Student Learning Outcomes are statements that specify what students will know, be able to do or be able to demonstrate when they have completed or
participated in a Course or Program. SLO's specify an action by the student that must be observable, measurable and able to be demonstrated. Grades are objectives. SLO's are measurable and observable outcomes. Objectives are intended results or consequences of instruction, curricula, programs or activities. Outcomes are achieved results of what was learned - the evidencethat learning took place. Objectives are focused on performances that all students are expected to demonstrate at the end of instruction, for example the normal distribution of grades. Outcomes are single student-centered and describe what it is that the student should learn. SLOs are not grades, but observable skills. Objectivesdefine the key elements that must be taught every time the course is delivered. Outcomes are measurable statements that specify what learners will know or be able to do as a result of successfully completing a course. Because calculation of a course grade often involves a combination of sources such as class participation and other objectives, the single course grade does not directly represent the student’s achievement of a specific learning outcome or skill. Instead of how many students received A’s or D’s in the course, the SLO’s are geared to describe a specific skill that is acquired which is central to the course. Design & Teach a CourseArticulate Your Learning ObjectivesBefore you decide on the content to cover in your course, endow your course with a strong internal structure conducive to student learning. Alignment among three main course components ensures an internally consistent structure. Alignment is when the:
When these components are not aligned, students might rightfully complain that the test did not have anything to do with what was covered in class, or instructors might feel that even though students are earning a passing grade, they haven’t really mastered the material at the desired level. Aligning these three components is a dynamic process, since a change in one necessarily affects the other two. Articulating your learning objectives will help:
More information on how clear learning objectives support students' learning. (pdf) Learning objectives should be student-centered.We, as instructors, often have a good idea of what we want to accomplish in a given course: We want to cover certain topics, or we want to teach students certain ideas and skills. We should also think in terms of what we want the students to be able to do at the end of the course. It is very helpful to articulate learning objectives by completing this prompt: “At the end of the course, students should be able to _____.” Learning objectives should break down the task and focus on specific cognitive processes.Many activities that faculty believe require a single skill (for example, writing or problem solving) actually involve a synthesis of many component skills. To master these complex skills, students must practice and gain proficiency in the discrete component skills.
Breaking down the skills will allow us to select appropriate assessments and instructional strategies so that students practice all component skills. Learning objectives should use action verbs.Focusing on concrete actions and behaviors allows us to make student learning explicit, and communicates to students the kind of intellectual effort we expect of them. Sample learning objectives for a math class might be:
Using action verbs enables you to more easily measure the degree to which students can do what you expect them to do. Learning objectives should be measurable.Because learning objectives should guide the selection of assessments, they cannot be vague. All of learning objectives we've exemplified are measurable in that they point to a clear assessment that can easily check whether students have mastered that skill (e.g., asking students to state a given theorem, giving students a thesis statement to prove, asking students to solve a textbook problem that requires the application of a theorem, or asking students which theorem they would use in a given situation). Some learning objectives that are typically vague but are often used include:
These objectives can be clarified by asking ourselves: "What would students do differently if they really 'understand' or 'appreciate' X?" Articulating your learning objectives at the appropriate grain can be challenging at first. Here are some resources to help:
Which statement best describes the use of performance assessment in evaluating student learning?Which statement describes the use of performance assessment in evaluating student learning? Performance assessment evaluates students' products, presentations and performances as evidence of learning.
What information is specified in a learning objective?Defining “Learning Objective”
A learning objective is a description of what the learner must be able to do upon completion of an educational activity. A well-written learning objective outlines the knowledge, skills and/or attitude the learners will gain from the educational activity and does so in a measurable way.
Which of the following is the best definition of academic learning time?Definition. Academic learning time (ALT) is the amount of time students are actively, successfully, and productively engaged in learning relevant academic content.
Which statement is true about the ISTE standards for students?Which statement is true about the ISTE Standards for Students and the 21st Century Student Outcomes for Learning? Each emphasizes how technology creates new teaching and learning experiences for students.
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Student learning objectives are best described by which of the following statements?
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