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Brock S. Allen & Kathy S. WilliamsCo-Directors

http://ctl.sdsu.edu

Student Learning Outcomes

& Syllabus GuidelinesBrock S. Allen

Co-DirectorSDSU Center for Teaching &

Learning

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ManagingTheir Work Load

and Yours

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A Typical MisunderstandingAbout Expectations

I’m very frustrated!!I thought the exam was going to test whether we could remember the

formulas and maybe calculate some

results.

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A Typical MisunderstandingAbout Expectations

I’m very frustrated!!I thought the exam was going to test whether we could remember the

formulas and maybe calculate some

results.

Actually, the most important thing is

to select the right formula to

use. A calculator can do

the rest.

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Restate as a Student Learning Outcome Statement It's important to

understand statistical methodology employed in reports of experiments and to be aware of potential threats to published conclusions.

Students will be able to critique the statistical methodology employed in an experiment published in a scientific journal, identifying and explaining potential threats to the author's conclusions.

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Revise Outcome Statements to Accommodate Multiple-Choice Testing Students will be able

to critique the statistical methodology employed in an experiment published in a scientific journal, identifying and explaining potential threats to the author's conclusions.

Students will be able to identify the statistical methodology employed in an experiment published in a scientific journal, and identify potential threats to the author's conclusions.

Achieving Learning Outcomes:Which Will Add the Most to Workload?

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1. Write the verbatim definition foreach concept name.

2. Match concept namesto definitions in a randomized list.

3. Create/describe anappropriate examplefor each concept name.

Short answers

Match list items or multiple-choice items

Write or draw representations.

Assessment of Student PerformanceStudent Learning Outcomes

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Let’s PlayOutcomes

Sudoku

Achieving Learning Outcomes:Which Will Add the Most to Workload?

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1. Write the verbatim definition foreach concept name.

2. Match concept namesto definitions in a randomized list.

3. Create/describe anappropriate examplefor each concept name.

2

1

3

Instructor Students Value

3

2

3

1

2

3

100 students; Rate 1= low, 3 = high

Achieving Learning Outcomes:Which Will Add the Most to Workload?

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1. Match System Xcomponent names to functions in a list.

2. Use knowledge ofcause-and-effect relationsto trouble-shoot System X.

3. Diagram System X and label componentswith names and functions.

Multiple choice or matching items

M-C items: stem presents symptom; options list causes

Students draw and label system

Assessment of Student PerformanceStudent Learning Outcomes

Achieving Learning Outcomes:Which Will Add the Most to Workload?

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1. Match System Xcomponent names to functions in a list.

2. Use knowledge ofcause-and-effect relationsto trouble-shoot System X.

3. Diagram System X and label componentswith names and functions.

1

2

3

Instructor Students Value

2

3

3

1

3

2

100 students; Rate 1= low, 3 = high

Assess ActivitiesRegularly

So you can so you can make tactical adjustments rather than waiting until the end of the semester.

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Basic Assessments

Assessment activities aren’t necessarily add-ons; should reinforce learning

Highlight issues for quick intervention Summarize, remind students Promote reflection, deeper processing

KISS: Keep It Simple, Silly Feedback forms Blackboard surveys Focus or advisory group (for credit?) Quizzes and short essays Reflections: mini-essays

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Ideas/issues that intrigued you

Muddiest moment

Areas for improvement

Strengths & benefits

Syllabus Guidelines

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SDSU Curriculum Guide

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Why invest in your syllabus?

More organized and thoughtful students More students who plan ahead Reduced “hassles” and disputes Reduced instructor workload Work product for your teaching portfolio

Contract renewal or extension at SDSU Work at other institutions You own your syllabus content but SDSU

retains a permanent license to use it

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How much time to invest?Rules of Thumb Invest more if course…

is larger or multi-section offered frequently incorporates complex assignments

and/or logistics OR if students …

lack motivation or discipline are disorganized and don’t plan well

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