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Course Course--Level Level Learning Learning Outcomes Outcomes

Why transform to a language of Why transform to a language of


assessment? assessment?
Specific learning outcomes lead to: Specific learning outcomes lead to:
More measurable outcomes More measurable outcomes More measurable outcomes More measurable outcomes
Better assessment Better assessment
Higher quality feedback Higher quality feedback
Improved courses and programs Improved courses and programs
Improved student learning and Improved student learning and
achievement achievement
Design Backward
Alignment Within Courses Alignment Within Courses
Intended
Learning
Outcomes of
the Lesson
Intended
Learning
Outcomes of
the Unit
Intended
Learning
Outcomes of
the Course
Deliver Forward
Outcomes Based Assessment Outcomes Based Assessment:: A process A process
by which you by which you
1. 1. determine the indicators determine the indicators of an effective of an effective
program, program,
2. 2. use those indicators use those indicators as criteria for as criteria for
The Language of Assessment The Language of Assessment
2. 2. use those indicators use those indicators as criteria for as criteria for
assessing the program, and assessing the program, and
3. 3. apply the results apply the results of the assessment of the assessment
toward the ongoing and continuous toward the ongoing and continuous
improvement of the program. improvement of the program.
Objectives vs. Outcomes Objectives vs. Outcomes
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Program/course Program/course objectives objectives are general goals that are general goals that
define what it means to be an effective program/course. define what it means to be an effective program/course.
They are They are general, indefinite, and not intended to be general, indefinite, and not intended to be
measured measured. They set the overall agenda for the . They set the overall agenda for the
program/course. program/course.
Student learning Student learning outcomes outcomes are are specific results specific results the the
program/course seeks to achieve in order to attain the program/course seeks to achieve in order to attain the
general goals defined in the objectives. Outcomes are general goals defined in the objectives. Outcomes are
definite and intended to be measured definite and intended to be measured. They establish . They establish
the particular means by which the agenda (as defined by the particular means by which the agenda (as defined by
objectives) is achieved. The achievement of outcomes objectives) is achieved. The achievement of outcomes
is evidence that our students are learning. is evidence that our students are learning.
Direct assessment Direct assessment of learning: gathers of learning: gathers
evidence evidence, based on , based on student performance student performance, ,
which demonstrates the learning itself. which demonstrates the learning itself.
Examples: most classroom testing for grades Examples: most classroom testing for grades
or evaluation of a research paper on specific or evaluation of a research paper on specific
Direct vs. Indirect Assessment Direct vs. Indirect Assessment
11
or evaluation of a research paper on specific or evaluation of a research paper on specific
criteria criteria
Indirect assessment Indirect assessment of learning: gathers of learning: gathers
reflection reflection about the learning or about the learning or secondary secondary
evidence evidence of its existence. of its existence.
Examples: student, alumni, employer surveys Examples: student, alumni, employer surveys
Embedded assessment Embedded assessment:: a means of gathering a means of gathering
information about student learning that is information about student learning that is built built
into into, and is , and is a natural part of a natural part of the teaching the teaching--
learning process. learning process.
Assessment is not always an add Assessment is not always an add--on on
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Example: as part of a course, expecting each senior Example: as part of a course, expecting each senior
to complete a research paper that is graded for to complete a research paper that is graded for
content and style, but is also assessed for advanced content and style, but is also assessed for advanced
ability to locate and evaluate Web ability to locate and evaluate Web--based information based information
(as part of a program level, or a college (as part of a program level, or a college--wide outcome wide outcome
to demonstrate information literacy). to demonstrate information literacy).
Formative assessment Formative assessment: the gathering of : the gathering of
information about student learning information about student learning -- during the during the
progression progression of a course or program and usually of a course or program and usually
repeatedly repeatedly -- to improve the learning to improve the learning of current of current
students. students.
Formative vs. Summative Formative vs. Summative
Assessment Assessment
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students. students.
Summative assessment Summative assessment: the gathering of : the gathering of
information information at the conclusion at the conclusion of a course, of a course,
program, or undergraduate career to program, or undergraduate career to improve improve
learning of the next cohort learning of the next cohort of students or to of students or to meet meet
accountability demands accountability demands. .
Assessment for accountability Assessment for accountability: assessment of : assessment of
some unit (could be a department, program or some unit (could be a department, program or
entire institution) to entire institution) to satisfy stakeholders satisfy stakeholders external external
to the unit itself. Results are often compared to the unit itself. Results are often compared
across units, compared to state and national across units, compared to state and national
norms, and norms, and always summative always summative..
Accountability and Accountability and
Improvement Improvement
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norms, and norms, and always summative always summative..
