Student Learning Outcomes (SLOs)
Student Learning Outcomes have come upon us full force. They need not be as difficult as they sound. Some descriptions seem to heighten mysteriousness about them and create more complications than necessary. Described below is the assessment process for individual classes, but the process must also be done for programs, departments, student services, administration, and other divisions of the college.
Student Learning Outcomes are simply an answer to the question, What do you want your students to be able to do at the end of your course? The question is phrased that way because SLOs require assessment, which is meant to provide accountability. Two, three, or four SLOs per course should be sufficient; the more of them you write, the more will have to be assessed. As a result, simplicity is the goal. SLOs are written into the Course Outline and then samples of assessments for the SLOs are written as well.
Assessment gives verification of the achievement of the SLOs by the students. It can be done by testing, exercises, or performance. Assessment is expected to be done for SLOs on a regular basis and is meant to be recorded in some way for research and record keeping. Accreditation agencies may ask for verification of SLOs and assessment at any time. In any given semester, it is possible to assess SLOs one at a time or several at a time. As long as all SLOs are tested within a given time period, perhaps every five or six years, assessment of SLOs is acceptable.
An Assessment Report describing the process, essentially an assessment of the assessment, is also expected. Once assessment for SLOs is done, the instructor(s) evaluates the effectiveness of the SLOs and the assessment of them. From the information taken by the assessment, the instructor can revise the SLOs or can revise the assessment tools to better accurately measure student accomplishment in the future. When finished with assessment, the instructor writes an Assessment Report detailing the assessment of the students' accomplishments, evaluating the SLOs and assessments, and providing suggestions for improving effectiveness. The process is ongoing,continually reviewing assessment and the SLOs, all in the hopes of improving instruction and learning.
Several documents are included here with the idea of helping to write SLOs and Assessment Reports. The documents have been written by Marc Skuster and/or revised from various models other colleges have developed and freely offered at Academic Senate conferences. The first is a guide for writing SLOs, the first and most important task. The second is a template for writing an Assessment Report. The third is a discussion of the philosophy and reasoning behind the SLOs and the assessment cycle.
COURSE SLO GUIDE - [download this document]
COURSE ASSESSMENT REPORT TEMPLATE - [download this document]
ASSESSMENT BACKGROUND AND PHILOSOPHY - [download this document]
| Learning Outcomes (SLOs) | Learning Objectives |
| Outcomes are limited in number, comprehensive, and combine numerous discrete skills and concepts | Objectives are numerous, narrow in scope, and descriptive of discrete skills and concepts. |
| Outcomes are attained through synthesizing a sequence of learning experiences and activities and are measured by integrative assessments. | Objectives are attained and assessed through individual assignments and learning activities that are restricted in focus or scope. |
| Outcomes describe the highest levels of cognitive, psychomotor, and/or affective learning. | Objectives may be limited to the pre-critical levels of cognitive, psychomotor, and affective learning. |
Examples: Course SLOs and Objectives
Chemistry 113:
Objectives:
Objectives:
(1) define and discuss “rationalism” and "empiricism;"
(2) summarize and evaluate Kant’s epistemology and its significance for both modern and post-modern philosophical thought;
(3) define and illustrate three contrasting philosophical conceptions of truth;
(4) evaluate modern scientific forms of inquiry as sources of knowledge.
Objectives:
(1) apply the basic preparation principles of stocks, sauces, and soups;
(2) identify the components of and prepare salads and salad dressings;
(3) select and apply appropriate garnishing techniques for a variety of recipes;
(4) select from a range of appropriate ingredients and prepare a variety of types of sandwiches.
Objectives:
(1) identify the different types of fires and the appropriate response to each type;
(2) store hazardous material and waste safely;
(3) inspect and use a Class B fire extinguisher;
(4) demonstrate proper methods for lifting and carrying of heavy objects;
(5) identify and use procedures and devices for face, eye, hearing, and hand protection.
Objectives:
(1) read the slope and green speed and the wind conditions;
(2) accurately estimate yardage;
(3) select the appropriate club and proper shot;
(4) execute the shot with sound technique.
