Student Learning Outcomes Curriculum Change Request Academic Council Presentation Gary Howard Rosemary Hays-Thomas October 22, 2004

Student Learning Outcomes Student Learning Outcomes Curriculum Change Request Curriculum Change Request Academic Council Academic Council PresentationPresentation

Gary HowardGary Howard

Rosemary Hays-ThomasRosemary Hays-Thomas

October 22, 2004October 22, 2004

Goals for an SLO Goals for an SLO Assessment PlanAssessment Plan

To articulate what our expected To articulate what our expected goals and outcomes are for our goals and outcomes are for our graduatesgraduates

To evaluate whether we are To evaluate whether we are accomplishing these goals through accomplishing these goals through the curriculum as a whole and the curriculum as a whole and within courses that address within courses that address specific outcomesspecific outcomes

Goals for an Assessment Goals for an Assessment PlanPlan

To utilize assessment data to To utilize assessment data to improve the curriculum and improve the curriculum and instructioninstruction

To report to our stakeholders To report to our stakeholders [students, employers, the Board of [students, employers, the Board of Trustees, accreditation agencies Trustees, accreditation agencies (e.g., SACS)](e.g., SACS)]

““Assessment should be first Assessment should be first and foremost about improving and foremost about improving student learning and student learning and secondarily about determining secondarily about determining accountability for the quality accountability for the quality of learning produced.”of learning produced.”AngeloAngelo

Student Learning to beStudent Learning to beFirst PriorityFirst Priority

Assessment to be Assessment to be Student-CenteredStudent-Centered

““Student’s academic, attitudinal, and Student’s academic, attitudinal, and behavioral outcomes are the primary behavioral outcomes are the primary source of assessment data … (and) source of assessment data … (and) provide information about the provide information about the effectiveness of the curriculum, effectiveness of the curriculum, advising, faculty development, ethnic advising, faculty development, ethnic diversity goals, and external linkages diversity goals, and external linkages with other segments of education.”with other segments of education.”

Halpern et al.Halpern et al.

Attention to be Given toAttention to be Given toOutcomes and ExperiencesOutcomes and Experiences

““Assessment requires attention to Assessment requires attention to outcomes but also and equally to outcomes but also and equally to the experiences that lead to the experiences that lead to those outcomes.”those outcomes.”

AAHE, 9 Principles of Good AAHE, 9 Principles of Good Practice for Assessing Student Practice for Assessing Student LearningLearning

Plan to be in Context ofPlan to be in Context ofInstitutional MissionInstitutional Mission

““Create a shared mission and Create a shared mission and goals statement that reflects an goals statement that reflects an emphasis on student learning. emphasis on student learning. The values of the institution The values of the institution should be reflected in your should be reflected in your department’s plan.”department’s plan.”

APA, Best Practices in AssessmentAPA, Best Practices in Assessment

ObjectiveObjective SLOSLO

What the What the instructor doesinstructor does

What What performance is performance is expected of the expected of the studentstudent

ObjectiveObjective

The objective of this course isThe objective of this course is

- To expose [by instructor] - To expose [by instructor] students to the complex nature of students to the complex nature of business communications, business communications, consolidations of financial consolidations of financial statements, international statements, international accounting issues, and accounting issues, and accounting for partnershipsaccounting for partnerships

Student Learning Student Learning OutcomesOutcomes At the end of this course, students will At the end of this course, students will

be able tobe able to- Identify and describe the most - Identify and describe the most common forms of business common forms of business communicationcommunication- Consolidate financial statements as - Consolidate financial statements as of the date of acquisitionof the date of acquisition- Consolidate financial statements - Consolidate financial statements subsequent to the date of acquisitionsubsequent to the date of acquisition- Describe the formation and - Describe the formation and operations of partnershipsoperations of partnerships

Reasons for Using SLOsReasons for Using SLOs

Clearer communication of Clearer communication of expectations to studentsexpectations to students

Greater precision in design and Greater precision in design and selection of learning activitiesselection of learning activities

Greater precision in assessmentGreater precision in assessment

Required Uses of SLOsRequired Uses of SLOs

Institutional effectiveness standardsInstitutional effectiveness standards Documentation for new degree plansDocumentation for new degree plans Documentation for new or Documentation for new or

modification of coursesmodification of courses Documentation for program reviewsDocumentation for program reviews Documentation for strategic planningDocumentation for strategic planning Course syllabiCourse syllabi

