Learning Outcomes and the C&I Review Process

The review process will be used to help divisions develop effective outcomes.  The process of outcomes will include review of exit standards, out of class assignments, and evaluation methods which are included in the course outlines.  The review is not a method to dictate, but to ensure the outcomes are expressed as the knowledge, skills, or abilities that students will possess upon successful completion of a course or program.

Educational Outcomes:

  • should be clearly stated, realistic and achievable.
  • should meaningfully define the related goal, and, where possible, indicate desired level of attainment.
  • should be assessable.

Why is the review process valuable?

  •  It can help connect the learning outcome to the course outline.
  • Show and track change for divisions and college.
  • Help faculty develop observable and assessable outcomes.

Strengthening Learning Outcomes

The process for strengthening and reviewing learning outcomes can be achieved by asking these three questions:

  • Is the action done by the students?
  • Is the specified action observable?
  • Can the specified action be measured?

Example

Original Learning Outcome is: Upon successful completion of this program, students will be exposed to case studies documenting the use of ethical reasoning in daily decisions.

Evaluate this learning outcome by asking the questions found above.

  •  “Is the action done by the students?” No, the action is not done by students, but by the faculty who present the case studies.
  • “Is the specified action observable?” Yes, the action is observable, as students could be observed as they are exposed to the case studies.
  • “Can the specified action be measured?” Yes, the action can be measured by counting the number of case studies presented to students.

Final revised learning outcome: Upon successful completion of this program, students will be able to apply ethical reasoning in discussing an ethical issue.

Revising Learning Outcomes

The process of writing learning outcomes is not simple. Determining the outcomes a course or program wants to examine can pose the first challenge. In addition, drafting the outcome often takes several revisions to develop a strong one that reflects the intentions of the faculty. However, the effort put into drafting strong outcomes will be returned through an easier time developing measures, collecting data, analyzing the results, and ultimately making recommendations for improvement. Strong outcomes will help to focus the entire process and allow for the most useful results from the assessment process. PLEASE REMEMBER THAT A 3 UNIT CLASS SHOULD HAVE A MINIMUM OF 2 SLOS.

Learning Outcome Review Sheet

Learning Outcome Review Criteria

C&I Website >>

Last updated: 10/3/2016 10:39:37 PM