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Writing Program Level Student Learning Outcomes 1. What are the general program goals? Program Goals Organizing Principle Categories Subjects to Topics Program Goals Research Methodologies Theories Theorists Eras Genres Skills 2. Identify your program level student learning outcomes

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program goals
Program Goals
  • Organizing Principle
    • Categories
    • Subjects to Topics
program goals4
Program Goals
  • Research Methodologies
  • Theories
  • Theorists
  • Eras
  • Genres
  • Skills
student learning outcomes
Student Learning Outcomes
  • Students will recognize, analyze, and interpret human experience in terms of personal, intellectual, and social contexts.
student learning outcomes7
Student Learning Outcomes
  • Students should be able to critically comprehend, interpret, and evaluate written, visual, and aural material.
student learning outcomes8
Student Learning Outcomes

Recommended Format:

Students should be able to

<<action verb>> <<something>>

slide9

COMPREHENSION

EVALUATION

APPLICATION

ANALYSIS

SYNTHESIS

KNOWLEDGE

Associate

Classify

Compare

Compute

Contrast

Differentiate

Discuss

Distinguish

Estimate

Explain

Express

Extrapolate

Interpolate

Locate

Predict

Report

Restate

Review

Tell

Translate

Analyze

Appraise

Calculate

Categorize

Classify

Compare

Debate

Diagram

Differentiate

Distinguish

Examine

Experiment

Inspect

Inventory

Question

Separate

Summarize

Test

Arrange

Assemble

Collect

Compose

Construct

Create

Design

Formulate

Integrate

Manage

Organize

Plan

Prepare

Prescribe

ProducePropose

Specify

Synthesize

Write

Appraise

Assess

Choose

Compare

Criticize

Determine

Estimate

Evaluate

Grade

Judge

Measure

Rank

Rate

Recommend

Revise

Score

Select

Standardize

Test

Validate

Cite

Count

Define

Draw

Identify

List

Name

Point

Quote

Read

Recite

Record

Repeat

Select

State

Tabulate

Tell

Trace

Underline

Apply

Calculate

Classify

Demonstrate

Determine

Dramatize

Employ

Examine

Illustrate

Interpret

Locate

Operate

Order

Practice

Report

Restructure

Schedule

Sketch

Solve

Translate

Use

Write

Lower division course

outcomes

slide10

COMPREHENSION

EVALUATION

APPLICATION

ANALYSIS

SYNTHESIS

KNOWLEDGE

Associate

Classify

Compare

Compute

Contrast

Differentiate

Discuss

Distinguish

Estimate

Explain

Express

Extrapolate

Interpolate

Locate

Predict

Report

Restate

Review

Tell

Translate

Analyze

Appraise

Calculate

Categorize

Classify

Compare

Debate

Diagram

Differentiate

Distinguish

Examine

Experiment

Inspect

Inventory

Question

Separate

Summarize

Test

Arrange

Assemble

Collect

Compose

Construct

Create

Design

Formulate

Integrate

Manage

Organize

Plan

Prepare

Prescribe

ProducePropose

Specify

Synthesize

Write

Appraise

Assess

Choose

Compare

Criticize

Determine

Estimate

Evaluate

Grade

Judge

Measure

Rank

Rate

Recommend

Revise

Score

Select

Standardize

Test

Validate

Cite

Count

Define

Draw

Identify

List

Name

Point

Quote

Read

Recite

Record

Repeat

Select

State

Tabulate

Tell

Trace

Underline

Apply

Calculate

Classify

Demonstrate

Determine

Dramatize

Employ

Examine

Illustrate

Interpret

Locate

Operate

Order

Practice

Report

Restructure

Schedule

Sketch

Solve

Translate

Use

Write

Upper division

Course / Program

outcomes

possible outcomes
Possible Outcomes
  • Students will appreciate…
  • Students will be exposed to….
  • Students will demonstrate knowledge of the history, theories and applications of…
  • Students will attend….
  • Faculty will provide students with opportunities to….
components
Components
  • Define student learning outcomes
  • Provide a common language for describing student learning
  • Must be outcome specific
  • Comparable to grading criteria
  • Must be shared across faculty
  • Number of components will vary by outcome
slide14

Communication

Write

Relate

Speak

Listen

Participate

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

components15
Components

Communication

Write

Relate

Speak

Listen

Participate

delivery

Sales

presentation

content

organization

components16
Components

Communication

Write

Relate

Speak

Listen

Participate

mechanics

Lab report

style

organization

slide18

faculty4

faculty2

faculty1

faculty3

faculty5

Speaking

eye contact

gestures

volume

sources

transitions

style

rate

poise

examples

verbal variety

appearance

evidence

conclusion

organization

attention getter

slide19

Can our students deliver

an effective Public Speech?