Changes in the SACS Changes in the SACS Reaccreditation GuidelinesReaccreditation Guidelines

Switch from “Criteria of Accreditation” to Switch from “Criteria of Accreditation” to “Principles of Accreditation”“Principles of Accreditation”

Comprehensive Standard #1 states that “an Comprehensive Standard #1 states that “an educational program for which academic credit educational program for which academic credit is awarded should establish and evaluate is awarded should establish and evaluate learning outcomes”learning outcomes”

Core Requirement #15 requires “the Core Requirement #15 requires “the identification of expected competencies in the identification of expected competencies in the undergraduate general education program and undergraduate general education program and evidence that graduates have attained those evidence that graduates have attained those competencies”competencies”

Board of GovernorsBoard of GovernorsAcademic Learning Academic Learning CompactsCompacts

Board of Governors policy requires the Board of Governors policy requires the identification of an ALC for every identification of an ALC for every program offered by the Universityprogram offered by the University

The required areas are content/discipline The required areas are content/discipline knowledge and skills, communication, knowledge and skills, communication, and critical thinkingand critical thinking

Corresponding assessments are to be Corresponding assessments are to be identified to determine student learningidentified to determine student learning

Elements of an Effective Elements of an Effective Assessment PlanAssessment Plan

1.1. Articulating Student Learning OutcomesArticulating Student Learning Outcomes2.2. Connecting the Outcomes to the Program Connecting the Outcomes to the Program

RequirementsRequirements3.3. Connecting Outcomes with Assessment MethodsConnecting Outcomes with Assessment Methods4.4. Articulating your Expected Results with Respect Articulating your Expected Results with Respect

to the Outcomesto the Outcomes5.5. Articulating the Research/Assessment Plan for Articulating the Research/Assessment Plan for

Gathering and Collecting the DataGathering and Collecting the Data6.6. Collecting & Analyzing the DataCollecting & Analyzing the Data7.7. Comparing Actual Results with Expected ResultsComparing Actual Results with Expected Results8.8. Using Results for ImprovementUsing Results for Improvement

Presentation FociPresentation Foci

Focus on Articulating Student Focus on Articulating Student Learning OutcomesLearning Outcomes

Focus on Connecting Outcomes to Focus on Connecting Outcomes to the Program Requirementsthe Program Requirements

Articulating Student Articulating Student Learning OutcomesLearning Outcomes

There are three types of learning There are three types of learning outcomesoutcomes– KnowledgeKnowledge– Skills/Proficiencies/AbilitiesSkills/Proficiencies/Abilities– DispositionsDispositions


There are two levels of outcomes at There are two levels of outcomes at the program/course levelthe program/course level– Broad learning outcomes Broad learning outcomes – Specific learning outcomesSpecific learning outcomes


Use discipline-based or national Use discipline-based or national models when developing learning models when developing learning outcomes; outcomes;

Adapt a national model of learning Adapt a national model of learning outcomes to fit our unique missionoutcomes to fit our unique mission


State outcomes in measurable terms so State outcomes in measurable terms so that it can be determined if that it can be determined if achievement of the learning outcomes achievement of the learning outcomes has been achieved.has been achieved.– Although broad outcomes can be stated in Although broad outcomes can be stated in

measurable terms they are more difficult to measurable terms they are more difficult to assess because of their breath. assess because of their breath.

– Specific outcomes become the primary Specific outcomes become the primary focus of assessment and must be focus of assessment and must be measurable.measurable.


Bloom’s taxonomy (1956) Bloom’s taxonomy (1956) – Original taxonomy divides thinking Original taxonomy divides thinking

skills into hierarchical level of skills into hierarchical level of knowledge, skills, and attitudes (SLOs).knowledge, skills, and attitudes (SLOs).

– Anderson and Krathwohl (2001) Anderson and Krathwohl (2001) adapted Bloom’s model to outcomes, adapted Bloom’s model to outcomes, contemporary language. contemporary language.

– Clark (2002) developed Bloom’s Clark (2002) developed Bloom’s taxonomy to specific learning taxonomy to specific learning outcomes.outcomes.

