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Lynnette Mann
IST 699 – Capstone Project
Storyboard: Student Learning Outcomes Training

Contents
What’s and Why’s of SLOs ............................................................................................................................................................ 2

What makes a good SLO?............................................................................................................................................................. 10

Language of SLOs?....................................................................................................................................................................... 13

What assessments? ........................................................................................................................................................................ 15


Title “Welcome to Module 1:
What’s and Why’s of SLOs”
Objectives “In this module you will learn: 1. In your own words, you will describe
what are student learning
outcomes, why it is important
that courses have SLOs, and
how to differentiate between
student learning outcomes and
course objectives.”
What are & Let’s start off with two
Why do we common questions many
have SLOs faculty and staff ask.
What are student learning
outcomes (SLOs) and why do
we have SLOs?
SLOs are detailed, measurable
goals for student academic
growth to be achieved in a
specific period of time,
based on prior student learning
data, and developed
collaboratively by
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Student Learning Outcomes Training
Module 1: What & Why of SLOs
the two main purposes of student
learning outcomes, noting 80% of the
descriptive definition.
2. Given a list of outcomes/objectives,
you will differentiate between student
learning outcomes and course
objectives, with 90% accuracy.
3. In your own words, you will explain
the importance of student learning
outcomes to the institution and to the
course, noting 80% of the descriptive
definition.
 What are SLOs?
o Explicitly stated learning goals
o Measurable and Observable
outcome tied to a particular
assessment tools (test,
assignment, activity,…)
 Why do we have SLOs?
o Increased faculty awareness of
learning
o Framework for course
design/redesign
o Evidence for accreditation
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educators and their evaluators.

Student Learning Outcomes

are statements that describe
the knowledge or skills a
student should acquire by the
end of a particular assignment,
module, or unit of study. SLOs
are observable and
measurable.

SLO vs CO You might be asking… Isn’t this How are SLOs differ from CO?
(interactive – the same as a course
accordion objective?  Student Learning Outcomes
layout)  Course Objectives
The short answer is, no.  Scope
How these are measured
Course objectives (listed on the
course outline of record)
describes what you hope your
students will learn by the end
of the course. These are the
topics you cover in the course.

Student learning outcomes

describes what your student
actually learned.
Usually the scope of a course
objectives is broader than a
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student learning outcome.

Many

Activity – Best Take a moment and test Examples of objectives include:

Guess – CO or yourself. Which statements are • History. Students will gain an understanding of the historical origins of
SLO? Cos and which are SLOs? art history.
• American Literature. Student will read and analyze seminal works in
20th Century American literature.
• Economics. Students will study the major U.S. regulatory agencies.
• Statistics. Students will apply concepts of sample space and
probability.
Examples of student learning outcomes include:
 Economics. Demonstrate graphically and explain how a change in
expectations will affect the loanable funds market.
 Statistics. When given two events, you will determine whether they
are independent or whether there is a relationship between them
(that is, one event affects the probability of the other). On the basis of
this determination, you will be able to select and use the appropriate
rules of conditional probability to determine the probability that a
certain event will occur.
 Art. When shown a print, students will identify whether it is a
woodcut, an etching, or a lithograph, and students will be able to list
the characteristics on which this identification was based.
 Psychology. When given a case study, you will identify whether it
describes a case of schizophrenia, and if it does, which of the following
schizophrenic reactions are involved: hybephrenic, catatonic, or
paranoid.
Measured CO and SLO are measured Images appropriate for the
Differently differently content
CO – course grade
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SLO – measurable/observable
activity