eye contact

gestures

volume

sources

transitions

style

rate

poise

examples

verbal variety

appearance

evidence

conclusion

organization

attention getter

example 1
Example #1

Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected

BETTER: Students will be able to apply factual information to a problem

COMPONENTS:

Relevance

Clarity

Comprehensiveness

Aware of Bias

example 2
Example #2

Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to given situations or problems

BETTER: Students will be able to provide alternative solutions to situations or problems

COMPONENTS:

Variety of assumptions, perspectives, interpretations

Analysis of comparative advantage

example 3
Example #3

Formulate and test hypotheses by performing laboratory, simulation, or field experiments in at least two of the natural science disciplines (one of these experimental components should develop, in greater depth, students’ laboratory experience in the collection of data, its statistical and graphical analysis, and an appreciation of its sources of error and uncertainty)

BETTER: Students will be able to test hypotheses.

COMPONENTS

Data collection

Statistical Analysis

Graphical Analysis

Identification of sources of error

performance characteristics
Performance Characteristics
  • Scale or description for assessing each of the components
  • Two to Five-point scales for each component
  • Anchored with descriptions and supported by examples
performance characteristics26
Performance Characteristics

Level or degree:

  • Accurate, Correct
  • Depth, Detail
  • Coherence, Flow
  • Complete, Thorough
  • Integration
  • Creative, Inventive
  • Evidence based, supported
  • Engaging, enhancing
performance rubric
Performance Rubric

OUTCOME:

Performance Anchors:

Not Yet

Almost

YES!!!!

Components

rubric resource
Rubric Resource

www.winona.edu/air/rubrics.htm

slide30

Student Learning

Outcome

Components

Test Questions

1

1

2

3

4

2

5

6

7

8

9

3

10

11

12

4

13

14

15

16

17

18

slide32

Communicate Effectively

Demonstrate Oral Communication Skills

PROGRAM WIDE COMPETENCY REPORT

Does not

meet

Meets

Exceeds

Verbal

Delivery

20%

65%

15%

57%

30%

Nonverbal

Delivery

13%

58%

Organization

24%

18%

slide33

Student Learning

Outcome

Components

Test Questions

%

correct

1

1

2

3

4

78%

2

5

6

7

8

9

56%

3

10

11

12

82%

4

42%

13

14

15

16

17

18

questions issues concerns35
Questions, Issues & Concerns
  • How many program level student learning outcomes should we have?
questions issues concerns36
Questions, Issues & Concerns
  • How many program level student learning outcomes should we have?
    • A. One or Two
    • B. Three or Four
    • C. Five to Seven
    • D. Eight to Twelve
    • E. Twelve to Twenty
    • F. More than Twenty
questions issues concerns37
Questions, Issues & Concerns
  • How far do we need to be by the time of the HLC visit?
    • A. Just getting started
    • B. Well on your way
    • C. Done
questions issues concerns38
Questions, Issues & Concerns
  • What are some common mistakes made in writing learning outcomes?
questions issues concerns39
Questions, Issues & Concerns
  • What are some common mistakes made in writing learning outcomes?
    • Too many learning outcomes
    • Poorly writing learning outcomes
      • Too many action words, too many outcomes, inappropriate cognitive level
    • Not defining the outcomes in terms of components
    • Rushing to close the Loop
questions issues concerns40
Questions, Issues & Concerns
  • Can we use assignments that we give in class to assess program level student learning outcomes?
questions issues concerns41
Questions, Issues & Concerns
  • Can we use assignments that we give in class to assess program level student learning outcomes?

YES!!!!!!!!

evaluation

Assessment

Evaluation

Quizzes

Count toward final grade

Used to see if students understand

Tests

Scored and returned

Scored, tabulated. returned & discussed; adjustments to syllabus

Rubrics

Returned to studentswith grade

Returned after being aggregated & analyzed; adjustments to syllabus

questions issues concerns43
Questions, Issues & Concerns
  • How does this fit with academic freedom?
questions issues concerns44
Questions, Issues & Concerns
  • How does this fit with academic freedom?
    • Assessment doesn’t tell faculty what they have to teach or how they have to teach it
    • Assessment still allows the flexibility for faculty to design assignments and grading processes in their classes
components45
Components

Communication

Write

Relate

Speak

Listen

Participate

delivery

Sales

content

organization

appeals

ppt

components46
Components

Communication

Write

Relate

Speak

Listen

Participate

mechanics

Research

Paper

style

organization

format

components47
Components

Communication

Write

Relate

Speak

Listen

Participate

mechanics

Instructions

style

organization

transitions