- Exams/Tests
- Quizzes
- Research Projects
- Portfolios
- Papers
- Oral Presentations
- Projects
- Field Trips
- Simulations
- Class Participation
- Class Work
- Group Projects
- Lab Work
- Home Work
- Standard instrument measuring student subjective opinion
- Standardized instrument objectively measuring student knowledge
- Student satisfaction with their educational experience
- Competency based written and practical tests which demonstrate the students ability to apply skills and concepts learned to minimum standards established by the instructor
- Labor Market Information
Objectives:
(1) identify the different types of fires and the appropriate response to each type;
(2) store hazardous material and waste safely;
(3) inspect and use a Class B fire extinguisher;
(4) demonstrate proper methods for lifting and carrying of heavy objects;
(5) identify and use procedures and devices for face, eye, hearing, and hand protection.
Methods of Assessment used in Automotive 75:
1. Exams/Tests
2. Quizzes
3. Lab Work
4. Home Work
Objectives:
(1) define and discuss “rationalism” and "empiricism;"
(2) summarize and evaluate Kant’s epistemology and its significance for both modern and post-modern philosophical thought;
(3) define and illustrate three contrasting philosophical conceptions of truth;
(4) evaluate modern scientific forms of inquiry as sources of knowledge.
Methods of Assessment used in Philosophy 101:
** The above examples illustrate a recommended format for SLOs/Assessments//Objectives. These examples are not intended to reflect the approved curriculum of current Victor Valley College courses.
Critical Thinking |
|||||
|
Knowledge |
Comprehension |
Application |
Analysis |
Synthesis |
Evaluation |
definerepeat record list name relate underline recall inquire record recognize match memorize select distinguish identify label |
translate restate discuss describe recognize explain express identify locate report review tell change rearrange give example illustrate comment transform demonstrate infer generalize interpret summarize |
interpret apply employ use demonstrate dramatize practice illustrate operate schedule shop sketch organize reconstruct solve transfer generalize choose classify calculate |
distinguish analyze differentiate appraise calculate experiment test compare contrast criticize diagram inspect debate inventory question relate solve examine categorize discriminate deduce put into list describe classify categorize |
compose plan + propose design + formulate arrange assemble collect construct create set up organize prepare solve + produce + |
judge appraise evaluate rate compare value revise score select choose assess estimate measure consider conclude weigh criticize assess |
Knowledge Recall: To remember previously learned material.
Comprehension: To grasp the meaning of the knowledge being learned and be able to paraphrase or explain it.
Application: The ability to use learned information and materials.
Analysis: The ability to break material down into its elements or parts so that its organizational structure may be understood.
Synthesis: The ability to combine previous experience with new material to form a structure.
Verbs Requiring Affective Outcomes
|
Receiving |
Responding |
Valuing |
Organizing |
Characterization |
|
accept attend develops realize receive recognize |
behave complete comply cooperate enjoy examine obey observe respond tolerate |
balance believe defends devote examine prefer pursue seek value |
codify discriminate display favor judge order organize relate systematize weigh |
internalize (Formal instruction does not address) |
Receiving: Awareness, willingness to receive, and controlled attention.
Responding: Compliance in reacting to a suggestion, willingness to respond, and satisfaction in response.
Valuing: Accepting a value as a belief, indication of preference for the value, and commitment.
Organizing: Conceptualization of a value in abstract or symbolic terms and organization of a value system.
Characterization of an internally consistent value system: The individual acts consistently in accordance with the values he/she has internalized.
| Perception | Set | Guided response |
Mechanism |
Complex |
Adaptation | Origination |
|
distinguish hear recognize relate see sense smell taste touch |
physical- adjust locate place position prepare |
copy demonstrate determine discover duplicate imitate inject repeat |
adjust build illustrate indicate manipulate mix set up |
calibrate coordinate maintain operate operate |
adapt build change develop supply |
construct create design produce |
Perception: Involves sensitivity to a situation object, or relationship that normally leads to action.
Preparation: Involves readiness to perform.
Orientation: Involves the discovery and/or decision of the response(s), which must be made.
Pattern: Involves a learned response that is habitual; presentation is smooth and the presenter has confidence in his ability.
Performance: Involves a complex motor action, carried out with a high degree of skill. (May be thought of as “motor synthesis”.)
The Case for Authentic Assessment.