Assessment for improvement: Assessment for improvement: assessment assessment
that that feeds directly feeds directly, and often immediately, , and often immediately, back back
into revising into revising the course, program or institution to the course, program or institution to
improve student learning results. This can be improve student learning results. This can be
formative or summative formative or summative..
Assessment of individuals Assessment of individuals: uses the individual student, : uses the individual student,
and his/her learning, as the level of analysis. and his/her learning, as the level of analysis.
Assessment of programs Assessment of programs: uses the department or : uses the department or
program as the level of analysis. Ideally program goals program as the level of analysis. Ideally program goals
and objectives would serve as the basis for the and objectives would serve as the basis for the
Levels of Assessment Levels of Assessment
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and objectives would serve as the basis for the and objectives would serve as the basis for the
assessment. assessment.
Assessment of institutions Assessment of institutions: uses the institution as the : uses the institution as the
level of analysis. Ideally, institution level of analysis. Ideally, institution--wide goals and wide goals and
objectives would serve as a basis for the assessment. objectives would serve as a basis for the assessment.
At this level it is essential to examine institutional At this level it is essential to examine institutional
documents such as mission and vision statements, as documents such as mission and vision statements, as
well as strategic plans. well as strategic plans.
Characteristics of Well Stated Characteristics of Well Stated
Learning Outcomes Learning Outcomes
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student student--focused rather than professor focused focused rather than professor focused
focused on the learning resulting from an activity focused on the learning resulting from an activity
rather than on the activity itself rather than on the activity itself
focused on skills and abilities central to the focused on skills and abilities central to the
discipline and based on professional standards of discipline and based on professional standards of discipline and based on professional standards of discipline and based on professional standards of
excellence excellence
general enough to capture important learning but general enough to capture important learning but
clear and specific enough to be measurable clear and specific enough to be measurable
focused on aspects of learning that will develop focused on aspects of learning that will develop
and endure but that can be assessed in some and endure but that can be assessed in some
form now form now
Common Problems with Common Problems with
Learning Outcomes Learning Outcomes
Using vague terms, such as: Using vague terms, such as:
Appreciate Appreciate
Become aware of Become aware of
Become familiar with Become familiar with
Develop Develop Develop Develop
Know Know
Learn Learn
Understand Understand
Describing action taken by someone other than Describing action taken by someone other than
the learner. the learner.
The program will... or The program will... or
The course will The course will
A Comparison of Poorly and Well A Comparison of Poorly and Well
Stated Outcomes Stated Outcomes
Students will understand Students will understand
Eriksons developmental Eriksons developmental
stages. stages.
Students will be familiar with Students will be familiar with
the major sociological the major sociological
perspectives and how they perspectives and how they
Students will identify and Students will identify and
summarize each of Eriksons summarize each of Eriksons
stages of development. stages of development.
Students will describe each of Students will describe each of
the major sociological the major sociological
perspectives and will illustrate perspectives and will illustrate perspectives and how they perspectives and how they
relate to their daily lives. relate to their daily lives.
Students will develop the skills Students will develop the skills
necessary for conducting necessary for conducting
research in the natural research in the natural
sciences. sciences.
perspectives and will illustrate perspectives and will illustrate
how each perspective relates how each perspective relates
to events in their daily lives. to events in their daily lives.
Students will design, conduct, Students will design, conduct,
and analyze a research project and analyze a research project
using appropriate scientific using appropriate scientific
theory and methodology theory and methodology
Why Classify Learning Why Classify Learning
Outcomes? Outcomes?
All learning outcomes are not developed, All learning outcomes are not developed,
delivered, or measured equally delivered, or measured equally
Learning Domains Learning Domains
Three primary domains for classifying Three primary domains for classifying
educational goals: educational goals:
Cognitive (knowledge) Cognitive (knowledge) Cognitive (knowledge) Cognitive (knowledge)
Affective (attitudes) Affective (attitudes)
Psychomotor (skills) Psychomotor (skills)
Blooms Taxonomy of Blooms Taxonomy of
Educational Objectives Educational Objectives
33
((Cognitive domain) Cognitive domain)
A now classic system that classifies educational A now classic system that classifies educational
goals to facilitate the development and goals to facilitate the development and
evaluation of college and university curricula. evaluation of college and university curricula. evaluation of college and university curricula. evaluation of college and university curricula.
A hierarchical taxonomy of student behaviors A hierarchical taxonomy of student behaviors
that reflect the development of increasingly that reflect the development of increasingly
complex cognitive abilities and skills as a result complex cognitive abilities and skills as a result
of instructional experiences. of instructional experiences.
