“outcomification”: development and use of student learning outcomes noelle c. griffin, phd...
TRANSCRIPT
“Outcomification”: Development and Use of
Student Learning Outcomes
Noelle C. Griffin, PhD
Director, Assessment and Data Analysis
Loyola Marymount University
What are learning outcomes?
A learning outcome is a brief, clear statement about what you expect students to demonstrate (in terms of knowledge, behavior, or values) due to their participation in a given learning activity.
Why are learning outcomes important?
Communication Students Other faculty Outside of academe
Planning Assessment (both micro and macro)
Fun with Terminology: Goals, Objectives, Outcomes
Somewhat dependant on the source, but generally:
Goals = Represent overall mission of the program, school, department etc.
Objectives = Broader perspective on what generally students should know, value or do
Outcomes = What students should demonstrate/represent relative to objective
Example
Goal: The program will prepare students to consider the ethical implications of choices they make in their lives
Objective: Students will be able to understand other's approaches to ethical decision-making
Outcome: Students will be able to describe and analyze the ethical frameworks used by themselves and others in decision-making situations
Example
Goal: The program will educate students in the basic methods and philosophy to conduct scientific research
Objective: Students will be proficient in basic science research skills
Outcome: Students will collect and organize data using both field techniques and archrival retrieval
Anatomy of an “Assessable” Learning OutcomeAction Word Learning Statement Criterion/Condition
Applies Appropriate quantitative research methodology
In designing an experiment
Analyzes A real-world ethical problem
Using multiple philosophical theories’ approaches
Integrates Multiple sociological theories
In describing the functioning or organizations or institutions
Well-defined learning outcomes
Can be understood by students, faculty, and individuals outside of the discipline
Are related to program and university goals Are specific enough to be evaluated (i.e., each
examines something discrete) Are enough in number/scope to cover the entire
program Reflect the unique strengths/character of the
program
Bottom Line:
No matter what terminology you use, ultimately you want to use your outcomes to describe how your students will show that program goals have been met.
Levels of Learning Outcomes
General Ed/CORE Outcomes/Objectives
Program Outcomes/Objectives
Course Outcomes/Objectives
Mapping: Course Outcomes to Program Outcomes
Course 101
Course 203
Course 205
Course 220
Course 323
Course 350
Course 402
LO1 X X X X X
LO2 X X X X X
LO3 X X
LO4 X X X X
Mapping Process
Multiple uses (outcome development, but also later assessment design)
Bottom-up vs. Top down Too many links: Not specific enough? Too few links: Need for common
understanding?
Mapping: CORE Objectives to Program Outcomes
CORE
1
CORE
2
CORE
3
CORE
4
CORE
5
CORE
6
CORE
7
CORE
8
CORE
9
LO1 X X X X X
LO2 X X X X X
LO3 X X
LO4 X X X X
Constructing Outcomes: Qualities Answer: What do our students’ gain from completing our
program? Focus on results/ends of learning, not the means Represent the minimum performance needed to successfully
complete a program Rely on action verbs Map to curriculum (macro & micro) Result from collaboration Lend themselves to quantitative or qualitative assessment Reflect equity/fairness (diverse learners) Reflect, not dictate, curriculum
Constructing Outcomes: Strategies
Mission statements Professional organizations/licensing
boards/scholarly organizations Analysis of courses/syllabi Examinations of culminating student work Ethnography: students and faculty
Organizing Concepts: Bloom’s Taxonomy of Learning
Knowledge of terminology (define, identify, describe)
Comprehension (discuss, explain, summarize)
Application (apply, utilize, interpret) Analysis (analyze, compare, contrast) Synthesis (integrate, organize, construct) Evaluation (appraise, defend, judge)
“Values” as Learning Outcomes
More difficult to directly tap into, but should not be left out for that reason
“Value” will likely need to be “translated” into more concrete evidence for purposes of assessment
You can’t directly observe a value, but can define evidence suggestive of that value
Example:
Graduates will value the importance of their belief systems in their life choices. Translates….
Graduates are able to articulate and acknowledge their own deeply held beliefs in responding to ethical dilemmas or problems
Example
Graduates will value the role that literature plays in shaping social change. Translates……
Graduates will be able to identify and explain historical instances of the impact and importance of literature in social change.
“Operationalization” or Defining Your Outcomes
LOA’s “little secret”: Outcome is not the ending point!
Next step after developing learning outcomes Before planning assessment tasks, you need
to determine what specifically the outcome will “look like” in the context of student work
Example:
LO: Students will be able to apply appropriate quantitative methodology in designing an experiment.
What does this entail? Uses systematic sampling strategies Uses random assignment or matched control
group Uses “blinding” strategies Etc.
Example:
LO: Graduates are able to articulate and acknowledge their own deeply held beliefs in responding to ethnical dilemmas or problems
What does this entail? Describes belief system Analyzes the factors involved in an ethical
dilemma Identifies ways belief system influenced how they
would respond to an ethical dilemma Etc.
Ways to get there
Targeted analysis of student work (characteristics of “exemplary” projects)
Grading criteria External professional criteria Faculty discussions Standardized tests/exams