Fink, L. D. (2003). Creating significant learning experiences: An San Francisco: integrated approach to Designing College Courses. Jossey-Bass. Marzano, R. J. & Kendall, J. S. (2006). The new taxonomy of educational Thousand Oaks, CA: Corwin Press. objectives. Online resources for constructing course or program level learning outcomes: WASC 2013 definition of “outcome”: A concise statement of what the student should know or be able to do. learning outcomes describe how a student can demonstrate the desired outcome; verbs such as or are avoided in “understand” “appreciate” favor of observable Learning outcomes actions, e.g., “identify,” “analyze.” can be formulated for different levels of aggregation and analysis. Student learning outcomes are commonly abbreviated as SLOs, course learning outcomes as CLOs, program learning outcomes as PLOs, and institution-level outcomes as ILOs. Other outcomes may address access, retention and graduation, and other indicators aligned with institutional mission and goals (WASC, 2013, Handbook of Accreditation, p. 51). Connecting the outcomes: Sample outcomes for a Bachelor of Science degree in Biological Science ILO Institutional PLO Program SLO Student Where is the SLO – – – Learning Outcome Learning Outcome Learning Outcome assessed? Graduates will think Graduates will solve Using biological BIOL 101: Keys to critically and complex biological science data sets, General Biology and creatively and apply science problems. students will analyze Biodiversity. analytical and and synthesize the quantitative data to solve a reasoning to complex scientific problem in problems. their interest area. Note: Not all courses in the major will be designated as an SLO assessment course. The ILO is quite global. The PLO funnels the learning down to the specific discipline. The SLO outcome data will verify if the PLO and the ILO have been achieved. Note the connectivity (highlighted in yellow) between the ILO, PLO and SLO above. The relationship between the outcomes is significant as it demonstrates coherence between outcome levels. b. These program proposal elements are required:
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to Designing College Courses. San Francisco: Jossey-Bass. Marzano, R. J. & Kendall, J. S. (2006). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press. Online resources for constructing course or program level learning outcomes: WASC 2013 definition of “outcome”: A concise statement of what the student should know or be able to do. learning outcomes describe how a student can demonstrate the desired outcome; verbs such as “understand” or “appreciate” are avoided in favor of observable actions, e.g., “identify,” “analyze.” Learning outcomes can be formulated for different levels of aggregation and analysis. Student learning outcomes are commonly abbreviated as SLOs, course learning outcomes as CLOs, program learning outcomes as PLOs, and institution-level outcomes as ILOs. Other outcomes may address access, retention and graduation, and other indicators aligned with institutional mission and goals (WASC, 2013, Handbook of Accreditation, p. 51). Connecting the outcomes: Sample outcomes for a Bachelor of Science degree in Biological Science ILO – Institutional Learning Outcome PLO – Program Learning Outcome SLO – Student Learning Outcome Where is the SLO assessed? Graduates will think critically and creatively and apply analytical and quantitative reasoning to complex problems. Graduates will solve complex biological science problems. Using biological science data sets, students will analyze and synthesize the data to solve a scientific problem in their interest area. BIOL 101: Keys to General Biology and Biodiversity. Note: Not all courses in the major will be designated as an SLO assessment course. The ILO is quite global. The PLO funnels the learning down to the specific discipline. The SLO outcome data will verify if the PLO and the ILO have been achieved. Note the connectivity (highlighted in yellow) between the ILO, PLO and SLO above. The relationship between the outcomes is significant as it demonstrates coherence between outcome levels. b. These program proposal elements are required: