., & Freed, J. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston, MA: Allyn and Bacon.

Mager, R. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction. (3rd Ed.). Atlanta, GA: Center for Effective Performance.

Meyers, C., & Jones, T. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass.

Suskie, L. (2009). Assessing student learning: A common sense guide. (2nd Ed.). San Francisco, CA: Jossey Bass.

Walvoord, B. (2010). Assessment clear and simple: A practical guide for institutions, departments, and general education. (2nd Ed.). San Francisco, CA: Jossey-Bass.