Writing Student Learning Outcomes

Consider the course you teach

Writing them• Look at the big picture• Consider the taxonomy• Determine results of learning• Determine performance criteria

Delgado Mission

Delgado Community College provides a learning centered environment in which to prepare

students from diverse backgrounds to attain their educational, career, and personal goals, to think critically, to demonstrate leadership and to

be productive and responsible citizens.

GenEd Core Competencies

• Writing and Critical Thinking

• Computation• Logic• Social Issues

• Oral Communication• Leadership• Citizenry• Cultural Expression• Technology

Review Terms• GenEd Core Competency – a broad base of

foundational knowledge, skill, and attitude that can be developed through the learning activities in GenEd courses and demonstrated through learning outcomes

• GenEd Core Characteristic – an ability that Delgado Community College expects to see in students who go through the GenEd core curriculum; should reflect what groups of students can do upon completion of the general education curriculum

Review Terms

• Course Learning Outcome – what students who complete a particular course should be able to do or show as a result learning, regardless of what section of the course the student takes

• Course Objective – what students do in the class that would lead to achieving a Course Learning Outcome

Course Outcomes Relate to:

• Program/Discipline Outcomes– Old Track Dat files– Program or discipline’s goal statements

• Other Course Outcomes– Courses that come before or after it– Courses that depend upon it/expect certain skills

in students from it

Outcomes In Alignment

GenEd Core Competency

/CharacteristicProgram Goals

Course Learning Outcome

Course Objective

Samples Using Bloom’s Taxonomy

1. Remembering – remembering previously learned material– As a result of learning, the student is able to

• Define discipline-specific terms by . . . Define discipline-specific terms by . . . • Explain discipline-related methods or procedures in a . . . Explain discipline-related methods or procedures in a . . . • Use discipline-specific language in the appropriate contextsUse discipline-specific language in the appropriate contexts

2. Understanding – constructing meaning from material– As a result of learning, the student is able to

• Paraphrase verbal material in a . . . Paraphrase verbal material in a . . . • Interpret charts and graphs that illustrate . . . .Interpret charts and graphs that illustrate . . . .• Translate mathematical concepts into mathematical formulasTranslate mathematical concepts into mathematical formulas

3. Applying – using learned material in new situations– As a result of learning, the student is able to

• Solve problems with more than one approachSolve problems with more than one approach• Construct a graph or chart based on numerical informationConstruct a graph or chart based on numerical information• Apply sociological concepts to real-world situations by . . . Apply sociological concepts to real-world situations by . . .

Course-level Student Learning Outcome

Samples

Course-level Student Learning Outcome

Samples

4. Analyzing – breaking down material into component parts– As a result of learning, the student is able to

• Determine unstated assumptions and logical fallacies in reasoningDetermine unstated assumptions and logical fallacies in reasoning• Illustrate the difference between facts and inferencesIllustrate the difference between facts and inferences• Analyze the organizational structure of a problem, work of art, music, writingAnalyze the organizational structure of a problem, work of art, music, writing

5. Evaluating – making judgments based on criteria– As a result of learning, the student is able to

• Argue a logical point in writing by . . . Argue a logical point in writing by . . . • Critique commentary on a discipline-specific topicCritique commentary on a discipline-specific topic• Test hypotheses using discipline-specific concepts by . . . Test hypotheses using discipline-specific concepts by . . . • Judge the value of a work of art, music, or writing through . . . Judge the value of a work of art, music, or writing through . . .

6. Creating – putting elements together to form new ideas– As a result of learning, the student is able to

• Devise a procedure for completing a task by . . . Devise a procedure for completing a task by . . . • Design a product based on information given in a . . . Design a product based on information given in a . . . • Construct a mathematical problem to solve ________ .Construct a mathematical problem to solve ________ .

Sample Outcome Statements Using Bloom’s Taxonomy

Course-level Student Learning Outcome

Samples

Course-level Student Learning Outcome

Samples

Tips

• Find a learning level in the Taxonomy that suits the level of learning in your course

• Find an action word for that learning level in the taxonomy

• State the observable behavior you’d see in a student that had learned from the course

I’d like to buy a verb . . .Critical Thinking Activity

Sample Verbs

Remembering Define, Distinguish, Draw, Find, Label, List, Match, Read, Record

Understanding Compare, Demonstrate, Differentiate, Fill in, Find, Group, Outline, Predict, Represent, Trace

Applying Apply, Convert, Demonstrate, Differentiate between, Discover, Discuss, Examine, Experiment, Prepare, Produce, Record

Analyzing Classify, Determine, Discriminate, Form generalizations, Put into categories, Illustrate, Select, Survey, Take apart, Transform

Evaluating Argue, Award, Critique, Defend, Interpret, Judge, Measure, Select, Test, Verify

Creating Synthesize, Arrange, Blend, Create, Deduce, Devise, Organize, Plan, Present, Rearrange, Rewrite

Thank you for playing . . . Be

FeelKnowLearn

BelieveDevelop

AppreciateUnderstand

Become Aware of. . .Demonstrate an understanding of. . .

A few examplesAs a result of learning in this course, students should be able

to . . .

No Yesunderstand scientific methodology apply scientific methodology to test

hypothesesappreciate cultural diversity in our society

Identify the role that cultural diversity plays in defining what it means to be a social being

be more aware of their impact on the environment

Explain how certain human behaviors impact the environment

develop an ability to draw Create drawings using concepts learned in the course

learn how to create a database Apply principles of database design to create a relational database

demonstrate an appreciation for works of art

Explain the processes in creating a particular piece of art and its place in art history

Peer ReviewStudent Learning Outcomes Checklist Yes No

Do the SLOs begin with an active verb, instead of the more subjective verbs like “understand, feel, know, or appreciate”?

Are the SLOs written as outcomes rather than as objectives?Language indicates an important overarching concept versus small lesson or chapter objectivesOutcomes address what a student will be able to do at the completion of the course, instead of what they will be doing in the courseSLOs address student competency rather than content coverage.Do the SLOs address the expected level of learning for the course using Bloom’s Taxonomy as a guideline? (i.e. basic knowledge, comprehension, application, synthesis, evaluation)

Will students understand the SLOs and find them meaningful?

Are the SLOs appropriate for the course?Consistent with the curriculum document of recordRepresents a fundamental result of the courseAligns with other courses in a sequence, if applicableRepresents collegiate level work

Do the SLOs suggest or identify an assessment?

Critiquing themAre these well written student learning outcomes?

• Know more about personal communication style• Understand the role of gender and cultural differences in

communication• Complete the “Feedback on Verbal Communications” to

identify my strengths and weakness• Identify and list my communication strengths and

weaknesses, design an action plan, and evaluate the effectiveness of learning three months later

• Interpret the logical consistency of a report.

Consider the course you teach

Writing SLOs