Why are SLOs SLOs are incredibly important • ACCJC requirement

important for several reasons. SLOs are a o Evidence for accreditation
requirement for accreditation. o Syllabus requirement
Our accrediting agency, the • Increased faculty awareness of
ACCJC, requires institutions to learning
have SLOs for all courses in the • Framework for course
catalog and assess the SLOs on design/redesign
a regular basis. Additionally, all • A method for departmental planning
course syllabi must list current • A map for curricular assessment and
SLOs on record. change/improvement
• Improved academic advising
Evidence for accreditation
Accrediting agencies have
modified their requirements to
include student learning goals
and evidence that assessment
of student learning relative to
those goals is used in curricular
improvement.
SLOs are a requirement for
accreditation. Our accrediting
agency, the ACCJC, requires
institutions to have SLOs for all
courses in the catalog and
assess the SLOs on a regular
basis. Additionally, all course
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syllabi must list current SLOs

on record.

Increased faculty awareness

of their students’ learning
Explicitly-stated learning goals
give students a way to think
and talk about what they have
learned. They make it easier
for students to “know what
they know” and give students a
language to communicate
what they know to others.
Such awareness is considered
central to learning that lasts.

Frameworks for course design

and redesign
Faculty often find that it is
much easier to plan a course
when they begin with where
they hope their students will
end. Another place to begin
planning or revising a course is
where faculty know students
will face difficulty in the
course. Identifying student
learning goals helps faculty
structure their courses,
identify pedagogical strategies,
and design assignments, tests,
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projects, class discussion, and

other course elements to help
students meet those goals.

Course-based learning goals

also serve as criteria that
faculty can use both to assess
students’ progress and to
direct course revision, helping
faculty to incorporate the
skills, methodology, and
thinking that the major values
into their classes. Finally,
course-based learning goals
also identify for departments
the values and practices of the
faculty delivering the
departmental curricula. In so
doing, course-based goals
inform departmental learning
goals.

A method for departmental

planning
Departmental learning goals
help faculty plan the
curriculum, assess coherence
and sequencing, and evaluate
the learning of majors. In
addition, they signal the
department’s disciplinary
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identity and provide a common

language that students,
faculty, and staff share. This
common language can
facilitate communication and
build bridges among various
departmental services for
students, such as advising and
instruction.
A map for curricular
assessment and change
Use of learning goals helps
departments think about
curriculum. When learning
goals are defined, departments
and programs can determine
the courses that address each
goal. Curricular maps can
reveal desired and undesired
redundancies, overlaps, and
gaps in programs for majors.

A method for institutional

assessment
Course-based and
departmental learning goals
and their assessment
demonstrate how learning
goals are translated through
the lenses and curricula of the
disciplines those units
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represent. Furthermore, they

can show larger units within
the institution how the parts
relate to the whole.

Improved academic advising

Learning goals for each course
are an important first step
toward clearly communicating
expectations to students,
assisting them, and their
advisors, in matching courses
and majors with student
interests and capabilities.

Activity – Fill in In your own words, provide Reason 1: After learner inputs some reasons
the blank – two reasons to have SLOs Reason 2: restate main reasons for SLOs.
Reasons for
SLOs
Summary In this module we have Summary:
discussed: • Purpose of SLOs
The main purposes of SLOs, • Difference between SLO and CO
The differences between SLOs • The importance of SLOs
and CLOs and the importance
of SLOs to you and your
college.

Resources: Module 1
https://ueap.sfsu.edu/sites/default/files/assets/docs/student_learning_outcomes.pdf
https://www.goucher.edu/learn/curriculum/student-learning-goals-and-outcomes/purpose-of--student-learning-outcomes
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Slide Audio: On-screen text: On-screen graphics:

