Writing Measurable

Student Learning
Outcomes
Special recognition: University of Florida

Todays Goals

Participants will be able to:

Articulate specifications for learning outcomes
Classify learning outcomes using Blooms
taxonomy
Write (or evaluate) student learning outcomes for
your course
Explain how you might assess student learning
outcomes

Why is it Important?

SACS-COC = the Southern Association of Colleges

and Schools Commission on Colleges
State of Texas- legislative mandates
Federal Student Aid
Public Accountability

Enhance Student Learning!

SACS Standard 3.3.1.1

3.3.1 - The institution identifies

expected outcomes, assesses the
extent to which it achieves these
outcomes, and provides evidence of
improvement based on analysis of the
results in each of the following areas:
(Institutional effectiveness)

3.3.1.1 educational programs, to

include student learning outcomes

Definitions

Student Learning
Outcomes
(SLOs)describe
student learning
what students will
know and be able
to do as a result of
completing a
program

Program Goals do
not describe student
learning instead,
they describe
programmatic
elements, such as
admission criteria,
acceptance and
graduation rates,
etc

definitions

Outputs describe
and count what we
do and whom we
reach, and represent
products or services
we produce.
Processes deliver
outputs; what is
produced at the end
of a process is an
output.

An outcome is a
level of
performance or
achievement. It
may be associated
with a process or its
output. Outcomes
imply measurement
- quantification - of
performance.

Outcomes and outputs: What is the

difference?
This distinction is important, especially in the development and
review of Student Learning Outcomes.

We seek to measure outcomes as well as their associated outputs;

however, SLOs focus on outcomes.

For example, while we produce a number of new graduates (the

output), it is critical that we have a measure of the quality of the
graduates as defined by the college or discipline (the outcome).

Effective Student Learning Outcomes describe, in measurable

terms, these quality characteristics by defining our expectations
for students at the end of the course or program.

characteristics of effective
student learning outcomes

Focus on what students will know and be able to do.

All disciplines have a body of core knowledge that students must
learn to be successful as well as a core set of applications of that
knowledge in professional settings.

Describe observable and measureable actions or behaviors.

Effective SLOs present a core set of observable, measureable
behaviors. Measurement tools vary from quizzes and tests to
complex rubrics.

The key to measurability: an active verb that describes a

observable behavior, process, or product

A framework for developing SLOs: Blooms Taxonomy

Verbs and phrases that

complicate measurability

Understand
An internal process that is indicated by demonstrated behaviors not
recommended for program or course SLOs

Appreciate; value
Internal processes that are indicated by demonstrated behaviors closely
tied to personal choice

Become familiar with

Focuses assessment on becoming familiar, not familiarity

Learn about, think about

Not observable; demonstrable through communication or other
demonstration of learning

Become aware of, gain an awareness of

Focuses assessment on becoming and/or gaining not actual awareness

Demonstrate the ability to

Focuses assessment on ability, not achievement or demonstration of a
skill

Also introduce, cover, present..

Learning Objectives?
To introduce the basic principles of learning
and the biological processes..
Attend a live theater event and discuss its
impact on them as an audience member
who has a knowledge of theater history.
To familiarize students with 9 to 10
literature or literature related books.
Understanding of American history.

Better or worse? Why?

The students will be able to understand

regression models and time series models
in economics.

The students will be able to interpret and

develop regression models and time series
models in economics.

Better or worse? Why?

Students will know the differences in major

contemporary theories in the field of
sociology

Students will be able to contrast major

contemporary theories in the field of
sociology

Developing Measurable SLOs:

A Three-level Model (carriveau, 2010)

 1.

2.

Prepare to engage in lifelong learning

Exhibit the skills necessary to acquire, organize, reorganize, and interpret new knowledge
Show proficiency in current technologies and the ability to adapt to emerging technologies
Recognize and participate in activities that enhance wellness of body, mind, and spirit
Formulate a plan of personal goals for continued professional growth
Demonstrate intellectual curiosity

7.

Demonstrate social, cultural, and global competence

Live and work effectively in a diverse and global society

Articulate the value of a diverse and global perspective
Recognize diverse economic, political, cultural, and religious opinions and practices

6.

Practice personal and social responsibility

Practice ethical leadership

Recognize an ethical dilemma and apply rational decision-making in order to address it
Choose ethical courses of action in research and practice
Acknowledge and address the consequences of ones own actions
Engage in local and global civic activities

5.

Communicate effectively

Demonstrate effective oral communication skills (which could include the use of languages such as American Sign language for those who do not communicate
orally)
Demonstrate effective writing skills
Demonstrate effective nonverbal communication skills (which could include appropriate use of performance, design, or representations such as maps, tables, and
graphs)
Listen actively and critically
Present work effectively to a range of audiences
Effectively communicate original and creative ideas

4.

Demonstrate critical thinking

Evaluate, analyze, and integrate information from a variety of sources

Use appropriate strategies and tools to represent, analyze, and integrate information
Develop critical, reasoned positions

3.

Master the depth of knowledge required for a degree

Articulate disciplinary and interdisciplinary theories, concepts, principles, skills, and practices
Synthesize knowledge across courses and other experiences
Apply knowledge from core curriculum courses, discipline-based courses, and other experiences in a range of contexts to solve problems and make decisions

Work collaboratively

Participate effectively in teams

Consider different points of view
Work with others to support a shared purpose or goal

Level 1: Learning Goals based

on the MSE ALC

Level 2 Program Student

Learning Outcomes for MSE

Connecting Program SLOs to Courses

MSE Curriculum Map
SLOs

Additional
Assessments

Content
Knowledg
e

EMA3050

EMA3066

EMA4714

EMA3080C

EMA3513C

EMA4714

#1

#2

Critical
Thinking

EMA3066

EMA4223

EMA4714

#3

Senior exit
survey

Communication

EMA3080C

EMA3013C

EMA3513C

#4

Senior exit
survey

Senior exit
survey
Senior exit
survey

Assessments in the boxes marked A are conducted using specific

homework, exam, or assignment questions aligned with that SLO.
Source: 2011-12 MSE Academic Assessment Plan

Level 3 Course level SLOs

These are determined by the faculty to
teach the course
However, these should directly relate to
the program SLOs

Easy Syntax..
Upon

completion of this
course, the student will be
able to:

Exercise One
Quick thought

Exercise Two
Syllabi Review

Review
Are there learning outcomes?
Observable?
Measurable?
Direct?

Constructive advice..

Exercise Three
Revise Current Syllabi

Direct or Indirect
assessment?

Definitions

Direct assessments
of student learning
are those that
provide for direct
examination or
observation of
student knowledge or
skills against
measurable
performance
indicators.

Indirect
assessments are
those that
ascertain the
opinion or selfreport of the extent
or value of learning
experiences

Homework
Review your exams or assessments
Better yet have one of your colleagues review
your exams or assessments
Are your assessments in line with your student
learning outcomes (taxonomy)? Many will say
yes. On review, most assessments are at fairly
low taxonomic levels.
Choose a cognitive level on Blooms taxonomy
for each question that best reflects the
expectations of the questionsee what you
find..

Additional Resources
Carriveau, R. (2010). Connecting the dots
Developing student learning outcomes and
outcomes-based assessments. Denton, TX:
Fancy Fox Publications
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.