This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides: 1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program. 2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy. 3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills. 4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.

1. LEARNING OUTCOMES,
SOAPS AND
ASSESSMENT
Presented by
Ida M. Jones
idaj@csufresno.edu

2. Session Learning Outcomes
• Identify your department SOAP and
summarize the relationship of your course
to your department and/or program
• Identify your course learning outcome(s) or
goal(s)
• Create or revise one learning outcome and
apply Bloom’s Taxonomy
• Begin assessment of learning activities

3. What are your course goals? (p. 1)
Ask yourself:
What do I want students to
achieve in this course?
Workplace/professional
Educated, informed citizen
Personal
In other words, why do students
need this course?

4. How does your course relate to
the department and/or
program? (p. 1)
Go to:
http://www.fresnostate.edu/aca
demics/oie/assessment/soap.ht
ml

5. What is a learning outcome? (p. 2)
Student Learning Outcomes (SLOs):
• Describe what students should be able to do when
they complete the course.
• They are competency-based and measurable, in
that they describe exactly what the student must do
to demonstrate mastery of course material.
• Use specific language (Bloom’s)*
• Outcomes may be separated by knowledge, skills and
values (attitudes)
• Should be an appropriate number of outcomes (5-12)
and should be written at appropriate level
*http://eductechalogy.org/swfapp/blooms/wheel/engage.swf OR
handout:http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

6. Bloom’s Taxonomy (p. 4)
• Remembering: can the student recall or remember the
information?
define, duplicate, list, memorize, recall, repeat, reprodu
ce state
• Understanding: can the student explain ideas or
concepts?
classify, describe, discuss, explain, identify, locate, reco
gnize, report, select, translate, paraphrase
• Applying: can the student use the information in a new
way?
choose, demonstrate, dramatize, employ, illustrate, inte
rpret, operate, schedule, sketch, solve, use, write
• Analyzing: can the student distinguish between the different parts? appraise,
compare, contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test
• Evaluating: can the student justify a stand or decision? appraise, argue,
defend, judge, select, support, value, evaluate
• Creating: can the student create new product or point of view? assemble,
construct, create, design, develop, formulate, write
Choose outcomes verbs that relate to the appropriate cognitive
domain
Source: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

7. Alignment and Assessment

8. Grades as Effective Assessment
Tools
“To accurately assess learning outcomes, each type of
assessment (i.e., exam, project, programming
assignment, etc), would need to be analyzed in terms of the
different skills it addresses and scores across the various types
of assessment activity would have to be compiled and assigned
for each of the skills.”
Aligning Assessment with
Objectives, http://www.cmu.edu/teaching/assessment/howto/basics/objectives.
html

9. Aren’t grades enough?
• Grades may be imprecise and idiosyncratic.
• Class grades may be affected by additional
factors such as attendance, class
participation, late assignments.
• Grades provide very minimal feedback about
specific aspects of student performance.
• Grades do have a place in assessment when
they are based on specific, direct evidence of
student learning outcomes and linked to
standards.
–

10. Questions to ask about your
assessment activities:
• Alignment of outcome verb with
assessment instrument? (What kind of
learning are you measuring?)
• How authentic is the task? (Where are
students asked to perform real-world
tasks that demonstrate meaningful
application of essential knowledge and
skills?)

11. Final Step: Close the loop!
“Self-assessment is not the goal.
Self-adjustment is the goal. That’s
what makes Tiger Woods and
Michael Jordan great… that’s what our
best students and teachers do.”
Grant Wiggins