Title “Welcome to Module 2: Welcome to Module 2: What makes a
What makes a good SLO?” good SLO?”
Objectives “In this module you will learn:1. Given situations, you will determine
How to determine the scope of appropriate scope of student learning
an SLO, differentiate between outcome, with 90% accuracy.
attributes what are 2. Given a list of attributes, you will
measurable and not and those differentiate between those which
attributes that are observable are measurable and those which are
and not. Additionally, we’ll not, with 90% accuracy.
look at how SLO result data can3. Given a list of attributes, you will
direct course improvement.” differentiate between those which
are observable and those which are
not, with 90% accuracy.
4. In your own words, you will describe
how student learning outcome data
lends to course improvements, noting
80% of the descriptive definition.
Meaningful In module 1 we mentioned a Well written SLO:
data leads to couple of reasons for having • Observable
course SLOs: Specifically, to have a • Specific
improvements framework for redesign and for • Measurable
departmental planning. • Attainable
The way SLOs can help with
these tasks are from the data
they give us.
To acquire this meaningful
data SLOs must be well-
written.
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Let’s focus on three attributes

which form a well-written SLO.
Observable, Specific, and
Measurable.
SOM Let’s look at each of the Specific Observable Measurable
attributes. (accordion style display)

Specific: Specific: What content standards and

Your SLO should be clear and skills do you focus on?
specific, otherwise the student
won't be able to focus their Observable: What student behavior do
efforts or feel truly motivated you want your student to demonstrate?
to achieve it.
Measurable: How will I know when the
Observable: SLO has been achieved?
Without evidence that the
outcome was met, how do we
know that student has
learned? We need to focus on
student behavior – what can
the student do produce,
demonstrate?

Measurable:
It's important to have
measurable SLOs. If the SLO
isn’t measurable how do you
know when the student has
been achieved.
Other Attainable: Can the target end result be
attributes reasonable achieved?
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Results-based: Does the goal align with

the focus on results of the course?

Time-bound: What is the specific &

realistic timeframe for achievement?
Activity – Matching activity to address Two columns of information. The first
Measurable & measurable and observable column will describe a trait, the second
Observable column will list measurable, observable
or neither.
Exploring Data Narrative describing the data A brief look at how data can influence 3 – 5 Images of aggregated SLO
and what you can decipher decision making data
from the data
Summary In this module we discussed:
What attributes well-written
SLOs have Additionally, we’ll
look at how SLO result data can
direct course improvement.”

Resources Module 2:
http://www.learningoutcomesassessment.org/documents/Guidelines%20for%20Well-
written%20SLOs_updated%20Jan_%202016_TSenne(2).pdf
https://calbaptist.edu/educational-effectiveness/Analyzing%20Assessment%20Data.pdf
https://www.oxnardcollege.edu/committees/curriculum-committee/student-learning-outcomes-definition
https://dpi.wi.gov/sites/default/files/imce/ee/pdf/SMART-SLOs_presentation.pdf
https://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf
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Slide Audio: On-screen text: On-screen graphics:

Title “Welcome to Module 3: Student Learning Outcomes Training
Language of SLOs?” Module 3: Language of SLOs?
Objectives “In this module you will learn: 1. In your own words, you will define
what it means for an SLO to be observable and measurable in terms
observable and meaningful, of student learning objectives, noting
and why, you will learn to 80% of the descriptive definition.
classify cognitive domains into 2. Given a cognitive domain, you will
low- and high-level and why it classify into low- or high-level, with
matters, you’ll learn to 90% accuracy.
recognize measurable verbs 3. Given a list of verbs, you will identify
and classify these verbs into the measurable verbs with 90%
the correct cognitive domains.” accuracy.
4. Given a list of verbs, you will classify
into the appropriate cognitive
domain, with 90% accuracy.
The
importance of
language
Bloom’s
Cognitive This module is an options module… the focus for the capstone will be modules
Domain
1, 2, & 4 – after discussion with Dr. Farrington we believe these three modules will
Low- level
High-level take 1 hours to complete.
Activity – Low
& High If there is time, I will develop module 3
Aligning with
content
Activity –
Content and
the domain
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Aligning with
expectations
Activity – It’s
all about
expectations