Blooms Taxonomy of Cognitive Blooms Taxonomy of Cognitive
Levels Levels
There are 6 categories, listed hierarchically from There are 6 categories, listed hierarchically from
simplest to most complex simplest to most complex
Knowledge Knowledge
Comprehension Comprehension Comprehension Comprehension
Application Application
Analysis Analysis
Synthesis Synthesis
Evaluation Evaluation
Blooms Taxonomy: Knowledge Blooms Taxonomy: Knowledge
44
Definition: Definition:
ability to remember information from ability to remember information from
simple (facts, terminology) to more simple (facts, terminology) to more
complex/abstract (theories, principles) complex/abstract (theories, principles)
Student Learning Verbs: Student Learning Verbs:
List, name, identify, show, define, List, name, identify, show, define,
recognize, recall, state, describe, label, recognize, recall, state, describe, label,
match, outline, reproduce, select match, outline, reproduce, select
Blooms Taxonomy: Knowledge Blooms Taxonomy: Knowledge
44
Examples: Examples: Knowledge of dates, Knowledge of dates,
events, places, major ideas, and events, places, major ideas, and
mastery of subject matter mastery of subject matter
The student will The student will
Define the 6 levels of Blooms Define the 6 levels of Blooms
taxonomy of the cognitive domain taxonomy of the cognitive domain
Blooms Taxonomy: Blooms Taxonomy:
Comprehension Comprehension
44
Definition: Definition:
ability to understand material at a level ability to understand material at a level
sufficient for grasping its meaning and sufficient for grasping its meaning and
inferring its implications inferring its implications
Translating, comprehending, or interpreting Translating, comprehending, or interpreting Translating, comprehending, or interpreting Translating, comprehending, or interpreting
information based on prior learning information based on prior learning
Student Learning Verbs: Student Learning Verbs:
Summarize, explain, interpret, describe, Summarize, explain, interpret, describe,
compare, paraphrase, differentiate, compare, paraphrase, differentiate,
demonstrate, restate, illustrate demonstrate, restate, illustrate
Blooms Taxonomy: Comprehension Blooms Taxonomy: Comprehension
44
Examples: Examples: Translates knowledge into Translates knowledge into
next context, interprets facts, compare and next context, interprets facts, compare and
contrast, order, group, infer, predict contrast, order, group, infer, predict
The student will The student will
Explain the purpose of Blooms Explain the purpose of Blooms
taxonomy of the cognitive domain taxonomy of the cognitive domain
Blooms Taxonomy: Application Blooms Taxonomy: Application
44
Definition: Definition:
ability to correctly and independently bring to bear ability to correctly and independently bring to bear
abstractions (e.g., theories, principles, methods) in abstractions (e.g., theories, principles, methods) in
solving concrete problems solving concrete problems
The selection, transfer, and use of data and principles The selection, transfer, and use of data and principles The selection, transfer, and use of data and principles The selection, transfer, and use of data and principles
to complete a task with a minimum of direction to complete a task with a minimum of direction
Student Learning Verbs: Student Learning Verbs:
Solve, illustrate, calculate, compute, use, interpret, Solve, illustrate, calculate, compute, use, interpret,
relate, manipulate, apply, classify, modify, relate, manipulate, apply, classify, modify,
demonstrate, construct, discover, predict demonstrate, construct, discover, predict
Blooms Taxonomy: Application Blooms Taxonomy: Application
44
Examples: Examples: Use information, methods, concepts or Use information, methods, concepts or
theories in new situations, solve problems using required theories in new situations, solve problems using required
skills or knowledge skills or knowledge
The student will The student will The student will The student will
Write an instructional objective for each level of Write an instructional objective for each level of
Blooms taxonomy of the cognitive domain Blooms taxonomy of the cognitive domain
Blooms Taxonomy: Analysis Blooms Taxonomy: Analysis
44
Definition: Definition:
ability to parse information into is constituent ability to parse information into is constituent
elements and to identify the relationships between elements and to identify the relationships between
those elements those elements
Student distinguishes, classifies, and relates the Student distinguishes, classifies, and relates the
assumptions hypotheses, evidence, or structure of a assumptions hypotheses, evidence, or structure of a assumptions hypotheses, evidence, or structure of a assumptions hypotheses, evidence, or structure of a
statement or question statement or question
Student Learning Verbs: Student Learning Verbs:
Analyze, organize, categorize, deduce, choose, Analyze, organize, categorize, deduce, choose,
contrast, compare, distinguish, separate, differentiate, contrast, compare, distinguish, separate, differentiate,
discriminate discriminate
Blooms Taxonomy: Analysis Blooms Taxonomy: Analysis
44
Examples: Examples: Seeing patterns, organization of parts, Seeing patterns, organization of parts,
recognition of hidden meanings, identification of recognition of hidden meanings, identification of
components components
The student will The student will
Compare and contrast the cognitive and affective Compare and contrast the cognitive and affective
domains as specified by Bloom domains as specified by Bloom
Blooms Taxonomy: Synthesis Blooms Taxonomy: Synthesis
44
Definition: Definition:
ability to combine elements into new wholes (e.g., ability to combine elements into new wholes (e.g.,
ideas, plans of action, abstract relations) that are ideas, plans of action, abstract relations) that are
more than the sums of their respective parts more than the sums of their respective parts
Student originates, integrates, and combines ideas Student originates, integrates, and combines ideas
into a product, plan, or proposal that is new to him or into a product, plan, or proposal that is new to him or
her. her.
