Student Learning Outcomes (SLOs) Module #2: Writing SLOs

1. Student Learning Outcomes (SLOs)Module #2: Writing SLOs Office of Academic Planning & Accountability Institutional Effectiveness Moderator: Dr. Cathy Bays

2. Objectives Upon completion of the module #2, participants will be able to write SLOs that: • use action verbs • are measurable (direct, indirect, benchmarking) • include targets

3. What are ‘SLOs’? Student learning outcomes (SLOs) are statements that specify the knowledge (cognitive), skills (psychomotor), and perceptions (affective) students will be able to demonstrate when they have completed their academic program or course.

4. Use Action Verbs with ‘SLOs’

5. Measuring ‘SLOs’ - Direct Direct measures of ‘SLOs’ • Students show us (provide evidence) what they learned • Faculty identify and measure observable behaviors or actions by the learner Examples of direct measures for ‘SLOs’: objective tests, essays, presentations, lab experiments, artistic performance, special projects, classroom assignments, portfolios

6. Measuring ‘SLOs’ - Indirect Indirect measures of ‘SLOs’ Students tell us what they learned usually in one of two ways: • What students believe they have learned—self-reported • How satisfied they are with their experience – self reported Examples: exit surveys, student interviews, and course evaluations There are additional institutional metrics and assessments to indirectly measure ‘SLOs’. Examples: graduation rates, GPA, job placement, continuing education placement, alumni surveys, quality measurement system surveys {QMS}, faculty questionnaire, and employer satisfaction surveys

7. Measuring ‘SLOs’- Benchmarks Include standards or benchmarks where applicable • Internal standards Are students meeting identified program/unit standards? • External standards Are students meeting standards set by an entity outside of the university? • Internal peer benchmarks How do students compare to peers within the program/unit? • External peer benchmarks How do students compare to peers at other institutions?

8. Setting Targets Targets are specific, quantifiable behavioral expectations of students’ collective performance related to each measure of student learning outcome.

9. Setting Targets Express targets as percentages rather than averages. • If you use a 4-point rubric, a target that 90% of the students will earn at least a 3 out of 4 is clear and precise when compared to a target that states students will earn an average of 3.1 on a 4-point rubric scale. • If you use a 100-point numeric score, a target that 95% of the students will earn at least a 75 is clear and precise when compared to a target that states students will earn an average of 75.

10. Setting Targets Use of multiple performance targets for several performance levels may be indicated. For example: • If you use a 4-point rubric, a target that 80% of the students will earn at least a 3 out of 4 and another 10% of the students will earn a 4 out of 4. • If you use a 100-point numeric score, a target that 80% of the students will earn at least a 75 and another 10% of the students will earn at least a 92.

11. Checkbox for Writing ‘SLOs’

12. References & Resources Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus. Suskie, L. (2009). Assessing student learning: A common sense guide. 2nd ed. San Francisco, CA: Jossey-Bass.

13. Contact Information Bob Goldstein Associate University Provost rsgold03@louisville.edu Connie Shumake Assistant University Provost ccshum01@louisville.edu Cheryl Gilchrist Director of Institutional Effectiveness cbgilc01@louisville.edu Cathy Bays i2a Specialist for Assessment clbays01@louisville.edu