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Creating Outstanding Creating Outstanding OutcomesOutcomes
Marissa CopeMarissa CopeDrea MilobarDrea MilobarCarolyn NadingCarolyn Nading
Learning Community InstituteLearning Community InstituteMay 8, 2006May 8, 2006
Overview of SessionOverview of Session
Session outcomesSession outcomesBackground informationBackground informationCharacteristics of effective outcomesCharacteristics of effective outcomesComponents of effective outcomesComponents of effective outcomesIncomplete outcomesIncomplete outcomesPractice writing outcomesPractice writing outcomes
Session Outcomes:Session Outcomes:
At the end of this session, participants will be able At the end of this session, participants will be able to…to…
write effective student centered learning write effective student centered learning outcomes using guidelines & information outcomes using guidelines & information provided.provided.
differentiate between outcomes which focus on differentiate between outcomes which focus on student learning & statements which describe student learning & statements which describe activities.activities.
understand the difference between goals versus understand the difference between goals versus outcomes when describing a learning community.outcomes when describing a learning community.
Background:Background:
Requests from coordinators to update Requests from coordinators to update LC SurveyLC Survey
Necessity to know current outcomesNecessity to know current outcomes
Revisit assessment project which Revisit assessment project which examined outcomes on 2000examined outcomes on 2000--01 01 RFPsRFPs
Project DescriptionProject Description
Assigned taskAssigned task-- Analysis and classification Analysis and classification of learning outcomesof learning outcomes
Evaluation processEvaluation process-- individual and individual and overarching overarching
Overall themes and similarities foundOverall themes and similarities found
Findings helpful in making Findings helpful in making recommendationsrecommendations
Outcome ClassificationsOutcome Classifications
20002000--0101Communication SkillsCommunication SkillsGroup / Team Problem Group / Team Problem SolvingSolvingKnowledge & Skills Knowledge & Skills Related to DisciplineRelated to DisciplineGlobal, Multicultural Global, Multicultural Awareness & skillsAwareness & skillsOrientation & Orientation & Transition skillsTransition skillsStudy skillsStudy skillsRetention & GPA Retention & GPA
20042004--05 05 Career & Career & Professional Professional Knowledge & Skills Knowledge & Skills Related to DisciplineRelated to DisciplineAcademic Skills & Academic Skills & AchievementAchievementGlobal, Multicultural Global, Multicultural Awareness & SkillsAwareness & SkillsTransition to ISUTransition to ISUCommunication SkillsCommunication Skills
Categories of Learning Categories of Learning OutcomesOutcomes
Complex Cognitive Skills
Knowledge Acquisition
InterpersonalDevelopment
IntrapersonalDevelopment
PracticalCompetence
CivicResponsibility
Adapted from: Schuh & Upcraft (2001)
Connecting levels of Connecting levels of learning outcomeslearning outcomes
LC
program or department
level
college level
university level
Deliver outcomes from top to bottom
Adapted from: Huba, M. E. & Freed, J. E. (2000).
Design Design outcomes from bottom to top
Benefits of Formulating Benefits of Formulating Learning OutcomesLearning Outcomes
Form the basis of assessment at the Form the basis of assessment at the course, program, and institutional levelscourse, program, and institutional levels
Provide the direction for all instructional Provide the direction for all instructional activityactivity
Inform students about the intentions of Inform students about the intentions of the facultythe faculty
Goals versus OutcomesGoals versus Outcomes
Goals…Goals…clearly define what the clearly define what the students are expected to students are expected to learnlearnidentify what students can identify what students can expect to know when the expect to know when the course is completecourse is complete
Success…Success…The degree to which one The degree to which one meets or exceeds a meets or exceeds a specific goal or outcomespecific goal or outcome
Outcomes…Outcomes…Specific goals or expectations as Specific goals or expectations as established for students in a established for students in a particular educational settingparticular educational settingMust be defined in specific Must be defined in specific manner manner beforebefore the learning the learning processprocessMust be measurable to evaluate Must be measurable to evaluate whether or not it was achievedwhether or not it was achievedMust identify specific markers or Must identify specific markers or goalposts that allow students to goalposts that allow students to see whether they are achieving see whether they are achieving the intended outcomethe intended outcome
Don’t confuse outcomes Don’t confuse outcomes with activitieswith activitiesOutcomes…describe what students will Outcomes…describe what students will
learnlearnActivities…describe what students will doActivities…describe what students will do
