In the previous section, on the background
for assessment, we learned about the history and external pressures for
assessment, such as the new accreditation standards. However, the
real benefit of assessing outcomes lays in the metamorphosis from a teaching-centered to
This has created a shift in
When planning for our courses and
programs, the primary question is no longer
"What will I teach (or what content will I cover)
in this class or program?"
The primary question becomes
"What will the students learn?"
forces us to look at what the students
will be able to do at the end of the course (or program, or counseling
appointment, or student government activity) that
they could not do at the beginning.
There are two more important questions,
"How will I know what they can do?" and "How will students know what
they can do?"
The heart and core of assessment are
statements that define what the students should be able to do - the student
learning outcomes (SLOs).
After completing this section the participants should
be able to:
a set of DRAFT SLOs for a course or program that:
Supports the faculty memberís teaching goals.
Integrates thinking complexity appropriate to the course.
Addresses at least two of the domains [cognitive,
psychomotor, and affective].
Aligns with program and institutional goals and outcomes.
Complies with professional standards and specifications.
Incorporates modifications through dialogue.