into a product, plan, or proposal that is new to him or into a product, plan, or proposal that is new to him or
her. her.
Student Learning Verbs: Student Learning Verbs:
Design, create, hypothesize, invent, develop, support, Design, create, hypothesize, invent, develop, support,
schematize, write, report, discuss, plan, devise, schematize, write, report, discuss, plan, devise,
compare, construct, compose, generate compare, construct, compose, generate
Blooms Taxonomy: Synthesis Blooms Taxonomy: Synthesis
44
Examples: Examples: Use old ideas to create new ones, Use old ideas to create new ones,
generalize from given facts, relate knowledge from generalize from given facts, relate knowledge from
several areas several areas
The student will The student will The student will The student will
Design a classification scheme for writing educational Design a classification scheme for writing educational
objectives that combines the cognitive, affective, and objectives that combines the cognitive, affective, and
psychomotor domains. psychomotor domains.
Blooms Taxonomy: Evaluation Blooms Taxonomy: Evaluation
44
Definition: Definition:
Ability to offer quantitative and qualitative judgments Ability to offer quantitative and qualitative judgments
about the value of ideas and methods about the value of ideas and methods
Student appraises, assesses, or critiques on a basis Student appraises, assesses, or critiques on a basis
of specific standards and criteria of specific standards and criteria of specific standards and criteria of specific standards and criteria
Student Learning Verbs: Student Learning Verbs:
Evaluate, choose, estimate, judge, defend, criticize, Evaluate, choose, estimate, judge, defend, criticize,
justify, recommend, critique, interpret, support justify, recommend, critique, interpret, support
Blooms Taxonomy: Evaluation Blooms Taxonomy: Evaluation
44
Examples: Examples: Compare and discriminate Compare and discriminate
between ideas, assess value of theories or between ideas, assess value of theories or
presentations, make choices based on reasoned presentations, make choices based on reasoned
argument, verify value of evidence, recognize argument, verify value of evidence, recognize
subjectivity subjectivity
The student will The student will
Judge the effectiveness of writing objectives Judge the effectiveness of writing objectives
using Blooms taxonomy using Blooms taxonomy
Learning Outcomes by Blooms Learning Outcomes by Blooms
Taxonomy Taxonomy
XX
1.a.1. 1.a.1. Define the three Define the three
tenets of the Central tenets of the Central
Limit Theorem Limit Theorem
1.a 1.a learn the learn the
conceptual conceptual
foundations of foundations of
1. 1. Introduce Introduce
students to students to
inferential inferential
statistics statistics
Eval Eval--
uation uation
Syn Syn--
thesis thesis
Anal Anal--
ysis ysis
Appli Appli--
cation cation
Com Com--
prehen prehen--
sion sion
Know Know--
ledge ledge
Bloom's Taxonomy of Cognitive Bloom's Taxonomy of Cognitive
Categories Categories
Student Learning Student Learning
Outcomes Outcomes
Unit/Lesson Unit/Lesson
Learning Learning
Outcomes Outcomes
Course Course
Goals/Objectives Goals/Objectives
Note: While this worksheet accommodates 7 learning outcomes, your specific course will most likely have more than this singl Note: While this worksheet accommodates 7 learning outcomes, your specific course will most likely have more than this single w e worksheet can orksheet can
accommodate. The purpose of the worksheet is to provide a framework and not set parameters. accommodate. The purpose of the worksheet is to provide a framework and not set parameters.
