Good Student Learning Outcomes (SLO’s) help faculty know if the students is actually learning what is being taught, can help focus individual classes and assignments, and help the students understand what is expected of them. Moreover, it is an expectation of accrediting bodies that our courses and program have stated objectives and have assessed them (more on assessment at a later date).
What is the
difference between a Course Outcome and Student Outcome? Course Outcomes
outline key topic areas and what the course aims to teach (teacher focused).
The Student Learning Outcomes (SLO’s) are what the students should be expected
to know upon successful completion of the course (student focused). Moreover,
it is learning that they are expected to demonstrate in some way (which makes
it assessable).
Bloom’s Taxonomy:
In the mid-20th Century, Bloom devised a model
that links student behaviors to intellectual levels. Since its initial
conceptualization, it has been revised and updated. We expect that our graduate
students will be learning material at the higher levels of the model: Applying,
Analyzing, Evaluating, and Creating.
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Category &
Goal
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Associated Verbs
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Remembering: Can the student recall or remember
the information?
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define, duplicate,
list, memorize, recall, repeat, reproduce state
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Understanding: Can the student explain ideas or
concepts?
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classify, describe,
discuss, explain, identify, locate, recognize, report, select, translate,
paraphrase
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Applying: Can the student use the
information in a new way?
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choose, demonstrate,
dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve,
use, write
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Analyzing: Can the student distinguish
between the different parts?
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appraise, compare,
contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test
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Evaluating: Can the student justify a stand or
decision?
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appraise, argue,
defend, judge, select, support, value, evaluate
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Creating: Can the student create new product
or point of view?
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assemble, construct,
create, design, develop, formulate, write
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Tips for writing good
SLO’s:
- Use student centered language (what students will demonstrate, not what faculty will teach)
- Determine the appropriate level (see Bloom’s taxonomy chart)
- Use action verbs (see Bloom’s taxonomy chart; HINT: avoid the word “understand”)
- Be outcome focused
- Write SLO’s to be measureable
- Keep objectives separate (beware of “and”; “Students will be able to define and give example of the LEAN concepts and apply them to real-life examples.” Separate out at the indicated “and.” Consider using only the higher level outcomes.)
Example:
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Poor
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Students should know the historically important systems of
psychology.
This is a poor SLO because it
says neither what systems nor what information about each system students
should know. Greater specificity is needed.
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Better
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Students should know the psychoanalytic, Gestalt, behaviorist,
humanistic and cognitive approaches to psychology.
This is better because it
indicates what theories students should know. However, it doesn't
detail how they should demonstrate that knowledge.
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Best
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Students should be able to recognize and articulate the foundational
assumptions, central ideas and dominant criticisms of the psychoanalytic,
Gestalt, behaviorist, humanistic and cognitive approaches to psychology.
This is the best SLO because it
is more specific regarding the "what" and the "how"
regarding the scope of knowledge and how students will demonstrate it.
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From: http://www.ohsu.edu/xd/education/teaching-and-learning-center/for-faculty/program-outcomes.cfm
Online resources:
