Professional Documents
Culture Documents
Learning Outcomes
Today’s Goals
This model allows you to develop assessments that measure the outcomes, and that then connect directly to
the program learning goals
1. Master the depth of knowledge required for a degree
Articulate disciplinary and interdisciplinary theories, concepts, principles, skills, and practices
Synthesize knowledge across courses and other experiences
Apply knowledge from core curriculum courses, discipline-based courses, and other experiences in a range of contexts to solve problems and make decisions
3. Communicate effectively
Demonstrate effective oral communication skills (which could include the use of languages such as American Sign language for those who do not communicate orally)
Demonstrate effective writing skills
Demonstrate effective nonverbal communication skills (which could include appropriate use of performance, design, or representations such as maps, tables, and graphs)
Listen actively and critically
Present work effectively to a range of audiences
Effectively communicate original and creative ideas
Critical Thinking
• Design a materials science and engineering system, component or process to
meet desired needs within realistic economic, environmental, social, political,
ethical, health and safety, manufacturability and sustainability constraints.
Communication
• Communicate technical data and design information effectively in speech and
in writing to other materials engineers.
Connecting Program SLOs to Courses
MSE Curriculum Map
Additional
SLOs Assess-
ments
Content
EMA3050 EMA3066 EMA4714 EMA3080C EMA3513C EMA4714
Knowledge
Senior exit
#1 I R A
survey
Senior exit
#2 I R A
survey
Critical
EMA3066 EMA4223 EMA4714
Thinking
Senior exit
#3 I R A
survey
Communi-
EMA3080C EMA3013C EMA3513C
cation
Assessments in the boxes marked A are conducted using specific Senior exit
#4 I R A
homework, exam, or assignment questions aligned with that
SLO. survey
Source: 2011-12 MSE Academic Assessment Plan
Level 3 – Course level SLOs
program SLOs
Easy Syntax…..
Upon completion of this
course, the student will be
able to:
Exercise One
Quick thought
Exercise Two
Syllabi Review
Review
Are there learning outcomes?
Observable?
Measurable?
Direct?
Constructive advice……..
Exercise Three
Revise Current Syllabi
Direct or Indirect
assessment?
Definitions
Direct assessments Indirect
of student learning assessments are
are those that those that ascertain
provide for direct the opinion or self-
examination or report of the extent
observation of or value of learning
student knowledge
experiences
or skills against
measurable
performance
indicators.
Homework
Review your exams or assessments
Better yet… have one of your colleagues review
your exams or assessments
Are your assessments in line with your student
learning outcomes (taxonomy)? Many will say
yes. On review, most assessments are at fairly
low taxonomic levels.
Choose a cognitive level on Bloom’s taxonomy
for each question that best reflects the
expectations of the question…see what you
find……..
Additional Resources
Carriveau, R. (2010). Connecting the dots –
Developing student learning outcomes and
outcomes-based assessments. Denton, TX:
Fancy Fox Publications
Suskie, L. (2009). Assessing student learning: A