How to make our students Learning-Outcome oriented?

It is simply to develop a comprehensive plan involving everyone This definitely needs to do a lot of school and home, and the government

1. What are program student learning outcomes?

Program student learning outcomes (SLOs) are clear, concise statements that describe how students can demonstrate their mastery of program goals (Allen, M.,2008). These statements identify the knowledge, skills, or attitudes that students will be able to demonstrate, represent, or produce upon successful completion of the program.

 

2. Why develop and publish program student learning outcomes?

Student learning outcomes:

• Help students learn more effectively
• Make clear what students should expect from their educational experience
  • Encourage students to be intentional learners who direct and monitor their own learning
• Help faculty design courses, curriculum, and programs
• Make graduates’ skills and knowledge clear to employers, accrediting agencies, etc.

Questions that student learning outcomes address include the following:

• What knowledge, skills, abilities, and values should the ideal student graduating from our program demonstrate?
• How will they be able to demonstrate these capabilities?
• How well does our program prepare students for careers, graduate school, professional study, and/or lifelong learning?
• What evidence can we use to demonstrate growth in students’ knowledge, skills, abilities, and values as they progress through our program?

Characteristics of program student learning outcomes:

• Describe what students learn, rather than what faculty will do or “cover”
• Framed in terms of the program and not individual courses
• Observable or measurable
• Important
• Alignment:
  • Program SLOs align with school/college goals and institutional goals
  • Course SLOs align with program SLOs
• Rely on verbs that specify definite, observable behaviors
• Focus on the central abilities of the discipline. Incorporate or adapt professional organizations' outcome statements when they exist.
• Stated such that evidence related to the outcome can be gathered by more than one data-collection method
• Collaboratively authored and collectively accepted
• 3-6 outcomes are ideal

 

Good outcomes use verbs that describe definite, observable actionsBloom et al.’s taxonomy is a well-known description of levels of educational objectives. It may be useful to consider this taxonomy when defining your outcomes.

I will not repeat what Mr. Emad has already stated, but I will address the part which deals with the student orientation. If we can as educators demonstrate the value of being outcome oriented and get them involved in the assessment of their learning, then they will automatically become  learning outcomes oriented.