Measuring the progress of
students requires a method to evaluate what they learned in class
A learning outcome is
the knowledge, skill or behavior that
is expected when a learners has completed a study unit.
Measuring a learning outcome
typically requires the administering of an assessment test. Thus is
used at the city, county, state, regional, national and international
levels. Academic policy is formulated by people with academic
credentials and elected law makers who
decide what the purpose of the assessment is, what population will be
assessed, what is to be assessed, how it is to be assessed, and how the
measures are to be reported and utilized. Policy makers decide on
domains and grade levels to focus on while others will
focus on the measurement of student knowledge.
There is evidence that these
policy makers are shifting their attention from
inputs to outcomes. In other words, the emphasis is greatly concerned
about what learners should have learned
at the end of a course or grade.
There is a significant educational
concern about have much money is being spent on such issues on
educating our children, Topics being discussed include teacher
education, teacher and classified salaries and benefits, construction
of physical facilities and the maintenance /operating expenses. School
boards of city, county, state, and federal budgets don't have the
funding to provide the funding to insure a consistent plan to stimulate
learning in the
Parents and taxpayers are
clamoring to assess the cost benefit effectiveness of existing funding.
Eliminating or curtailing classes that are offered depends on the
validity of learning assessments and if the evidence supports or
rejects the reality - does the learning outcome reflect the
stated goals and objectives of national education systems? What factors
are associated with increasing student achievement?
To effectively evaluate learning, the
tool that is used should be appropriate to the outcome being measured.
Answering multiple-choice questions is not an authentic measure of the
student’s actual critical thinking ability.
The gathering of information must be
combined with classroom feedback if the teacher wants to improve the
lesson the next time it is presented. If feedback demonstrated that
amount of learning was not satisfactorily, adjustments must immediately
occur until the information is fully commuicated to each student. Given
that there will be a variation in the time each student requires to
absorb/comprehend the information, there also will be a difference in
the time to apply what they learned to their envoronment.
What intervention might you
consider to allow the slowest individual to stay involved in the class?
- Private tutoring
- Class assistants
- Creation of CD's with stop motion video demonstrations
Multiple steps are
involved in measuring Student Learning Outcomes (SLOs):
What learning outcomes are
possible to measure in athlete performances?
- Create a chart of steps
that measure student learning outcomes.
- Establish performance
standards for each objective.
- Identify observable
factors for assessing which level of
performance has been achieved on each objective.
- Conduct measurements
during the same time of day to assure acceptable inter-rater
- Set benchmarks for
successful student, course, program, or degree outcomes,
milestones to gradually move from current performance levels to the
- Evaluate student
performance, assemble the data, and report the results.
- Summarize how to
effectively use the results to improve learning and
What are measurable indicators
of creative expression? It is a challenge for those who teach in the
creative arts, but they are able to make these determinations on a
regular basis. Some students can parate back information on a
quiz but are unable to apply the information to real world problems.
Each course syllabus should include
Student Learning Outcomes (SLOs)
that describe the knowledge, skills, and abilities students can expect
to attain during the course. Measurement tools usually include:
A syllabus may include what projects may
be performed for extra credit.
- Written research papers
- Mid term test
- Final test
Every Course SLOs should be related to
the Program SLOs that is described in the approved Learning Program or
Learning Plan. For clarifications, review the following links:
Writing a Course
Syllabus Must Include Clear and Concise Concepts for Measuring
Such measurements will demonstrate if
how well the students have met the stated outcomes of the syllabus.
Student learning outcomes (SLOs) specify
what students will know, be able to do or be able to demonstrate upon
completing in a program/activity/course/project. Outcomes are usually
expressed as knowledge, skills, attitudes or values.
A good SLO will specify an action by the student
that is observable, measurable, and/or able to be demonstrated!
What skills are
students learning? Are these the skills we want them to learn?
Are these the skills we are teaching them?)
Assessing an SLO will:
Getting Started by listing:
- Help in understand how to better facilitate learning.
- Provide feedback that assists in providing services that
provide student satisfaction.
- Enable students to articulate what they are learning and
have been able to apply outside of the classroom.
- Help students in the explaination what they are able to do
and what they know.
Good Learning Outcomes Should be
- The most important things a student should know, be able to
do, or demonstrate after completing the class or course.
- Benefits of utilizing office hours?
- <>Try to write these ideas as SLO
Pay careful attention to the verbs you use in your SLOs.
- Make outcomes as specific and focused. Avoid generalization
of the outcomes that they will be hard to measure!
- SLOs that measure of what students have learned from any
student satisfaction, program evaluation, and attendance.
Statements that are
focused will describe what the learner will know or be able to do by
the end of a defined
period of time and indicate how that knowledge or skill will be
demonstrated. For example:
Always use relevant, active verbs such as in the following
completing this assignment, students will be able to provide accurate
diagrams of cells and be able to classify cells from microscopic
- By the end of this course, students will be
able to identify and develop data collection instruments and measures
for planning and conducting sociological research.
the end of this workshop, participants will be able to identify and
classify their spending habits and prepare a personal budget.