Examples:Examples:To provide handsTo provide hands--on experiences on experiences within the disciplinewithin the disciplineDevelop program of study/graduation Develop program of study/graduation planplanProvide opportunities for students to Provide opportunities for students to interact with facultyinteract with faculty
Effective Learning Effective Learning Outcomes…Outcomes…
Are studentAre student--focused focused
Focus on learning resulting from an activity rather than Focus on learning resulting from an activity rather than the activity itselfthe activity itself
Reflect the institution’s mission & the values it Reflect the institution’s mission & the values it representsrepresents
Focus on important, nonFocus on important, non--trivial aspects of learning that trivial aspects of learning that are credible to the publicare credible to the public
Effective Learning Effective Learning Outcomes… Outcomes… (continued)(continued)
Align at the course, academic program & institutional Align at the course, academic program & institutional levelslevels
Focus on skills & abilities central to the discipline & Focus on skills & abilities central to the discipline & based on professional standards of excellencebased on professional standards of excellence
Are general enough to capture important learning, but Are general enough to capture important learning, but clear & specific enough to be measurableclear & specific enough to be measurable
Focus on aspects of learning that will develop & Focus on aspects of learning that will develop & endure but that can be assessed in some form nowendure but that can be assessed in some form now
Components of OutcomesComponents of Outcomes
AAudience udience Who the outcome pertains toWho the outcome pertains toBBehaviorehaviorWhat the audience will know/be able to doWhat the audience will know/be able to doCConditiononditionUnder what conditions or circumstancesUnder what conditions or circumstancesDDegreeegreeHow measuredHow measured
Component ExampleComponent Example
Given the opportunity to work in a Given the opportunity to work in a team with several people of different team with several people of different racesraces, , the studentthe student will demonstrate a will demonstrate a positive increase in attitudes toward positive increase in attitudes toward nonnon--discrimination of racediscrimination of race, , as as measured by a checklist completed by measured by a checklist completed by nonnon--team members.team members.
Examples of Incomplete Examples of Incomplete OutcomesOutcomes
Improve professional skillsImprove professional skills
Educate students about campus resourcesEducate students about campus resources
Increase interaction with the dept. facultyIncrease interaction with the dept. faculty
Develop problem solving and group Develop problem solving and group interaction skillsinteraction skills
Demonstrate positive citizenshipDemonstrate positive citizenship
Group ExerciseGroup Exercise
AABBCCDD
Outcome Statement:Outcome Statement:Students will …Students will …<learn what><learn what><under these circumstances / conditions><under these circumstances / conditions><this level of efficiency / effectiveness><this level of efficiency / effectiveness>
Creating Your PlanCreating Your Plan
Assessment PlanAssessment PlanLC Activities or LC Activities or InterventionsInterventionsOutcomesOutcomes
What you will What you will examine to examine to determine determine
whether outcome whether outcome has been achievedhas been achieved
How/where is this How/where is this outcome outcome promotedpromoted
List one outcomeList one outcome
Evidence or Evidence or artifacts to be artifacts to be
examinedexamined
Classes or Classes or experiences experiences
which promote which promote this outcomethis outcome
Learning Learning outcomeoutcome
To Summarize or ReportTo Summarize or Report
For For eacheach learning outcome:learning outcome:Describe what you didDescribe what you did
Report what you foundReport what you found
Plan what you are going to do Plan what you are going to do
Questions?Questions?
BibliographyBibliography
Hatfield, S. (2003, June). Hatfield, S. (2003, June). Rich, coherent, and practical Rich, coherent, and practical department level assessment plansdepartment level assessment plans. Session conducted at . Session conducted at the AAHE Assessment Conference, Seattle, Washington. the AAHE Assessment Conference, Seattle, Washington.
Huba, M. E. & Freed, J. E. (2000). Huba, M. E. & Freed, J. E. (2000). LearnerLearner--centered centered assessment on college campuses: Shifting focus from assessment on college campuses: Shifting focus from teaching to learningteaching to learning. Boston: . Boston: AllynAllyn & Bacon.& Bacon.
SchuhSchuh, J. H. & , J. H. & UpcraftUpcraft, M. L. (2001). , M. L. (2001). Assessment practice Assessment practice in student affairsin student affairs. San Francisco: . San Francisco: JosseyJossey--Bass.Bass.
Writing educational goals and objectivesWriting educational goals and objectives. (. (n.dn.d.). Retrieved .). Retrieved April 24, 2006, from April 24, 2006, from http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/
Contacts:Contacts:
Marissa CopeMarissa Cope [email protected]@iastate.eduDean of Students OfficeDean of Students Office
Drea MilobarDrea Milobar [email protected]@iastate.eduRegistrar’s OfficeRegistrar’s Office
Carolyn NadingCarolyn Nading [email protected]@iastate.eduRegistrar’s OfficeRegistrar’s Office
