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Writing SLOs

 

graphic writing slos

 

Consider the Following Basic Features of SLOs:

 

  •    SLOs use action verbs.
  •    SLOs aim at higher-level learning and are not content specific.
  •    SLOs capture the big-picture; the overall, basic purpose.
  •    SLOs capture what students are supposed to do.
  •    SLOs ask students to apply what they have learned.
  •    SLOs can be assessed.

 

How To Write SLOs

 

1.  Consider a fundamental attitude, knowledge, skill or ability that your student will hopefully internalize by the end of your course.  Describe what your student is ABLE TO DO now that s/he has internalized this.

 

2.  Use action verbs to describe this outcome. 

 

3.  Write this in a way that can be assessed—directly or indirectly, qualitatively or quantitatively—someway, somehow.

 

4.   Make sure that the outcome assesses higher-level learning, as opposed to memorization, identification, repetition, etc. (see Bloom’s taxonomy below for a description of higher-level learning and the words used to describe it).

 

 

Examples of Course Specific SLOs

 

  • History: Students will be able to critique and defend America’s foreign policy.
  • Biology: Students will demonstrate the ability to analyze evolutionary theory. 
  • Speech: Students will demonstrate the ability to create, and effectively present, professional and engaging persuasive speeches.
  • Math: Students will apply algebraic concepts to everyday problem solving.
  • Cultural Anthropology: Students will learn how to compare and contrast different models explaining the origin, relativity and function of cultural norms.
  • Psychology: Students will demonstrate the ability to create hypotheses about human behavior from the standpoint of various schools of psychology.  

 

Bloom's Taxonomy

 

http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html

 

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