learning outcomes

 

Graphic for internationalizing the Curriculum

"It is imperative that the University help our students, whether they are resident or non-resident, domestic, or international, to prepare for lives of significant international engagement. We must give them tools to understand, to appreciate, to critique, and to engage. To live, lead, and thrive in tomorrow’s world, it is more vital than ever for our students to have ample and robust opportunities to expand their international horizons, and to experience an education commensurate with those horizons."

                                         - U-M Accreditation Report 2010

The value of identifying and prioritizing learning outcomes

Preparing students for global citizenship is a lofty goal, and each course will prepare students differently.  What is a key learning outcome in one course will  be a skill that is assumed in another course.  At the same time, what students are trying to achieve varies across every classroom. Read more »

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"For assessment to be successful, it is necessary to put aside the question, 'What’s the best possible knowledge?' and instead to ask, 'Do we have good enough knowledge to try something different that might benefit our students?'"

-Blaich, C. F., & Wise, K. S. (2011). From gathering to using assessment results: Lessons from the Wabash National Study (NILOA Occasional Paper No.8). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.


Key Definitions & Frameworks

Data sources that are useful to consider in assessing student learning are:

  1. Evidence of learning outcomes

    Direct measures of learning

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