Student Learning Outcomes

Why Use Student Learning Outcomes?

  • Clear expectations for students and faculty
  • Common institutional language
  • Context for course design and revision
  • Curriculum Map and Assessment
  • Faculty self-assessment
  • Curricular match with industry standards
  • Accrediting Agency standards

Example: Students will design a plan for an inquiry lesson using the OCPS lesson plan format and meeting at least one of the Sunshine State Standards for secondary science.

SLOs and Assessment

Student Learning Outcomes are:

  • Specific: Students will be able to <action verb> <something>
  • Prescribe artifacts to be analyzed:
    • Measurable characteristics
    • Specified methods of evaluation: exam responses, portfolio section, performance
  • Indicator: Combined data indicating relative degree of achievement.
    Review results of assessments in all/sample of sections of the courses housing the target SLO’s.

Classroom Assessment and Student Learning Outcomes (SLOs)

For each classroom, Student Learning Outcomes, ask the questions…

  • What teaching and learning methods will be most effective? (Experience and research help us answer this)
    • Classroom Student Learning Outcomes are based on Outcomes selected for the Course. A Course Outcome may be addressed in more than one class session, at varying cognitive levels and through the use of various teaching and learning methods.
    • Example: Students will research and prepare arguments for and against the issue of whether the US should socialize medicine.
  • What formative assessment tools should be used to monitor student progress?
    • Selecting a Classroom Assessment Tool to evaluate progress toward meeting a Class SLO involves consideration of the content, level of competency targeted and the learning activities.
    • What do we do with the results of Classroom Assessment?
      • Based on predetermined criteria, we adjust class content, our teaching methods, prerequisites, or remedial activities as needed to ensure greater effectiveness.

    In addition to the information included here, we invite you to participate in events focused on Assessment listed in our calendar and to contact the Faculty Center for additional assistance.

     

Faculty Spotlight View Other Award Winners

Charles Keliher
College of Business Administration Charles           Keliher My teaching philosophy encompasses the following three dimensions: 1. Teach the technical material (knowledge) and develop students' expanded competencies (skills) necessary for long-term success in the profession. 2. Bring real-world examples into th...

Victoria Loerzel
College of College of Nursing Victoria Loerzel As a nurse and educator, my teaching philosophy revolves around the belief that it is my responsibility to provide nursing students with a solid foundation for safe and appropriate nursing practice. I believe students are adult learners and should be self-motivated and in charge of their own learning. However, stu...

Debopam Chakrabarti
College of Medicine Debopam  Chakrabarti My teaching philosophy is to offer students a course that is accurate, comprehensive, and intellectually gratifying where students are presented not only general concepts but also on how these concepts are developed using experimental strategies. In my opinion, the subject should be taught by engendering an under...