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

Ross Wolf
College of Health and Public Affairs Ross   Wolf I realize not all students learn by the same pedagogy and therefore have adapted my classes to encourage learners of all types to be involved. I believe learning is governed by each studentís background knowledge and experiences, but I can present my personal experiences and research into classroom discussions, le...

Robert Borgon
College of Medicine Robert    Borgon Teaching is a learning experience, and effectively engaging and transferring knowledge to hundreds of students is a skill that must be developed and improved upon each semester. I believe teaching can be honed through experience, listening to students, learning from colleagues, and developing new ways to connect t...

Tison Pugh
College of Arts & Humanities Tison   Pugh The common feature of all medieval literature, despite differences in authors, cultures, and genres, is that it is very, very old, and for my pedagogy to be effective, I must demonstrate that this old literature is still very much alive. To accomplish this goal, I rely upon pedagogical practices that center on stu...