By the end of this course,
students will be able to:
- predict the
appearance and motion of visible celestial objects
scientific questions about the motion of visible celestial objects
- plan ways to model
and/or simulate an answer to the questions chosen
and integrate information from various sources, including electronic
and print resources, community resources, and personally collected
data, to answer the questions chosen
scientific ideas, procedures, results, and conclusions using
appropriate SI units, language, and formats
- describe, evaluate, and
the impact of research and other accomplishments in space technology on
our understanding of scientific theories and principles and on other
fields of endeavour [Adapted from http://www.erin.utoronto.ca/~astro/SNC1D.htm]
Universities and colleges
syllabus for all
When the institution prepares for
an accreditation review,
course syllabuses are reviewed and revised. The following is a
discussion of why a detailed syllabus is beneficial to students and
Group ice skating classes and
activities such as Synchronized Skating, Showcase ensembles, and
Theater on Ice Teams should have a prepared syllabus and Goals and
Objectives that are given to skater at the beginning of the skating
season or group classes. Coaches should develop Lesson Plans for all of
the activities their are involved in to allow another qualified
individual to fill in for them in case of an illness, personal
emergency or personal time off.
There are two site specific
approaches to communicating course materials:
can be delivered by two principle methods:
- Brick and Mortar.
- Distance Learning.
- Linear- predefined by
Index self directed
choices by interest/importance to learner,
- Be specific - Specify specific details
upcoming assignments, readings, grading policies, attendance, course
goals and other information and expectations. The instructor or
provide additional details later, but the syllabus allows the student
prepare for the start of the first class. In addition, students may
lookup the materials that were covered when it is impossible to attend
- Maintain a Friendly Tone - A syllabus
should clearly lay out policy in a friendly tone that makes
students more comfortable prior to starting the first class.
- Present the syllabus to students in advance of the
first day of class -
Post the syllabus online. Provide an e-mail address if a
student/parents should wish to discuss
the syllabus. Even though
your policies are carefully stated, they may need clarification,
and students appreciate your openness in discussing the rationale
behind them. In some cases their questions may lead to a beneficial
exchange about course goals and philosophies.
- Announce Changes by E-Mail - If for some
date or other item in the syllabus must be changed, you should send a
general e-mail message to your students so that they have a
"written" record, as well as announcing it in class. Some instructor
develop a web page exclusively for the course that they use as an
official site and update frequently. The materials covered in each
class are posted for the semester. Prepared notes can be posted
after each class session.
learning outcomes statements
Student learning outcomes statements clearly state the
knowledge, skills, attitudes, competencies, and habits of mind that
students are expected to have achieved.
Learning Outcomes Assessment Handbook
Student Learning Outcomes (SLO) Assessment Handbook. Montgomery ....
categorized into two main types: Student Learning Outcomes (SLO) and
The purpose of this course is to provide
learning experiences that will lead to the development of basic skills
in team sports.
Sport Syllabus Longest - UNC
The organization of the sports
we play and the sports we love is a reflection of the ... What role
does sport play in the creation of adolescent culture?
This course examines sports using the sociological perspective. The
course will focus upon important, enduring issues within the sociology
Sports Officiating Syllabus
Officiating is a three hour credit Health & Human Performance
course meeting once a week. This course will provide the student with
the knowledge and ...
Aid Sample Syllabus
A consideration of first
aid practices to the injured; designed to lead to Red Cross
certification in first aid.
Training Sample Syllabus
Skating I Sample Syllabus
balance, movement, and safety on the ice; forward,
backward, and stopping. Guidance in choice, use and care of equipment.
2 lab hours arr. Open only to beginners. This course is graded.
Skating II Sample Syllabus
with emphasis on correct technique for basic skills. 2 lab hours arr.
Perquisites: 162.01 or ability to skate forward, backward,
and stop with no balance problems.
Skating III Sample Syllabus
Power skating: designed
for persons having had more than 30 hours on ice
and who can execute the basic strokes (including back crossovers) with
correct techniques. 4 lab hours. Prerequisite: 162.02 or 162.04 or
Lectures: survey of figure
skating includes history, types of
competition, judging, recreational, and show skating. Lab: introduction
to free skating, compulsory figures, and dance skating. 1 cl, 3
lab hours. Prerequisite: 162.03 or permission of instructor.
Intermediate and advanced freestyle;
intermediate: all single jumps,
basic spins, and advanced footwork; advanced: jump combinations, spin
combinations, and double jumps.
3 lab hours arr. Perquisite: 163.01 or permission of instructor.
164.01 Ice Hockey I Sample
Introductory skills and techniques of ice
hockey Prerequisites: 162.02 or equiv. Open only to beginners.
The following internet
links have been
gleaned from personal communications
public institutions and athletic
have a web presence with information concerning team
materials are copy protected.
The limited use of the
materials for education purposes is allowed providing
credit is given
for the source of the materials.