Writing Behavioral, Measurable

Student Learning Outcomes

(Course Syllabi, ALCs, ALPs, and CCR Submissions)

Dr. Claudia J. Stanny

Director, Center for University Teaching,
Learning, and Assessment

May 16, 2007

Learning Outcomes
¾ Define SLOs, ALCs, ALPs, and CCRs
¾ Distinguish between measurable and unmeasurable
SLOs
¾ Write measurable SLOs
¾ Identify the elements of an ALC and ALP
¾ Describe the types of SLOs needed for course and
program CCRs
¾ Describe the relation between course and program
SLOs
¾ Define direct and indirect methods of assessment

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 The Jargon of CCRs
¾ Student Learning Outcome (SLO)
¾ Academic Learning Compact (ALC)
¾ Academic Learning Plan (ALP)
¾ Curriculum Change Request (CCR)

Writing Measurable Student Learning

Outcomes

¾ Focus on student behavior and work products

¾ Describe the behaviors, activities, or products
that will be used to determine that
understanding or learning has occurred
¾ What will students be able to do or produce as
a result of learning that occurs?

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Full list is available on the CUTLA Web site: http://uwf.edu/cutla/

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 Problematic Language in SLOs
¾ “Forbidden” words
• Know
• Understand
• Appreciate
¾ These are laudable goals, but how would you
demonstrate that these have occurred?
¾ Identify behaviors and activities or describe
the quality of products that would provide
evidence for these outcomes.

Refining SLOs to Focus on Measurable

Student Behavior
Original SLO:
Explore in depth the literature on an aspect of teaching
strategies.
Evaluation of this language:
Exploration is not a measurable activity but the quality
of the product of exploration would be measurable.
Improved SLO:
Write a paper based on an in-depth exploration of the
literature.

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 Examples:
Measurable and Unmeasurable SLOs
Not Measurable
¾ Demonstrate an
historical knowledge of
the symphonic, string
orchestra, and chamber
ensemble repertoire
¾ Recognize a need for
lifelong learning and
plan for personal and
professional growth
Measurable
¾ Describe the historical
development of the
symphonic, string
orchestra, and chamber
ensemble repertoire
¾ Describe and adopt a
plan for ongoing
professional
development and
lifelong learning.

Domains for ALC and ALP Program SLOs

¾ Content
• discipline knowledge and skills
¾ Critical thinking
• skill in analysis, synthesis, use of evidence
¾ Communication
• speaking, writing
¾ Integrity/values
• academic integrity, discipline-specific ethical issues
¾ Project management
• self-regulation, team work skills

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 Activity
¾ Bloom’s Action Words
¾ Write one SLO for each domain (select multiple
courses if needed)
¾ Find a partner and discuss your SLOs
• Are they measurable?
• Can you identify a student behavior or sample of student
work that could be used to measure this outcome?
¾ Revise SLOs as needed
¾ Which types of student learning did you have
difficulty describing in a measurable SLO?

Writing SLOs for CCR Submission

¾ Course CCRs must include measurable SLOs
for the course
¾ Program CCRs must include measurable
SLOs for each of the 5 domains for program
SLOs
¾ Program SLOs in the CCR must be the same
as the program SLOs identified in the program
ALC or ALP

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 Revising ALC and ALP Documents
¾ New Program CCRs must be accompanied by
creation of an appropriate ALC or ALP
¾ Program CCRs that modify program SLOs
must be accompanied by a revision of the ALC
or ALP document
¾ Policies and Procedures for ALC and ALP
may be found on the CUTLA Web site
http://uwf.edu/cutla/

Relation Between Course and Program

SLOs
¾ Courses will have some SLOs that are related
to program SLOs
¾ Courses do not require an SLO for every
program SLO
¾ Courses may include additional SLOs that are
not included in the program ALC or ALP
¾ Course SLOs may be more specific or more
detailed than those in the program ALC or
ALP

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Aligning Course SLOS in Syllabi with
Program SLOs
¾ Value of a curriculum audit to identify which
courses address different program SLOs
¾ Different courses serve different purposes in
achieving student learning on program SLOs
¾ Curriculum audit provides a global view of
the curriculum
¾ Determine which SLOs are receiving adequate
attention and which SLOs might need more
attention

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 Direct and Indirect Methods of
Assessment
Indirect Measures Direct Measures
¾ Self-reports ¾ Exams & quizzes
¾ Alumni surveys ¾ Standardized tests (e.g., for
¾ Senior surveys licensure or certification)
¾ Exit interviews ¾ Evaluation of work quality
Measures based on (reports, performances,
perception of portfolios) with a rubric
learning Measures based on objective
Opinions or behavioral evidence of
learning