Summary

Slide Audio:
Title “Welcome to Module 4:
What assessments?”
Objectives “In this module you will learn:
How to classify an assessment
tool within the context of the
cognitive domain, distinguish
between low- and high-order
verbs and select an
appropriate assessment tool
for a Student Learning
Outcome.”
Activity - Directions of the pretest:
Pretest There will be five scenarios.
“For each of the following
scenarios select the
appropriate assessment for the
student learning outcome.”
“Scenario 1:
In a Industrial Maintenance
Mechanic course. An SLO is
The student will identify a non- Scenario 3:
threaded fastener.
Select the type of assessment
which would be best for this
student learning outcome.”
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On-screen text: On-screen graphics:
Student Learning Outcomes Training
Module 4: What assessments?
1. Given examples, you will recognize
types of assessment tools, with 100%
accuracy.
2. Given a set of assessment tools, you
will classify the assessment tool with
the context of the cognitive domain,
with 90% accuracy.
3. Given a list of cognitive domain verbs,
you will distinguish between low- and
high-order verbs, with 90% accuracy.
4. Given a scenario, you will select the
appropriate assessment for a student
learning outcome, with 90% accuracy.
Scenario 1: Appropriate graphic for each
An essay scenario and options
A multiple choice test
Fill in the blank answer
Scenario 2:
A multiple choice test
A demonstration
A short essay
An out-of-class essay
Fill in the blank answer
Matching
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Scenario 4:
Activity will pause to allow for Multiple choice test
the learner to answer the Short essay
question. Matching

Scenario 2: Scenario 5:
In an Introduction to Plant Written test
Science course, a student Multiple choice test
learning outcome is the Fill in the blank answer
student will explain
photosynthesis and respiration Optional Scenario:
in vascular plants. Multiple choice test
Select the type of assessment Short answer
which would be best for this Demonstration
student learning outcome.”

Activity will pause to allow for

the learner to answer the
question.

Scenario 3:
Course: Freshman Composition
SLO: The student will compose
a unified and coherent
paragraph.
Select the type of assessment
which would be best for this
student learning outcome.”
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Activity will pause to allow for

the learner to answer the
question.

Scenario 4:
Course: U.S. History
SLO: The student will recognize
the amendments of the
constitution.
Select the type of assessment
which would be best for this
student learning outcome.”

Activity will pause to allow for

the learner to answer the
question.

Scenario 5:
Course: Calculus
SLO: Given a function, the
student will compute it’s
inverse Laplace transform.
Select the type of assessment
which would be best for this
student learning outcome.”

Activity will pause to allow for

the learner to answer the
question.

Optional Scenario:
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Course: Keyboarding
SLO: Given a document, the
student will accurately
reproduce the text.
Select the type of assessment
which would be best for this
student learning outcome.”

Activity will pause to allow for

the learner to answer the
question.
Common Description of each type of Multiple-Choice/Multiple-Answer Multiple-Choice/Multiple-Answer
Assessment assessment tool (using Fill in the Blank Fill in the Blank
Tools cognitive domain verbs within Short Answer Short Answer
the description) Short Essay Short Essay
Essay/Paper Essay/Paper
(These are not the only Performance/Demonstration Performance/Demonstration
assessment tools) Project Project
Focus on cognitive
assessments – mention
performance and psychomotor
domain
Refresh: Higher “In Module 2 we discussed…” See image Image: Bloom’s Taxonomy
Order vs. Describe how each type of Triangle w/ assessment – created
Lower Order assessment aligns with low- or using Microsoft PowerPoint 2016
high-order SmartArt

Activity – Directions of the activity List of assessment tools to place in each Two buckets/containers
bucket
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Drag-n-Drop
verb exercise
Labels on buckets: low order, high order

Assessment:
Multiple Choice – the student will
identify the correct answer given a list of
possible answers

Multiple Answer – the student will select

the correct answers from a list of
possible answers

Matching – the student will match a

term with the corresponding definition

Fill in the Blank – the student will

translate a word in a foreign language to
English

Short Answer – given a scenario the

student will formulate a response

Short Essay/Essay/Paper – the student

will compare and contrast two art
periods

Project/Performance/Demonstration –
the student will create a balance sheet
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Aligning Describe the level of cognitive Cognitive domain verbs: highlighted to

