Course Design Practicum

Module 4Learning Outcomes

Learning Outcomes

Students will

DO WHAT (how)

Program Level

CourseLevel

Unit/ModuleLevel Objectives

SACS CriteriaCS 3.3.1 Institutional EffectivenessThe institution identifies expected outcomes for its

educational programs and its administrative and educational support services;assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results

The QM Rubric Eight General Standards:

1. Course Overview and Introduction

2. Learning Objectives / Outcomes (Competencies)

3. Assessment and Measurement4. Resources and Materials5. Learner Engagement6. Course Technology7. Learner Support8. Accessibility

Key components must align.

Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.

Steps in Student Learning Outcomes Assessment

• Define intended educational outcomes • Identify methods of measuring outcomes:– Where in the curriculum or program would we expect that

learning to occur?– When and how data are collected

• Administer assessments• Review results and use to make decisions regarding

program improvement• Repeat assessments in subsequent cycles to track

improvements, change, trends, relevancy

Questions 1. How many of you teach courses that are part of a program that has stated outcomes?

2. Do you know what these outcomes are?

3. Give Examples.

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Program Learning Outcomes

• Think of the “ideal” students or graduates•What students must know?•What students can do?•What students care about (think)?

Curriculum MappingProgram

OutcomesRequired

Course #1

Required Course

#2

Required Course

#3

Required Course

#4

Totals

Learning Outcome #1

0 hrs. 0 hrs. 0 hrs. 0 hrs. 0 hrs.

Learning Outcome #2

3 hrs. 6 hrs. 6 hrs. 12 hrs. 27 hrs.

Learning Outcome #3

0 hrs. 0 hrs. 2 hrs. 3 hrs. 5 hrs.

Learning Outcome #4

1 hrs. 2 hrs. 6 hrs. 3 hrs. 12 hrs.

Opportunities for Measuring Student Learning Outcomes

• Capstone courses • Thesis/dissertation• Internships• Embedded in assignments/examinations in specific

courses in the curriculum

Note: Programs do not have to measure every outcome every year using all students. A multi-year plan to assess specific outcomes on a staggered basis is more effective in terms of the reality of the time available and the capacity of the faculty to process the results and determine how to make improvements.

Questions 1. How many of you have course learning outcomes mandated / required by your department?

2. Give Examples.

3. How many of you do not have these mandated course learning outcomes?

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Guidelines to Writing Learning Outcomes

• Aligned with mission statements• Program level• Stated from student perspective• Intended learning outcomes (will)• Specific• Can be measured by multiple methods

Student Learning Outcome Assessment Techniques

• Standardized tests• Performance on licensure or

professional exams• Essays• Exhibits• Performances• Course assignments• Portfolios of work samples• Authentic assessments• Job placement rates

• Student surveys• Graduate follow-ups• Focus groups• Exit interviews

Direct Indirect

Aligning Quality Matters StandardsCourse Learning

Objectives / Outcomes (2)

Resources, Materials (4) & Technology (6)

Assessment and Measurement (3)

Learner Interactions & Activities (5)

Modules 8 & 11

Modules 6 & 7

Modules 5, 11

MODULE 4

General Standard 2: Learning Objectives (Outcomes)

Specific Review Standard What does this mean?

2.I: The course learning objectives (outcomes) describe outcomes that are measurable.

2.1: Do course-level learning objectives describe an action that the students perform that can be observed or measured?

2.2: The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.

2.2: Can the module/unit level objectives be observed and measured? Do these module/unit level objectives flow from the course-level objectives?

General Standard 2:Learning Objectives (Outcomes)

Specific Review Standard

What does this mean?

2.3: All learning objectives are stated clearly and written from the students’ perspective.

2.3: Are the course and module/unit learning objectives written in clear, direct language that the students can easily understand?

2.4: Instructions to students on how to meet the learning objectives are adequate and stated clearly.

2.4: Does this course use narratives, bulleted lists, charts, etc. to tell the students what they must do to meet the course and module/unit level objectives?