2.b.1. 2.b.1. Outcome Outcome
1.c.1. 1.c.1. Outcome Outcome
2.a 2.a Outcome Outcome
2. 2. Introduce Introduce
students to students to
descriptive descriptive
statistics statistics
1.c 1.c Test for difference Test for difference
between means between means
XX
1.b.1. 1.b.1. Outcome Outcome 1.b 1.b Apply to confidence Apply to confidence
intervals intervals
XX
1.a.2. 1.a.2. Describe three Describe three
key distributions key distributions
foundations of foundations of
inference inference
statistics statistics
2.b 2.b Outcome Outcome
2.a.1. 2.a.1. Outcome Outcome
1.a.2. 1.a.2. Combine to explain Combine to explain
the relationship between the relationship between
the three distributions the three distributions
Course-Level
Learning
Outcomes
Alignment within a Given Course
Teaching and
Learning Activities
Assessments
of Student
Learning
The Next Step: The Next Step:
Given your student learning outcomes, Given your student learning outcomes,
what specific tasks or activities will you what specific tasks or activities will you
have students complete to promote have students complete to promote
learning? learning? learning? learning?
Given these student learning outcomes, Given these student learning outcomes,
how will you know when your students how will you know when your students
have achieved the outcomes for that have achieved the outcomes for that
lesson or course (what assessments will lesson or course (what assessments will
you use)? you use)?
Teaching & Learning Activities by Teaching & Learning Activities by
Outcomes and Blooms Taxonomy Outcomes and Blooms Taxonomy
Class lecture and Class lecture and
students will read students will read
assigned chapter. assigned chapter.
1.a.1 1.a.1 Define the Define the
three tenets of the three tenets of the
Central Limit Central Limit
Theorem Theorem
Evaluation Evaluation Synthesis Synthesis Analysis Analysis Application Application Comprehension Comprehension Knowledge Knowledge
Bloom's Taxonomy of Cognitive Categories Bloom's Taxonomy of Cognitive Categories
Student Student
Learning Learning
Outcomes Outcomes
2.b.1 2.b.1 Outcome Outcome
2.a.1 2.a.1 Outcome Outcome
1.c.1 1.c.1 Outcome Outcome
In class, students will In class, students will
calculate sample means calculate sample means
and construct a and construct a
sampling distribution. sampling distribution.
Homework will reinforce Homework will reinforce
lesson. lesson.
1.b.1 1.b.1 Outcome Outcome
1.a.3 1.a.3 Combine to Combine to
explain the explain the
relationship between relationship between
the three the three
distributions distributions
1.a.2. 1.a.2. Describe three Describe three
key distributions key distributions
Theorem Theorem
Class lecture and Class lecture and
students will read students will read
assigned chapter. assigned chapter.
Assessments by Outcomes and Assessments by Outcomes and
Blooms Taxonomy Blooms Taxonomy
Homework and Homework and
examination. examination.
1.a.1 1.a.1 Define the Define the
three tenets of the three tenets of the
Central Limit Central Limit
Theorem Theorem
Evaluation Evaluation Synthesis Synthesis Analysis Analysis Application Application Comprehension Comprehension Knowledge Knowledge
Bloom's Taxonomy of Cognitive Categories Bloom's Taxonomy of Cognitive Categories
Student Student
Learning Learning
Outcomes Outcomes
2.b.1 2.b.1 Outcome Outcome
2.a.1 2.a.1 Outcome Outcome
1.c.1 1.c.1 Outcome Outcome
Homework and Homework and
examination. examination.
1.b.1 1.b.1 Outcome Outcome
1.a.3 1.a.3 Combine to Combine to
explain the explain the
relationship between relationship between
the three the three
distributions distributions
1.a.2. 1.a.2. Describe three Describe three
key distributions key distributions
Theorem Theorem
Homework and Homework and
examination. examination.
Beyond Course Alignment Beyond Course Alignment
Thinking Globally: Alignment of course level Thinking Globally: Alignment of course level
learning outcomes: learning outcomes:
Sequentially Sequentially
How do my outcomes fit with those of more advanced How do my outcomes fit with those of more advanced
courses? courses?
What do I expect students to have learned by the time What do I expect students to have learned by the time
they when they enter this class? they when they enter this class?
Programmatically: Programmatically:
How do all of the courses within a programs How do all of the courses within a programs
curriculum fit together? curriculum fit together?
How do the program curricula contribute to the How do the program curricula contribute to the
institutional outcomes? institutional outcomes?
Design Backward
Alignment Between Course Outcomes Alignment Between Course Outcomes
and Institutional Outcomes and Institutional Outcomes
Intended
Learning
Outcomes of
the Lesson
Intended
Learning
Outcomes of
the Unit
Intended
Learning
Outcomes of
the Course
Intended
Learning
Outcomes of
the Academic
Program
Intended
Learning
Outcomes of
the Institution
Deliver Forward

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