Edit and Review to make sure SLOs are measureable, specific, focused, valid, and clear as possible. Ask yourself: Is learning being demonstrated? Sometimes it may be beneficial to start backwards and think about the major assessments you use in the course. These would be the assessment tools of your outcomes. Make a list of your major assignments for this course. Then try to express in one sentence what the students are being asked to demonstrate in the assignment. Avoid using unmeasurable words such as; believe, appreciate, understand, know, etc. Here is a list of active verbs to use when stating the outcome. Bloom’s Taxonomy of Cognitive Skills with Active Verb List Basic Knowledge Thinking Higher level Thinking Critical Thinking Knowledge: Comprehension: Application: Analysis: Synthesis: Evaluation: Recall of Grasp meaning Use learning Break material Combine Judge value Facts of knowledge material in a down into previous of material for being learned new way parts to be material with a given understood new material purpose to make a new structure Count Associate Add Analyze Categorize Appraise Define Compute Apply Arrange Combine Assess Describe Convert Calculate Breakdown Compile Compare Draw Defend Change Combine Compose Conclude Identify Discuss Classify Design Create Contrast Labels Distinguish Complete Detect Drive Criticize List Estimate Compute Develop Design Critique Match Explain Demonstrate Diagram Devise Determine Name Extend Discover Differentiate Explain Grade Outlines Extrapolate Divide Discriminate Generate Interpret Point Generalize Examine Illustrate Group Judge Quote Give examples Graph Infer Integrate Justify Read Infer Interpolate Outline Modify Measure Recall Paraphrase Manipulate Point out Order Rank Recite Predict Modify Relate Organize Rate Recognize Rewrite Operate Select Plan Support Record Summarize Prepare Separate Prescribe Test Repeat Produce Subdivide Propose Reproduces Show Utilize Rearrange Selects Solve Reconstruct State Subtract Related Write Translate Reorganize Use Revise Rewrite Summarize Transform Specify Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Edit and Review to make sure SLOs are measureable, specific, focused, valid, and clear as possible. Ask yourself: Is learning being demonstrated? Sometimes it may be beneficial to start backwards and think about the major assessments you use in the course. These would be the assessment tools of your outcomes. Make a list of your major assignments for this course. Then try to express in one sentence what the students are being asked to demonstrate in the assignment. Avoid using unmeasurable words such as; believe, appreciate, understand, know, etc. Here is a list of active verbs to use when stating the outcome. Bloom’s Taxonomy of Cognitive Skills with Active Verb List Basic Knowledge Thinking Higher level Thinking Critical Thinking Knowledge: Recall of Facts Comprehension: Grasp meaning of knowledge being learned Application: Use learning material in a new way Analysis: Break material down into parts to be understood Synthesis: Combine previous material with new material to make a new structure Evaluation: Judge value of material for a given purpose Count Define Describe Draw Identify Labels List Match Name Outlines Point Quote Read Recall Recite Recognize Record Repeat Reproduces Selects State Write Associate Compute Convert Defend Discuss Distinguish Estimate Explain Extend Extrapolate Generalize Give examples Infer Paraphrase Predict Rewrite Summarize Add Apply Calculate Change Classify Complete Compute Demonstrate Discover Divide Examine Graph Interpolate Manipulate Modify Operate Prepare Produce Show Solve Subtract Translate Use Analyze Arrange Breakdown Combine Design Detect Develop Diagram Differentiate Discriminate Illustrate Infer Outline Point out Relate Select Separate Subdivide Utilize Categorize Combine Compile Compose Create Drive Design Devise Explain Generate Group Integrate Modify Order Organize Plan Prescribe Propose Rearrange Reconstruct Related Reorganize Revise Rewrite Summarize Transform Specify Appraise Assess Compare Conclude Contrast Criticize Critique Determine Grade Interpret Judge Justify Measure Rank Rate Support Test Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Student-Learning-Outcomes_Guidelines-final-1.docx