“Take time to smell the roses”

1. Better understanding of student learning
outcomes assessment
◦ at the program level – at the end of program

2. Value the faculty role in student learning
outcomes assessment at the program level

A student learning outcome is a specific
statement that describes what the student is
to learn, understand, or to be able to do as a
results of a lesson or a series of lessons.
 Student
learning outcomes
assessment is an ongoing process
aimed at understanding and
improving student learning.
 Create
an environment that
promotes educational
excellence through evidencebased dialogue about student
learning and academic
programs.
1… not an end in itself.
2.…most effective when it reflects the
complexity of learning.
3. …outcome-oriented.
4. … a process.
5. …depends on faculty commitment.
6. …to improve.
◦ What do we want our students to
learn?
◦ Are they learning it? How do we
know?
◦ Why or why not?
CHARACTERISTICS:

Describe broad and comprehensive student learning
outcomes of the program

Understandable to students

Arrived at collaboratively

Measurable

Employ active verbs usually taken from higher levels of
Bloom’s taxonomy
Creating/Evaluating
3
Analyzing/Applying
2
Understanding/Remembering
1
◦ Servant Leadership Program Outcome:
Develop
pharmacists committed to the service of their profession and
communities and in possession of the leadership skills required
to provide service regardless of the pharmacist’s position or
title. Blooms Level (3)
◦ Communication Program Outcome: Develop
pharmacists who, as individuals and in collaboration with others,
utilize effective verbal, non-verbal, and written communication
skills to promote evidence-based, safe, and appropriate
medication use to achieve optimal patient care. Blooms Level (3)
◦ Servant Leadership Program Outcome: Develop
pharmacists committed to the service of their profession and
communities and in possession of the leadership skills required
to provide service regardless of the pharmacist’s position or title.
Blooms Level (3)
 Student Learning Outcomes for Servant Leadership





SL1: The student will articulate the roles, responsibilities, and characteristics of
leaders who are engaged in service to their organizations, communities, and
profession. Blooms Level (1)
SL2: The student will possess and articulate awareness of self as a leader through
the discovery of their strengths and values. Blooms Level (1)
SL3: The student will demonstrate a service orientation toward others by utilizing
their talents, knowledge and skills to achieve the common good. Blooms Level (2)
SL4: The student will demonstrate the ability to work in teams by utilizing the
principles of combining individual strengths, team dynamics, and emotional
intelligence. Blooms Level (2)
SL5: The student will participate in leading change, within groups and organizations,
aimed at accomplishing goals for the common good. Blooms Level (3)



Align and link SLOs to courses
Course syllabi include SLOs relevant to that
course
Align and link course learning objectives with
SLOs in courses
Course
SL1
Phar 372
Phar 382
SL 2
SL 3
X
X
SL5
X
X
X
Phar 480
X
X
Phar 482
X
X
Phar 572
X
SL 4
X

Assessment data based on actual student
work:
◦ Embedded Assessments – existing tests, exams,
or rubric based skills tools, portfolios
Exams and Exam Items
o
o
Align/link exams with student learning
outcomes. Which exam items are
measuring which outcomes?
Test manager software
Rubrics
◦ Align/link rubrics with student learning
outcomes. Which rubric components are
measuring which outcomes?
◦ Recorded in data base system

Extract, aggregate, and analyze student
performance results by outcome:
◦ From coded exam bank
◦ From coded rubric system



Aligned/linked SLOs to courses
Course syllabi include SLOs relevant to that
course
Aligned/linked course learning objectives
with SLOs in courses


Formative: On-going; Monitor cohorts of
students to provide feedback to faculty who
teach, department leaders, deans,
assessment committees etc..;
Summative: At the end of program; Analyze
how well cohorts of students achieved
program level student learning outcomes

Isn’t Assessment the Same Thing as Grading?
NO
Grading = Evaluative process
Outcomes Assessment = Ameliorative process
 Why
Should We Do Assessment?
◦ The Primary Purpose For Doing
Assessment Is….
To Improve Student
Learning
QUESTIONS
????