PROGRAM LEARNING OUTCOMES

ASSESSMENT & COURSE DESIGN

Jessica DeVries, Office of Vice-Provost & Associate Vice-President (Academic)Dr. Samah Sabra, Educational Development Centre

• Are they learning what I’m teaching?

• How well do they understand they key concepts/materials?

• What can I do differently in my course to improve student learning?

Program Learning Outcomes Assessment

Program Assessment Cycle

Context for Program Assessment & QA

• Global trends in higher education and quality assurance• Student-centered

• Ontario Universities’ Council on Quality Assuranceo Quality Assurance Framework (QAF)o Institutional Quality Assurance Process (IQAP)o Degree Level Expectations (DLEs)

• At Carleton:o Program learning outcomes and assessment owned and

driven by faculty and studentso Quality assurance is focused on continuous improvement

Degree Level ExpectationsDegree Level Expectations for undergrad and grad programs “identify the broad categories of knowledge and skills that students must demonstrate in order to be awarded a degree:

➊ Depth and breadth of knowledge ➋ Knowledge of methodologies/ Research and scholarship ➌ Application of knowledge ➍ Communications skills ➎ Awareness of the limits of knowledge ➏ Autonomy and professional capacity”

Council of Ontario Universities. 2011. Ensuring the Value of University Degrees in Ontario, p.16

DLEs, PLOs, CLOs

New Faculty & Program Assessment

• Talk to your Chair/Director (or University Librarian) about program learning outcomeso What are the program learning outcomes?o How does the curriculum fit together?o How does your course contribute to the achievement of the program learning

outcomes?

• Talk to your colleagues about the program

• Talk to us!o Office of the Vice-Provost and Associate Vice-President (Academic)o Education Development Centre

What are learning outcomes?

What students will know, value, or be able to do upon completion of a

program or course.

Learning Outcomes & Course Design

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Examples@ course level:• By the end of this course, students will be able to

o DIFFERENTIATE between speed and velocityo EXPLAIN the role of agency in audience reception theories

@ program level:• By the end of this program, students will be able

too COMMUNICATE scientific information to scientific and non-scientific

audiences in written formats (e.g., reports, letters, memos, briefing notes)

o ASSESS their own and others’ attitudes towards different cultures

Common errors• Troublesome words:

o Understando Knowo Appreciateo Be familiar witho Be aware of

• Also avoid:o Squeezing multiple outcomes into one statement

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Activity: spot the problem• demonstrate awareness of the scope

and variety of works in the arts and humanitieso Describe a variety of works in the arts and

humanitieso Analyze a variety of works in the arts and

humanities

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Activity: spot the problem• be familiar with current programming

languageso Identify current programming languageso Apply current programming languages

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Activity: spot the problem• understand professional, ethical, and

social responsibilitieso Demonstrate principles of professional, ethical,

and social responsibilitieso Justify personal actions through the principles

of professional, ethical, and social responsibilities

Questions or comments?

Thank you!