Program Outcomes
Published on Jun 14, 2018
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PRESENTATION OUTLINE
Program Outcomes
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Students will be able to communicate effectively about computing solutions.
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Students will understand ethical dilemmas and how to address them.
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What do accreditors ask for?
HLC:
HLC does not mandate a number
Quality over quantity
Not everything can be measured!
Typical is 4-5.
Programs that fall primarily under HLC have to create and monitor their own outcomes.
Outcomes can be found in earlier versions of assessment plan.
Can be revised as needed by faculty
Programs accredited by external agencies other than HLC (ABET for engineering, AACSB for business, CIDA for interior design, CSWE for social work) often have required program outcomes determined by the agency.
HLC:
HLC does not mandate a number
Quality over quantity
Not everything can be measured!
Typical is 4-5.
Programs that fall primarily under HLC have to create and monitor their own outcomes.
Outcomes can be found in earlier versions of assessment plan.
Can be revised as needed by faculty
Programs accredited by external agencies other than HLC (ABET for engineering, AACSB for business, CIDA for interior design, CSWE for social work) often have required program outcomes determined by the agency.
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Top 5 Outcome Issues
- Too many
- Too many at once
- Lack rigor
- Difficult to measure
- Instructor focused
Programs with 12 outcomes (especially certificate or two-year programs).
Assessing too many outcomes in one “umbrella” outcome.
Original: Student will be able to identify, analyze, and apply sociological theories in a given context.
Revised: Student will apply sociological theories in a given context.
Outcomes don’t reflect rigor.
Original: Students will identify historical trends in the field.
Revised: Students will evaluate historical trends in the field.
Creating a difficult to measure or ill-defined outcome.
Original: Students will appreciate the impact of culture on treatment plans.
Revised: Students will write treatment plans that reflect cultural sensitivity.
Outcomes not stated as what the student learns.
Original: Student will be given clinical opportunities to gain experience communicating with patients.
Revised: Students will communicate effectively with patients regarding treatment plan.
Assessing too many outcomes in one “umbrella” outcome.
Original: Student will be able to identify, analyze, and apply sociological theories in a given context.
Revised: Student will apply sociological theories in a given context.
Outcomes don’t reflect rigor.
Original: Students will identify historical trends in the field.
Revised: Students will evaluate historical trends in the field.
Creating a difficult to measure or ill-defined outcome.
Original: Students will appreciate the impact of culture on treatment plans.
Revised: Students will write treatment plans that reflect cultural sensitivity.
Outcomes not stated as what the student learns.
Original: Student will be given clinical opportunities to gain experience communicating with patients.
Revised: Students will communicate effectively with patients regarding treatment plan.
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Good Outcomes
- Measurable
- Specific
- Aligned with course
- Action verb
Are measurable, can be evaluated
Not measurable: Student will appreciate cultural variations in approach to healthcare.
Measurable: Student will explain how cultural variations can affect treatment options.
Are specific
Not specific: Student will communicate clearly.
Specific: Students will be able to use their writing and oral communication skills to persuade and mobilize support for “effective” decisions. (From CBA SLO’s for BA)
Are student-focused, not teacher-focused
Teacher taught: Program will “provide an understanding of kinematics and kinetics of machines and the fundamental concepts of stress and strain analysis”
Student skill: Student will “describe the basic principles kinematics and kinetics of machines and the fundamental concepts of stress and strain analysis” (Biggs & Tang, 2007, p. 71)
Are aligned with specific courses so that students have multiple opportunities to practice.
Often grounded in a learning taxonomy.
Not measurable: Student will appreciate cultural variations in approach to healthcare.
Measurable: Student will explain how cultural variations can affect treatment options.
Are specific
Not specific: Student will communicate clearly.
Specific: Students will be able to use their writing and oral communication skills to persuade and mobilize support for “effective” decisions. (From CBA SLO’s for BA)
Are student-focused, not teacher-focused
Teacher taught: Program will “provide an understanding of kinematics and kinetics of machines and the fundamental concepts of stress and strain analysis”
Student skill: Student will “describe the basic principles kinematics and kinetics of machines and the fundamental concepts of stress and strain analysis” (Biggs & Tang, 2007, p. 71)
Are aligned with specific courses so that students have multiple opportunities to practice.
Often grounded in a learning taxonomy.
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