measurable outcomes and meaningful measures

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MEASURABLE OUTCOMES AND MEANINGFUL MEASURES Catherine M. Wehlburg, Ph.D. Assistant Provost for Institutional Effectiveness Texas Christian University [email protected] Northern Illinois University – October 16, 2009

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Measurable Outcomes and Meaningful Measures. Catherine M. Wehlburg, Ph.D. Assistant Provost for Institutional Effectiveness Texas Christian University [email protected] Northern Illinois University – October 16, 2009. What are Student Learning Outcomes?. - PowerPoint PPT Presentation

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Page 1: Measurable Outcomes and Meaningful Measures

MEASURABLE OUTCOMES AND MEANINGFUL MEASURES

Catherine M. Wehlburg, Ph.D.Assistant Provost for Institutional EffectivenessTexas Christian [email protected] Illinois University – October 16, 2009

Page 2: Measurable Outcomes and Meaningful Measures

Student learning outcomes (SLOs) are statements that specify what students will know, be able to do or be able to demonstrate when they

have completed or participated in a program/activity/course/project.

Outcomes are usually expressed as knowledge, skills, attitudes or values.

WHAT ARE STUDENT LEARNING OUTCOMES?

Page 3: Measurable Outcomes and Meaningful Measures

SLOS SHOULD FOCUS ON: What you want your students to

know at the end of a course, program, major, or degree

What you want your students to understand at the end of a course, program, major, or degree

What you want your students to have the ability to do at the end of a course, program, major, or degree

Page 4: Measurable Outcomes and Meaningful Measures

WHY ARE STUDENT LEARNING OUTCOMES IMPORTANT? Communicate expectations to learners

Act as a template for course design

Guide selection/design of appropriate assessments

Page 5: Measurable Outcomes and Meaningful Measures

WHY ARE STUDENT LEARNING OUTCOMES IMPORTANT? Allow educators to match teaching

strategies to stated outcomes Allow faculty, staff, and Institutional

researchers to assess the impact of instruction

Clearly communicate graduates’ skills to prospective employers

Provide benchmarks for formative, summative and prior learning assessment

Page 6: Measurable Outcomes and Meaningful Measures

COMPONENTS OF A STUDENT LEARNING OUTCOME Student Learning Behavior-

Knowledge, skill, or attitude to be gained

The Method of Assessment- conditions of performance

Criteria for achievement- the levels of acceptable performance

Page 7: Measurable Outcomes and Meaningful Measures

From Peter Drucker, 1954 7

ARE YOUR SLOS S.M.A.R.T.? Specific

-Clear and definite terms describing the abilities, knowledge, values, attitudes, and performance

Measurable-It is feasible to get data: data are accurate and reliable; it can be assessed in more than one way

Aggressive and Attainable-The outcome has the potential to move the program or unit forward

Results – oriented-Describe what standards are expected from students or the functional area being assessed

Time-bound-Describe a specified time period for accomplishing the outcome

Page 8: Measurable Outcomes and Meaningful Measures

BLOOM’S REVISED TAXONOMYCREATING -GENERATING NEW IDEAS, PRODUCTS, OR WAYS OF VIEWING THINGS

EVALUATING -JUSTIFYING A DECISION OR COURSE OF ACTION

ANALYZING -BREAKING INFORMATION INTO PARTS TO EXPLORE UNDERSTANDINGS AND RELATIONSHIPS

APPLYING -USING INFORMATION IN ANOTHER FAMILIAR SITUATION

UNDERSTANDING -EXPLAINING IDEAS OR CONCEPTS

REMEMBERING -RECALLING INFORMATION 

Page 9: Measurable Outcomes and Meaningful Measures

The student will be able to (specific student behavior)

 ____________________________________________________ as measured by (conditions of performance – could

include time frame)  ___________________________________________________ at the ______________________________________ level

(performance criteria).

TEMPLATE FOR WRITING SLOS

Page 10: Measurable Outcomes and Meaningful Measures

THE MOBIUS STRIP

Page 11: Measurable Outcomes and Meaningful Measures

STAGES OF MEASURING OUTCOMES – THE MOBIUS STRIP Stage 1 – Measuring outcomes is a

separated and “added on” responsibility. Stage 2 – Measuring outcomes becomes

a part of teaching and learning but is separated from teaching and learning.

Stage 3 – Teaching and learning is the center and Measuring outcomes surrounds it.

Stage 4 – The Mobius Strip – integration of teaching, learning, and outcomes.

Page 12: Measurable Outcomes and Meaningful Measures

STAGE 1 – MEASURING OUTCOMES IS A SEPARATED AND “ADDED ON” RESPONSIBILITY.

Page 13: Measurable Outcomes and Meaningful Measures

STAGE 2 – MEASURING OUTCOMES BECOMES A PART OF TEACHING AND LEARNING BUT IS SEPARATED FROM TEACHING AND LEARNING.

Page 14: Measurable Outcomes and Meaningful Measures

STAGE 3 – TEACHING AND LEARNING IS THE CENTER AND MEASURING OUTCOMES SURROUNDS IT.

Page 15: Measurable Outcomes and Meaningful Measures

STAGE 4 – THE MOBIUS STRIP – INTEGRATION OF TEACHING, LEARNING, AND OUTCOMES.

Page 16: Measurable Outcomes and Meaningful Measures

OPERATIONAL MEASURES Measures must be aligned with the outcome

that they are supposed to measure. Consider using an operational definition –

define the term (“critical thinking”) by how you would measure it. What would you see? What would you expect a student to do?

Observable measures are crucial – see “Words to Avoid” and “Phrases to Avoid”

Page 17: Measurable Outcomes and Meaningful Measures

BACCALAUREATE GOALS Critical Thinking Communication Context

Page 18: Measurable Outcomes and Meaningful Measures

SMALL GROUP Create several outcomes for your specific

goal Use the template in your handout For each outcome suggest at least one

measure that could be used

Page 19: Measurable Outcomes and Meaningful Measures

REPORTING OUT What outcomes did you create?

Page 20: Measurable Outcomes and Meaningful Measures

QUESTIONS?