Assessment to domain and each common indicate low- or high-order
Cognitive assessment tool with reason
Domain Table

Headings: Type of assessment tools

● Multiple-Choice/Multiple-Answer
● Fill in the Blank
● Short Answer
● Short Essay
● Essay/Paper
● Performance/Demonstration
● Project
Fields: Type of cognitive domain verbs
appropriate for each assessment tool
(five each)

Columns will display on slide one at a

time

Activity - Directions of the activity Five rounds

Selecting Given three types of
Appropriate assessment tools select the Round 1:
Assessment tool which best fits the Verb: Explain
Tool cognitive domain verb Assessment Options: Multiple Choice,
Short Answer, Essay

Round 2:
Verb: Identify
Assessment Options: Fill in the Blank,
Multiple Choice, Short Answer
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Round 3:
Verb: Describe
Assessment Options: Multiple Choice, Fill
in the Blank, Short Answer

Round 4:
Verb: Define
Assessment Options: Multiple Choice, Fill
in the Blank, Short Answer

Round 5:
Verb: Create
Assessment Options: Multiple Choice,
Essay, Project

End of Content “Now that you have learned Image indicating end of module
about assessments and how
these fit in the range of
cognitive domain, let’s see how
you fair on a short
assessment.”
Activity - Instructions for the posttest Scenario 1: Appropriate graphic for each
Posttest There will be five scenarios. An essay scenario
“For each of the following A multiple choice test
scenarios select the Fill in the blank answer
appropriate assessment for the
student learning outcome.”
Scenario 2:
“Scenario 1: A multiple choice test
A demonstration
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In a Industrial Maintenance A short essay

Mechanic course. An SLO is
The student will identify a non- Scenario 3:
threaded fastener. An out-of-class essay
Select the type of assessment Fill in the blank answer
which would be best for this Matching
student learning outcome.”
Scenario 4:
Activity will pause to allow for Multiple choice test
the learner to answer the Short essay
question. Matching
Feedback will be provided
regarding the best option for Scenario 5:
this scenario. Written test
Multiple choice test
Scenario 2: Fill in the blank answer
In an Introduction to Plant
Science course, a student Optional Scenario:
learning outcome is the Multiple choice test
student will explain Short answer
photosynthesis and respiration Demonstration
in vascular plants.
Select the type of assessment
which would be best for this
student learning outcome.”

Activity will pause to allow for

the learner to answer the
question.
Feedback will be provided
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regarding the best option for

this scenario.

Scenario 3:
Course: Freshman Composition
SLO: The student will compose
a unified and coherent
paragraph.
Select the type of assessment
which would be best for this
student learning outcome.”

Activity will pause to allow for

the learner to answer the
question.
Feedback will be provided
regarding the best option for
this scenario.

Scenario 4:
Course: U.S. History
SLO: The student will recognize
the amendments of the
constitution.
Select the type of assessment
which would be best for this
student learning outcome.”

Activity will pause to allow for

the learner to answer the
question.
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Feedback will be provided

regarding the best option for
this scenario.

Scenario 5:
Course: Calculus
SLO: Given a function, the
student will compute it’s
inverse Laplace transform.
Select the type of assessment
which would be best for this
student learning outcome.”

Activity will pause to allow for

the learner to answer the
question.
Feedback will be provided
regarding the best option for
this scenario.

Optional Scenario:
Course: Keyboarding
SLO: Given a document, the
student will accurately
reproduce the text.
Select the type of assessment
which would be best for this
student learning outcome.”
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Activity will pause to allow for

the learner to answer the
question.
Feedback will be provided
regarding the best option for
this scenario.
Summary
Quiz Results Scores aggregated by Captivate
Certificate of
Completion