Learning Outcomes Learning Outcomes ExamplesExamples

PsychologyPsychologyBroad OutcomesBroad OutcomesOutcome Category 1:Outcome Category 1:

Knowledge, Skills, and Values Knowledge, Skills, and Values Consistent with the Science and Consistent with the Science and Application of PsychologyApplication of Psychology– Goal 1Goal 1:Knowledge Base of Psychology:Knowledge Base of Psychology– Goal 2Goal 2: Research Methods in Psychology: Research Methods in Psychology– Goal 3Goal 3: Critical Thinking Skills in : Critical Thinking Skills in

PsychologyPsychology– Goal 4Goal 4: Application of Psychology: Application of Psychology– Goal 5Goal 5: Values in Psychology: Values in Psychology

PsychologyPsychologyBroad OutcomesBroad OutcomesOutcome Category 2:Outcome Category 2:Knowledge, Skills, and Values Consistent Knowledge, Skills, and Values Consistent with Liberal Arts Education that are with Liberal Arts Education that are Further Developed in PsychologyFurther Developed in Psychology– Goal 6Goal 6: Information and Technological : Information and Technological

LiteracyLiteracy– Goal 7Goal 7: Communication Skills: Communication Skills– Goal 8Goal 8: Sociocultural and International : Sociocultural and International

AwarenessAwareness– Goal 9Goal 9: Personal Development: Personal Development– Goal 10Goal 10: Career Planning and Development: Career Planning and Development

PsychologyPsychologyBroad OutcomesBroad Outcomes

Example Broad Learning OutcomeExample Broad Learning Outcome::

Goal 2. Research Methods in Goal 2. Research Methods in PsychologyPsychology

Understand and apply basic research Understand and apply basic research methods in psychology, including methods in psychology, including research design, data analysis, and research design, data analysis, and interpretationinterpretation

PsychologyPsychologySpecific OutcomesSpecific Outcomes

2.2 2.2 Explain different research methods Explain different research methods used by psychologistsused by psychologists

a.a. Describe how various research designs Describe how various research designs address different types of questions address different types of questions and hypothesesand hypotheses

b.b. Articulate strengths and limitations of Articulate strengths and limitations of various research designsvarious research designs

c.c. Distinguish the nature of designs that Distinguish the nature of designs that permit causal inferences from those permit causal inferences from those that do notthat do not


2.3 2.3 Evaluate the appropriateness of Evaluate the appropriateness of conclusions derived from psychological conclusions derived from psychological researchresearch

a.a. Interpret basic statistical resultsInterpret basic statistical results

b.b. Distinguish between statistical Distinguish between statistical significance and practical significancesignificance and practical significance

c.c. Describe effect size and confidence Describe effect size and confidence intervalsintervals

d.d. Evaluate the validity of conclusions Evaluate the validity of conclusions presented in research reportspresented in research reports


2.5 2.5 Follow the APA Code of Ethics in the Follow the APA Code of Ethics in the treatment of human and nonhuman treatment of human and nonhuman participants in the design, data collection, participants in the design, data collection, interpretation, and reporting of interpretation, and reporting of psychological researchpsychological research

Connecting Outcomes to the Connecting Outcomes to the Program RequirementsProgram Requirements

The course and program The course and program requirements are designed for requirements are designed for students to attain the knowledge, students to attain the knowledge, skills, and attitudes of the program skills, and attitudes of the program (SLOs).(SLOs).

Connecting Outcomes to Connecting Outcomes to the Program the Program RequirementsRequirementsCreating an inventory of key Creating an inventory of key course and program requirements course and program requirements helps to ensure a strong linkage helps to ensure a strong linkage between the program’s between the program’s requirements and the SLOs.requirements and the SLOs.

Connecting Outcomes to the Connecting Outcomes to the Program RequirementsProgram Requirements

Using the inventory of course and Using the inventory of course and program requirements, SLOs (broad and program requirements, SLOs (broad and specific) should be linked to course and specific) should be linked to course and program requirements that facilitate program requirements that facilitate their attainment. their attainment.

Course or program requirements also Course or program requirements also should include a statement on how it should include a statement on how it contributes to attainment of the specific contributes to attainment of the specific SLO.SLO.

Questions or CommentsQuestions or Comments

Documents

Student Learning Outcomes Curriculum Change Request Academic Council Presentation Gary Howard Rosemary Hays-Thomas October 22, 2004