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

Tian Tian
College of Engineering and Computer Science Tian  Tian I believe the chief responsibility of schooling is to encourage students’ intellectual and personal development, rather than to certify or to pick the best and brightest. I understand learning is a developmental process rather than only a question of acquisition. As a teacher, my job is to help them learn be...

Martha Garcia
College of Arts and Humanities Martha   Garcia I believe in applying teacher-student collaboration through instruction, research, and service. My teaching and learning practice incorporates concepts and premises that I help learners apply pragmatically. I also believe my teaching functions in conjunction with the values of the institution I serve. In t...

Stephanie Vie
College of Arts & Humanities Stephanie  Vie No matter the class I teach, rhetoric serves as our foundation. Rhetorical literacy - which I define as an individual's ability to critically analyze a communication situation and best select from the available communicative strategies - is my pedagogical touchstone. To focus on rhetorical literacy, I ask students...