Part 1: Learning Outcomes
Main Function
Learning outcomes should exist to communicate what a student is expected to know or do after successfully completing an activity, course, program, degree, or other academic credential.
Key Points to Know
- Outcomes should focus on the major learning that shows what students should be able to do or remember a few years after successfully completing an academic experience.
- Outcomes should communicate these learning expectations to students, faculty, and the public.
- Outcomes should describe actions that students can achieve in a way that faculty can measure.
Benefits
Good learning outcomes
- provide clear instructional goals for faculty members, helping them focus curriculum on content and concepts that are most important.
- present clear expectations for the students; and
- position institutions to be accountable for student learning and learning improvement.
Why Learning Outcomes are Necessary
An assessment model grounded in learning outcomes also supports the College’s mission to provide “student-centered teaching and learning experiences.” Learning outcomes keep the College focused on student learning and allow the College to remain in compliance with its regional accreditation responsibilities. This handbook includes information related to the focus on student learning.
Core Questions
Learning outcomes and their assessment answer two important questions: (1) What do we want students to learn? and (2) How do we know they have learned it? These questions are relevant at the institutional, program, and course levels. The answers may seem obvious to some, but the answers are not always apparent within the curriculum.
Terms such as goals, objectives, competencies, and proficiencies are too often used interchangeably with the term outcomes. These terms do not always have the same meaning. Specifically, the term ‘outcome’ focuses on what the student will do, while the term objective traditionally indicates what an instructor will do. So, we begin by defining learning outcomes. In short, well-written learning outcomes are statements that clearly articulate what students are expected to be able to do after they successfully complete an activity, course, program, or degree.
At the institution or program level, learning outcomes are usually expressed broadly or in general terms. Institutional learning outcomes and program learning outcomes are examples of broad learning outcomes. Learning outcomes at the course level are more specific. In all cases, learning outcomes communicate value to students and the public, and these expectations for student performance provide a framework that allows faculty to build the curriculum.
The declared, taught, and learned curriculum types should, in theory, be the same, but without outcomes and assessment, there is no way to know if they are the same or not. Well-written outcomes help align the curriculum we declare and teach, and well-written outcomes provide the foundation for both the expectations of student learning and good assessment. Outcomes and assessment with a focus on student learning assist instructors and the institution in demonstrating that learning has occurred measurably. This is a documented best practice that informs good teaching.
Faculty must know that Palm Beach State College has learning outcomes at three levels: institutional learning outcomes, program learning outcomes, and course learning outcomes. Outcomes are developed by faculty and are published online. Web links are provided with brief descriptions. All levels of student learning outcomes can be found at
www.pbsc.edu/LearningOutcomes
Program Learning Outcomes (PLOs)
Developing program learning outcomes from the existing objectives in the state curriculum frameworks at the program level (A.S., ATD, CCC, ATC, and CCP). Outcomes-based learning continues to be an ongoing practice that now includes bachelor’s degree programs. Outcomes at this level are reviewed annually during program review, and faculty go through the curriculum committee to have the changes approved when there is a need to revise PLOs.
www.pbsc.edu/ProgramLearningOutcomes
Course Learning Outcomes (CLOs)
Course learning outcomes are aligned to the PLOS and are included in each syllabus. Faculty must go through a curriculum process to revise learning outcomes, and revisions must be approved by the cluster and curriculum committee. Course learning outcomes are created by using the State of Florida‘s assigned frameworks at the onset of a program, as they do with the PLOs. The College’s assessment director is available to assist faculty with outcomes development when needed. www.palmbeachstate.edu/utilities/CourseOutlines/
Benefits of a Curriculum Driven by Learning Outcomes
Learning outcomes provide an opportunity for faculty to evaluate course and program offerings in terms of student learning. Faculty can make a difference in the learning experiences of students at Palm Beach State by collaborating with each other to define clear expectations for learning that can then be communicated to students. The implementation of learning outcomes has been and continues to be a transformative experience of how we examine students and learning as the focus has turned to what students learn and how we can improve student learning. The process is also evolutionary, and we are constantly learning. The key is that a partnership in learning develops – students know what they will be able to do as the result of the learning, and faculty will have the tools to ensure that students are learning the stated outcomes. By focusing on learning outcomes, this partnership has other benefits for both the faculty and students.
Outcomes-based Curriculum Allows Faculty to…
- Know exactly what students are expected to learn in each course and know the recommend outcomes for programs and courses.
- Provide focus for developing appropriate learning experiences for students so that they have the knowledge, skills, and abilities to succeed.
- Empower students to become more involved with their learning experiences.
- Assess students’ learning and use results as a tool for improvement.
- Grow professionally as they step away from traditional teaching formats and try innovative pedagogies to get students more involved in the learning process.
Outcomes-based Curriculum Allow Students to…
- Know exactly what is expected of them.
- Become more involved in their learning experiences.
- Apply knowledge, skills, and abilities from one class to the next or to the workplace.
Developing Learning Outcomes
Begin by asking, “What will the students be able to do upon successful completion (of the degree, the program, or the course)?” Consider in the answer the knowledge, skills, and abilities you might expect a student to have years after successfully completing your course or program. There may be several outcomes, and there is no magic number of outcomes for an institution, a program, or a course. What is important is that the essential components of learning are represented. Once a desired outcome is identified, it must be developed and written.
Author Ruth Stiehl (2017) provides an excellent four-part backward-design model for developing learning outcomes. Her model requires faculty to collaboratively consider and find consensus regarding the concepts and issues that students must understand and address, the skills students must master, the assessments that students must take to demonstrate mastery in class, and finally, what students can do after they finish the course or program. The result of this process is an outcome for the course, program, or institution.
Once the intended outcome is identified, it must be carefully written. Good outcomes clarify expectations of the faculty member to the student and ultimately the public, so ensuring the outcome is in fact “good” becomes important.
Several qualities characterize a good learning outcome, including these.
- Good learning outcomes include action verbs.
- Good learning outcomes clearly state who is to do the action.
- Good learning outcomes clearly state what action is to be done.
- Good learning outcomes are achievable.
- Good learning outcomes are observable.
Assessing the Quality of Learning Outcomes
Previously, it was suggested that all outcomes be achievable, observable, measurable, and that they are aligned to the curriculum. Additionally, each outcome should include action verbs, clearly state who is to do the action, and clearly state what action is to be done.
As a final check, it is important to assess the quality of learning outcomes at all levels by alignment and actual data obtained through the PBSC QLI Annual Assessment and Program Review initiative. The college employs Nuventive Improve as a data repository for activities, including the ISLO assessment. In addition, the CTLE Back Design Academy provides a plethora of tools and workshop materials that can assist in measuring the quality of outcomes.
CTLE SITE