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

Judith Ruland
College of Nursing Judith    Ruland My philosophy of teaching is based on a belief that learning needs to be student centered and that students need to be equal partners in the learning process. My role involves using my expertise to put the necessary resources in the hands of the students or more likely to be sure that my students are well equi...

Karen Verkler
College of Education Karen Verkler Life is no brief candle to me; it is a sort of splendid torch which I’ve got a hold of for the moment and I want to make it burn as brightly as possible before handing it on to future generations. George Bernard Shaw (1856-1950) I have been an educator in several different disciplines. How...

Lei Zhao
College of Engineering and Computer Science Lei   Zhao Enthusiasm is the key to the success of an engineering educator. My enthusiasm in engineering and teaching, which propelled me through many years of hard work in pursuit of knowledge and excellence, enables me to instill the same enthusiasm in my students and guide them towards a rewarding career in engine...